Video: Mathologer on visual logarithms (and hyperbolic trig)

In summary, the video "Mathologer on visual logarithms (and hyperbolic trig)" explores the concepts of logarithms and hyperbolic trigonometric functions through engaging visual explanations. It emphasizes how visual representations can enhance understanding of these mathematical ideas, making complex concepts more accessible and intuitive. The presenter uses illustrative examples and diagrams to clarify the relationships and applications of logarithms and hyperbolic trig functions, fostering a deeper appreciation for their significance in mathematics.
  • #1
robphy
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Mathologer (https://en.wikipedia.org/wiki/Burkard_Polster) has a nice video using known (but not well-known)
geometric motivations of the natural logarithm and the hyperbolic functions... and he makes brief mentions of special relativity

I've been using similar motivations to support geometric reasoning on a spacetime diagram (using "rotated graph paper" and "spacetime trigonometry").
In the beginning, he's describing a Lorentz boost (on unrotated graph paper, in light-cone coordinates).
Near the end, one may recognize a triangle involved in the Bondi k-calculus (although that connection isn't mentioned).

Dictionary:
"angle" (as arc length and as sector-area) is related to the rapidity
"exp(x)" is related to the Bondi k-factor (Doppler factor) .... so rapidity=ln(Doppler)
"cosh(x)" is related to the time-dilation factor [itex]\gamma[/itex] (and the timelilke-component of a 4-vector)
"sinh(x)" is related to the dimensionless-velocity*time-dilation factor [itex](v/c) \gamma[/itex] (and the spacelike-component of a 4-vector)
"tanh(x)" is related to the dimensionless-velocity (v/c)

 
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  • #2
It's only that what you call "angle" (in fact it's "rapitity" in Minkowski space) has a meaning of an area and not as an arclength. The arc length of a unit hyperbola has no simple closed form. It's rather an elliptic function.
 
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  • #3
vanhees71 said:
It's only that what you call "angle" (in fact it's "rapitity" in Minkowski space) has a meaning of an area and not as an arclength. The arc length of a unit hyperbola has no simple closed form. It's rather an elliptic function.
The rapidity is also the Minkowski-arc length on the unit hyperbola.
 
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  • #4
Yes, but it's very confusing to call this an arc length. A pseudo-metric is not a metric!
 
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  • #5
I think "Minkowski-arc length" makes clear, what is meant.
 
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  • #6
Sagittarius A-Star said:
I think "Minkowski-arc length" makes clear, what is meant.
I disagree and think that what @vanhees71 is pointing out is important. I used think of this as an actual arc-length until someone else disabused me of the incorrect notion.
 
  • #7
jbergman said:
I disagree and think that what @vanhees71 is pointing out is important. I used think of this as an actual arc-length until someone else disabused me of the incorrect notion.
I don't know a better name as "Minkowski-arc length" for it.
 
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  • #8
What's meant is "proper time" for hyperbolic motion. It's not an "arc length". Of course the fundamental form of Minkowski spacetime is pretty similar to the scalar product in Euclidean affine space, but it's also different, and the difference is of great physical importance: the indefinite fundamental form of Minkowski spacetime allows for a "causal structure", which Euclidean affine space doesn't.
 
  • #9
vanhees71 said:
What's meant is "proper time" for hyperbolic motion. It's not an "arc length".
But if you discuss a segment of the unit hyperbola that is space-like, then it's Minkowski-arc length cannot be called "proper time".
 
  • #10
Indeed, which once more underlines that calling the fundamental form of Minkowski space a metric and derive then "arc-lengths" of curves from it is highly misleading. What's with "null lines". They'd have an arc-length of 0. Proper time for time-like world lines is the only "arc-length-like" covariant quantity related to world lines at least have some physical meaning, being the time a proper clock moving along this worldline indicates.
 
  • #11
vanhees71 said:
Proper time for time-like world lines is the only "arc-length-like" covariant quantity related to world lines at least have some physical meaning, being the time a proper clock moving along this worldline indicates.
Yes, but the discussion started about the definition(s) of the hyperbolic angle and it's relation to the Minkowski line element.
 
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  • #12
vanhees71 said:
A pseudo-metric is not a metric!
To my understanding, the Minkowski metric is not a pseudo-metric, because a pseudo-metric is defined as a non-negative real-valued function:
https://en.wikipedia.org/wiki/Pseudometric_space#Definition

See also:
Wikipedia said:
Properties of pseudo-Riemannian manifolds
Just as Euclidean space ##\mathbb {R} ^{n}## can be thought of as the model Riemannian manifold, Minkowski space ##\mathbb{R}^{n-1,1}## with the flat Minkowski metric is the model Lorentzian manifold.
Source:
https://en.wikipedia.org/wiki/Pseudo-Riemannian_manifold#Properties_of_pseudo-Riemannian_manifolds
 
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  • #13
I don't know, how else to call it. In the math literature it's sometimes called a "fundamental form". Also sometimes for the signature (1,3) (or (3,1)) one finds "Lorentzian manifold" for the pseudo-Riemannian manifold used in GR. I only want to avoid the misleading terminology of calling it a "metric", which leads to confusion at least when students are introduced to Minkowski spacetime.
 
  • #14
vanhees71 said:
I don't know, how else to call it. In the math literature it's sometimes called a "fundamental form". Also sometimes for the signature (1,3) (or (3,1)) one finds "Lorentzian manifold" for the pseudo-Riemannian manifold used in GR. I only want to avoid the misleading terminology of calling it a "metric", which leads to confusion at least when students are introduced to Minkowski spacetime.
I think that "Minkowski metric" (instead of calling it only "metric", as done in many SR books) makes clear, what is meant.
 
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FAQ: Video: Mathologer on visual logarithms (and hyperbolic trig)

What is the main concept behind visualizing logarithms?

The main concept behind visualizing logarithms is to represent logarithmic relationships in a geometric or visual manner, making the abstract mathematical ideas more intuitive and accessible. This often involves using graphs, shapes, or animations to illustrate how logarithms scale numbers and relate to exponential functions.

How do hyperbolic trigonometric functions relate to logarithms?

Hyperbolic trigonometric functions, such as sinh (hyperbolic sine) and cosh (hyperbolic cosine), are closely related to exponential functions, which in turn are related to logarithms. For example, the hyperbolic sine and cosine can be expressed in terms of exponential functions, and their inverses (arsinh and arcosh) are logarithmic functions. This connection helps in understanding the behavior of logarithms in a different mathematical context.

Why is it beneficial to use visual methods to teach logarithms?

Visual methods are beneficial in teaching logarithms because they help students grasp complex concepts more easily. Visual aids can make abstract ideas more concrete, facilitate better understanding, and enhance retention. They also provide an alternative approach for learners who may struggle with purely algebraic or numerical representations.

What tools or software can be used to create visual representations of logarithms and hyperbolic trig functions?

Several tools and software can be used to create visual representations of logarithms and hyperbolic trig functions, including graphing calculators, computer algebra systems like Mathematica or Maple, and programming languages with strong visualization libraries such as Python (with libraries like Matplotlib or Plotly). Additionally, educational platforms like GeoGebra offer interactive tools for visualizing mathematical concepts.

Can visualizing logarithms help in understanding real-world applications?

Yes, visualizing logarithms can significantly aid in understanding their real-world applications. Logarithms are used in various fields such as science, engineering, economics, and information theory. Visual representations can help illustrate how logarithmic scales work in contexts like measuring the intensity of earthquakes (Richter scale), sound (decibels), and even in financial models for compound interest. By visualizing these concepts, it becomes easier to see how logarithms function in practical scenarios.

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