A Summer 2015 Mathematics A To Z: hypersphere


If you asked someone to say what mathematicians do, there are, I think, three answers you’d get. One would be “they write out lots of decimal places”. That’s fair enough; that’s what numerical mathematics is about. One would be “they write out complicated problems in calculus”. That’s also fair enough; say “analysis” instead of “calculus” and you’re not far off. The other answer I’d expect is “they draw really complicated shapes”. And that’s geometry. All fair enough; this is stuff real mathematicians do.

Geometry has always been with us. You may hear jokes about never using algebra or calculus or such in real life. You never hear that about geometry, though. The study of shapes and how they fill space is so obviously useful that you sound like a fool saying you never use it. That would be like claiming you never use floors.

There are different kinds of geometry, though. The geometry we learn in school first is usually plane geometry, that is, how shapes on a two-dimensional surface like a sheet of paper or a computer screen work. Here we see squares and triangles and trapezoids and theorems with names like “side-angle-side congruence”. The geometry we learn as infants, and perhaps again in high school, is solid geometry, how shapes in three-dimensional spaces work. Here we see spheres and cubes and cones and something called “ellipsoids”. And there’s spherical geometry, the way shapes on the surface of a sphere work. This gives us great circle routes and loxodromes and tales of land surveyors trying to work out what Vermont’s northern border should be.

Continue reading “A Summer 2015 Mathematics A To Z: hypersphere”