Originally posted by tridentblue
That clip is amazing, because it really does get at the thrill of math: Its the interconnectedness of everything, the way patterns repeat throughout the universe.
That said, I think the statement is actually wrong. Its true that any infinite truly random sequence of numbers should contain at some point any other sequence of numbers somewhere in it. However pi fails at a key test of randomness: It can be compressed into a finite form. For instance, the computer program which enumerates all the digits of pi is finite in length. But for a truly random string of infinite numbers, there would be no computer program that could enumerate them. That's because the computer program works through a pattern, but truly random numbers have no pattern. The amount of numbers that can have their digits enumerated with a computer program is "countable", but the amount that can't is "uncountable".
en.wikipedia.org...
Another way to see why its wrong is through information theory. It takes a certain amount of bytes on your drive to store a photo, a song, a movie, and they can only be compressed, or zipfiled, down so much. But if every song, every movie, every picture is encoded in the digits of pi, and the program to enumerate pi is only a few kilobytes....well, who needs big hard drives anymore. It just doesn't make sense to me. I mean I may be wrong, but I don't see it.
Originally posted by the0dalai0farmer
Hi All and One,
If anyone has any interest in learning how meaningful numbers can be, please find and read a book by Marty Leeds, its called 'Pi the Great Work'
Originally posted by EdSurly
I've always said Pi is a digital answer to an analog question.
I don't understand why people get caught up in it's supposed mystery as I see no mystery. It's just a string of numbers trying to make a perfect arc, it ain't gonna happen. hence the infinity of it.
Originally posted by TheMindWar
Here is something I considered a long time ago while investigating PI. I realised that you cannot draw a true circle in space, one can only draw a sprial.
How did I reach this conclusion?
Well, if I take a chalk and draw a circle on a board one realises that the chalk, the board and myself are moving through space, this means the distance the chalk has moved during the period of drawing the circle is not the same as the size of the circle drawn.
The point in space when I started drawing the circle is not the same point in space when I finish drawing the circle, drawing a circle on a chalkboard is the same as drawing a spiral through space.
From this you can take your starting point and end point in space and draw a straight line between the two.edit on 6-1-2013 by TheMindWar because: Typo
Originally posted by Krusty the Klown
An interesting description with some interesting facts, but as one poster already said - the number combinations only mean anything when we attribute that meaning to them.
The teacher did not actually answer the student's question though. He explained what the number contains but not how it can be used by a layman in everyday life..........
I would like the answer to that if anybody actually knows????
Originally posted by Krusty the Klown
An interesting description with some interesting facts, but as one poster already said - the number combinations only mean anything when we attribute that meaning to them.
The teacher did not actually answer the student's question though. He explained what the number contains but not how it can be used by a layman in everyday life..........
I would like the answer to that if anybody actually knows????
Originally posted by kthxbai
He did answer the question. He said "now what you do with that information, what it's good for, that is up to you"
You have the world at your fingertips, the rest is up to you
Originally posted by ZeussusZ
Here is a website that you can search for a number sequence in the first 200000000 digits of pi.
See if your birth date is in there.
www.angio.net...
Originally posted by kthxbai
He did answer the question. He said "now what you do with that information, what it's good for, that is up to you"
You have the world at your fingertips, the rest is up to you
Originally posted by Krusty the Klown
Originally posted by kthxbai
He did answer the question. He said "now what you do with that information, what it's good for, that is up to you"
You have the world at your fingertips, the rest is up to you
But doesn't that hold the same for any irrational number?
"What's it good for is up to you" is not an answer. Its the teacher saying he doesn't know what it is good for.
Can you provide an example?edit on 8/1/1313 by Krusty the Klown because: Kwote tags
Originally posted by Krusty the Klown
Originally posted by kthxbai
He did answer the question. He said "now what you do with that information, what it's good for, that is up to you"
You have the world at your fingertips, the rest is up to you
But doesn't that hold the same for any irrational number?
"What's it good for is up to you" is not an answer. Its the teacher saying he doesn't know what it is good for.
Can you provide an example?edit on 8/1/1313 by Krusty the Klown because: Kwote tags