Imaginary Numbers Are Real [Part 4: Bombelli's Solution]

In part four we see how Bombelli used \(\sqrt{-1}\) to solve Cardan's problem. This was cutting edge mathematics at the time - but these days can be completely understood by strong algebra students. I tend to move at a pretty quick pace through the derivations -  but I assure you, the math isn't so bad - and you can always pause the video to check it out in more detail. Keep in mind that you may need to change your playback settings on YouTube to HD to see everything.

What strikes me about this part of the story is how unimpressed Bombelli was with his own work - we see this type of behavior with a number of scientists and mathematicians - Newton comes to mind. This makes me wonder how many folks are out there sitting on amazing discoveries, but haven't shared them yet because they don't think their work important enough. 

It's interesting to me as well that doing quality work not only requires the ability to do the work, but the ability to gauge what work is important and what work is not. The later seems to be more of an art than a science. 

Enjoy!

Imaginary Numbers Area Real [Part 3: Cardan's Problem]

In part 3 we begin to learn how Rafael Bombelli was able to deal with Cardan's problem. We also get our first look at the mechanics of working with \(\sqrt{-1}\). It always surprises me how quickly most student accept \(\sqrt{-1}\).

I think in most cases this is because students are more interested in finding the answers to the homework than understanding why numbers with a ridiculous name like imaginary became part of our mathematical lexicon. I can hardly blame them, I shared the same outlook through most of high school and college. Who cares about the why when I'm only being evaluated on the how?

Not to get too preachy here, but I will briefly say that once we enter the real world with its real problems and real consequences, the why quickly becomes indispensable. When we must solve real problems - problems without an answer in the back of a book -  we must be confident in our tools. To be effective, we need to understand the strengths, shortcomings, and assumptions behind the mathematics (or whatever tools) we use.  

This this perspective in mind, imaginary numbers begin to look suspicious. As if they are a specifically designed "trick" to deal with certain problems. I mean really, what could these numbers possibly mean?

I think this is the correct way to approach imaginary numbers. Maintaining our fully justified skepticism, we can explore why these numbers were accepted, and what the implications are. Through remaining skeptical, we ask better questions and can truly appreciate why imaginary numbers are the solution to "real" mathematical problems. 

Enjoy!

Imaginary Numbers Are Real [Part 2, A Little History]

In part 2 we explore the origin of imaginary/lateral numbers. Like many breakthroughs in math and science, this one comes as a results of existing methods not quite working as they should. Even though the square roots of negative numbers have been reported to show up since first century AD, they were easily ignored and dismissed as the problem's way of saying there are no solutions.

It wasn't until serious solutions to cubic equations showed up on the scene in the 1500s that mathematicians we're compelled to take \(\sqrt{-1}\) seriously. And it's not because they wanted to. Cardan was aware that using\(\sqrt{-1}\) did have some utility, but called such solutions sophistic (subtly deceptive reasoning or argumentation). Just like negative numbers and zero before them, \(\sqrt{-1}\) was mistrusted because it didn't seem to be related to anything physical. As we'll see next time, the only reason \(\sqrt{-1}\)  began to gain traction was because it allows us to beautifully and elegantly find the solutions to cubic equations. 

 

A LITTLE CLARIFICATION REGARDING CUBIC ROOT FINDING

Using the cubic x^3 = 15x + 4.

In part two I make pretty heavy use of the cubic $$x^3 = 15x + 4.$$

This cubic originally showed up in the work of an important character we'll meet in part 3, Rafael Bombellli. A pivotal part of my argument is that cubics must have at least one real root because of they way they're shaped (more specifically because of their end behavior). As you may already know, cubics can have up to 3 real roots - and if we plot our example, we see that this case does have three real roots. 

$$f(x) = -x^3 + 15x + 4$$

I was a bit concerned about the legitimacy of the argument that since our function must cross the x-axis at lease once, the del Ferro-Tartaglia-Cardan formula must hold up (see below for full derivation):

$$ x^3 + cx = d\\ x = \sqrt[3]{\frac{d}{2} + \sqrt{\frac{d^2}{4}-\frac{c^3}{27}}} - \sqrt[3]{-\frac{d}{2} + \sqrt{\frac{d^2}{4}-\frac{c^3}{27}}}$$

After all, if the function only did have one real root, it seems the above formula may just yield the imaginary roots. If we try the quick example \( x^3=3x+20\), plugging into the above formula we obtain \(x = \sqrt[3]{10+3\sqrt{11} }-  \sqrt[3]{-10+3\sqrt{11} }\) which comes out to \(x=3.08085946\), which is the real root of the equation. So it's fair to say that under certain conditions and when there is only one real root, our formula will find it. Something I'm not quite clear about here is if this formula will always find the real root, or if it will sometimes yield the imaginary roots.

In the video I gloss over things a bit for the sake of clarity - Cardan and his contemporaries likely knew that a function like \(x^3 = 15x + 4\) would have three real roots - and in the end, this may have been more compelling to them than just knowing that all cubics must have at least one real root. 

A PROPER DERIVATION OF THE DEL FERRO'S SECRET FORMULA

Solving for x in linear, quadratic, and cubic equations.

It's hard to imagine how del Ferro must have felt after discovering the solution to his cubic equation - he was arguably the only person on the planet who knew how to solve equations like this. The part of the video were I show the derivation his cubic formula goes pretty fast, so I've included a proper derivation here. 

 

$$x^3 + cx = d$$

let \(x = u+v\)

$$(u+v)^3 + c(u+v) = d \\(u^2 + 2uv + v^2)(u+v) + c(u+v) = d\\(u^3 + 3u^2v + 3uv^2 + v^3) + c(u+v) = d\\u^3 + v^3 + 3uv(u+v) + c(u+v) = d\\u^3 + v^3 + (3uv + c)(u+v) = d\\$$

This part is a little strange, from what I've read, this is supposed to be del Ferro's deep insight - it seems a little hacky to me! If we let \(3uv + c = 0\), then \(u^3 + v^3 = d\) and \(v = \frac{-c}{3u}\).

$$u^3 + \big(\frac{-c}{3u}\big)^3 = d \\u^3 - \frac{c^3}{27u^3} - d = 0 \\u^6 - du^3 - \frac{c^3}{27} = 0$$

let \(z = u^3\)

$$z^2 - dz - \frac{c^3}{27} = 0$$

Now using the quadratic formula:

$$z = \frac{d \pm \sqrt{(-d)^2-(4)(1)(\frac{-c^3}{27}})}{2} \\z = \frac{d}{2} \pm \frac{\sqrt{d^2+\frac{4c^3}{27}}}{2} \\z = \frac{d}{2} \pm \frac{\sqrt{d^2+\frac{4c^3}{27}}}{\sqrt{4}} \\z = \frac{d}{2} \pm \sqrt{\frac{d^2}{4}+\frac{4c^3}{(27)(4)}} \\z = \frac{d}{2} \pm \sqrt{\frac{d^2}{4}+\frac{c^3}{27}} \\$$

now substituting back in \(z = u^3\):

$$u^3 = \frac{d}{2} \pm \sqrt{\frac{d^2}{4}+\frac{c^3}{27}} \\u = \sqrt[3]{\frac{d}{2} \pm \sqrt{\frac{d^2}{4}+\frac{c^3}{27}}} \\$$

from above,

$$u^3 + v^3 = d \\v^3 = d-u^3 \\$$

Only consider positive root (using the negative root will result in the same exact answer):

$$v^3 = d - \bigg[\frac{d}{2} + \sqrt{\frac{d^2}{4}+\frac{c^3}{27}}\bigg]\\v^3 = \frac{d}{2} - \sqrt{\frac{d^2}{4}+\frac{c^3}{27}}\\x = u + v \\x = \sqrt[3]{\frac{d}{2} + \sqrt{\frac{d^2}{4}+\frac{c^3}{27}}} + \sqrt[3]{\frac{d}{2} - \sqrt{\frac{d^2}{4}+\frac{c^3}{27}}}$$

We can also obtain another perfectly valid version of the formula by factoring out a \(\sqrt[3]{-1} = -1\) from the second term:

$$ x = \sqrt[3]{\frac{d}{2} + \sqrt{\frac{d^2}{4}+\frac{c^3}{27}}} - \sqrt[3]{-\frac{d}{2} + \sqrt{\frac{d^2}{4}+\frac{c^3}{27}}}$$

This is the formula del Ferro derived. It's crazy to think that ~500 years ago only one person on the planet knew this formula - and he had no idea it would lead to the development and acceptance of imaginary numbers.  We end up focusing on a slightly different cubic, introduced later by Cardan:

$$x^3 = cx + d$$

Note that this rearrangement changes the sign of c. Substituting \(-c\) for \(c\) into our final result above, we obtain:

$$x = \sqrt[3]{\frac{d}{2} + \sqrt{\frac{d^2}{4}-\frac{c^3}{27}}} - \sqrt[3]{-\frac{d}{2} + \sqrt{\frac{d^2}{4}-\frac{c^3}{27}}}$$

Just as above, we can factor out a \(\sqrt[3]{-1} = -1\) from the second term to obtain the equivalent formula: 

$$x = \sqrt[3]{\frac{d}{2} + \sqrt{\frac{d^2}{4}-\frac{c^3}{27}}} + \sqrt[3]{\frac{d}{2} - \sqrt{\frac{d^2}{4}-\frac{c^3}{27}}}$$

This is version of the cubic formula that will ultimately lead us into issues with \(\sqrt{-1}\), as shown in the video.

 

WORKS CITED

An Imaginary Tale: The Story of sqrt(-1) - Paul J. Nahin Nahin's book has proven incredibly helpful through the process of creating this series, I highly recommend it for those looking to go deeper into imaginary numbers. 

Mathematics and its history - John Stillwell

Imaginary Numbers Are Real [Part 1: Introduction]

Today I'm excited to release part one of my summer project: a YouTube series entitled "Imaginary Numbers are Real". I'll be releasing parts each Friday, starting today, and ending on October 23.

About the Series

Imaginary numbers are not some wild invention, they are the deep and natural result of extending our number system. Imaginary numbers are all about the discovery of numbers existing not in one dimension along the number line, but in full two dimensional space.  Accepting this not only gives us more rich and complete mathematics, but also unlocks a ridiculous amount of very real, very tangible problems in science and engineering.

In this ten part YouTube series, we'll explore the origins, storied development, and fascinating applications of imaginary numbers. We'll focus on the how, and more importantly, the why behind what may be the murkiest subject in high school mathematics. This series is appropriate for anyone from the high school to graduate school level and beyond who is interested in (or required to be interested in) imaginary numbers.

Parts

1. Introduction
2. A Little History
3. Cardan's Problem
4. Bombelli's Solution
5. Numbers are Two Dimensional
6. The Complex Plane
7. Math Wizardry
8. Closure
9. Complex Functions
10. Applications

Workbook

Like most mathematics, passive listening will only get you so far - you really need to work with imaginary numbers to develop a full understanding. This series is accompanied by a workbook that includes guided notes for each video, additional fun stuff that didn't make it into the videos, exercises with solutions, and a test that covers the entire topic. This is a great way for individuals to develop a deeper grasp of the material, and an excellent resource for educators at the high school or college level. The workbook will be available October 23, 2015 - you can preorder now to ensure you receive a workbook from the first limited print run.

Liner Notes

I had a great time creating this series - it's funny, I actually set out to create a series on the Fourier Transform (which I still plan to do), researching this led me to the fascinating Euler's formula and identity, which ultimately led me all the way down to imaginary numbers. I've been using imaginary numbers for over a decade, but never really questioned where they came from, why we need them, or why they're so ubiquitous in engineering. What I found really fascinated me, and really served to remind me how deep and profound the connection between mathematics and reality is. Imaginary numbers are just an abstract concept that basically fall out of algebra, but turn out be essential in describing real world processes. It's ironic that zero, negative, and imaginary numbers were resisted for so long precisely because they don't seem directly connected to anything in the real world - but once we take the leap of faith and accept these guys, we find ourselves with incredible tools are essential in describing complex real world phenomena.

The production for this series gave me a run for my money! I had the idea of the "pulling the function out of the page" shot early on- but I had no idea how much work it would take! I built a custom 4 axis camera rig, wrote custom python code to control it, learned how to 3d animate in Cinema 4d, and how to composite (and what compositing is) with Adobe After Effects. All this was a blast, but took a huge amount of time and gave me even more respect for folks who make films.

Close up of camera rig for shooting motion shots.

Four axis camera rig I built this summer. 

Finally, if you're really paying attention, you may see that I'm wearing a ring in some shots, but not in others - that's because I got married to my wonderful wife Alison as I was finishing shooting part one.

Summer reading...