What does archery have to do with mathematics?
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Maybe not mathamatics directly but it has a lot to do with Physics. The gravitational pull of the ground, the velocity with which the arrow is let go. Also a little bit of elevated angel to try and hit the target.
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Try the websites below for the International Federation (archery.org) and the UK governing body (gnas.org)
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Math is a natural extension of human needs to count and measure. Cavemen probably did need to compare groups of things (Which group of stones is larger?) and that leads to comparison words (> < =) in human languages. Then natural numbers are invented to communicate and count quantitatively (1 2 3 ...). More operations, plus, minus, multiply, divide, are invented as needs arise and human societies and technology become more complex. \n\nIt's likely that school math curricula more or less trace such historical progress from basic to complex math knowledge. Starting from comparisons in kindergarten and go through numbers, addition, subtraction, multiplication, division, fractions, decimals, percents, in primary school. Most of these constructs were known millennia ago. Then algebra, geometry, trigonometry--now studied in high school--were invented within the last few thousand years. Analytic geometry and Calculus, the next major advances, were built on algebra & geometry knowledge and matured to today's form in the last few hundred years. Today, they are studied in late high school and university years. \n\nMany, many people throughout history contributed to the advances and accumulation math knowledge. Prominent mathematicians did more than most and three people are often hailed as the most outstanding of mathematicians in history: Archimedes, Newton, and Gauss.\n\nFor more details, see The MacTutor History of Mathematics archive at http://www-groups.dcs.st-and.ac.uk/~history/
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There are a group called The Company of 1492. Can't find the number tho. Just Google "Archery Club Longbow"
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What makes the bow?\nA question like this calls for a proper physical answer. We will discuss the formation of a rainbow by raindrops. It is a problem in optics that was first clearly discussed by Rene Descartes in 1637. An interesting historical account of this is to be found in Carl Boyer's book, The Rainbow From Myth to Mathematics. Descartes simplified the study of the rainbow by reducing it to a study of one water droplet and how it interacts with light falling upon it. \nHe writes:"Considering that this bow appears not only in the sky, but also in the air near us, whenever there are drops of water illuminated by the sun, as we can see in certain fountains, I readily decided that it arose only from the way in which the rays of light act on these drops and pass from them to our eyes. Further, knowing that the drops are round, as has been formerly proved, and seeing that whether they are larger or smaller, the appearance of the bow is not changed in any way, I had the idea of making a very large one, so that I could examine it better. \n\nDescarte describes how he held up a large sphere in the sunlight and looked at the sunlight reflected in it. He wrote "I found that if the sunlight came, for example, from the part of the sky which is marked AFZ  \n\nand my eye was at the point E, when I put the globe in position BCD, its part D appeared all red, and much more brilliant than the rest of it; and that whether I approached it or receded from it, or put it on my right or my left, or even turned it round about my head, provided that the line DE always made an angle of about forty-two degrees with the line EM, which we are to think of as drawn from the center of the sun to the eye, the part D appeared always similarly red; but that as soon as I made this angle DEM even a little larger, the red color disappeared; and if I made the angle a little smaller, the color did not disappear all at once, but divided itself first as if into two parts, less brilliant, and in which I could see yellow, blue, and other colors ... When I examined more particularly, in the globe BCD, what it was which made the part D appear red, I found that it was the rays of the sun which, coming from A to B, bend on entering the water at the point B, and to pass to C, where they are reflected to D, and bending there again as they pass out of the water, proceed to the point ". \n\nThis quotation illustrates how the shape of the rainbow is explained. To simplify the analysis, consider the path of a ray of monochromatic light through a single spherical raindrop. Imagine how light is refracted as it enters the raindrop, then how it is reflected by the internal, curved, mirror-like surface of the raindrop, and finally how it is refracted as it emerges from the drop. If we then apply the results for a single raindrop to a whole collection of raindrops in the sky, we can visualize the shape of the bow. \n\nThe traditional diagram to illustrate this is shown here as adapted from Humphreys, Physics of the Air.  It represents the path of one light ray incident on a water droplet from the direction SA. As the light beam enters the surface of the drop at A, it is bent (refracted) a little and strikes the inside wall of the drop at B, where it is reflected back to C. As it emerges from the drop it is refracted (bent) again into the direction CE. The angle D represents a measure of the deviation of the emergent ray from its original direction. Descartes calculated this deviation for a ray of red light to be about 180 - 42 or 138 degrees. \n\nThe ray drawn here is significant because it represents the ray that has the smallest angle of deviation of all the rays incident upon the raindrop. It is called the Descarte or rainbow ray and much of the sunlight as it is refracted and reflected through the raindrop is focused along this ray. Thus the reflected light is diffuse and weaker except near the direction of this rainbow ray. It is this concentration of ray
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you LIKE math????\n\nit takes a special kind of person i guess....lol
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If you are shooting competitions, you usually have one set of arrows you trust for the competion and a certain number of spares to replace any damaged or lost arrows. The more you go into field archery, the more important the replacements become.\n\nYour accuracy and that of your competition comes into the number of spare arrows as well. Excellent archers will damage their own or their competitors' previous arrows on the target, whereas beginners will have misses which all too often become losses.\n\n\nIf you go hunting, it depends on what you are after, and how many kills you want to achieve. Stalking with too many arrows gets difficult, going out of ammo is frustrating. Ideally have a store of extra ammunition at a base camp or a cache nearby. Terrain difficulty and skill obviously determine your hit rate.\n\n\nTraditional longbow archery demands 24 arrows in the quiver - that's what a yeoman had to carry into battle.
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maths is just like a game in which sometimes u won sometimes lose. i too lov maths bcoz it is the only subject in which u dont have to mug up anything .simply  just by   understanding it once and practising it regularly anyone can easily score good marks
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The bow costs $20.50\nThe arrow costs $0.50
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Try this website it should have your answer.\n\nhttp://www.archerytraining.com/locations.htm
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math, physics, astronomy
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mathematics\n\nScience of structure, order, and relation that has evolved from counting, measuring, and describing the shapes of objects. It deals with logical reasoning and quantitative calculation. Since the 17th century it has been an indispensable adjunct to the physical sciences and technology, to the extent that it is considered the underlying language of science. \n\nAmong the principal branches of mathematics are algebra, analysis, arithmetic, combinatorics, Euclidean and non-Euclidean geometries, game theory, number theory, numerical analysis, optimization, probability, set theory, statistics, topology, and trigonometry.
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Algebra (from Arabic: الجبر, al-ğabr) is a branch of mathematics concerning the study of structure, relation and quantity. Elementary algebra is often taught in high school and gives an introduction to the basic ideas of algebra: studying what happens when numbers are added or multiplied, and how to make polynomials and find their roots.\n\nAlgebra is much broader than elementary algebra and can be generalized. Rather than working directly with numbers, one can work with symbols or elements of some set. Addition and multiplication are viewed as general operations, and their precise definitions lead to structures such as groups, rings and fields.\n\nMathematics can be defined as the logically rigorous study of topics such as quantity, structure, space, and change. Another view, held by many mathematicians, is that mathematics is the body of knowledge justified by deductive reasoning, starting from axioms and definitions.\n\nMathematics is used throughout the world in fields such as science, engineering, medicine, and economics. These fields both inspire and make use of new discoveries in mathematics. New mathematics is also created for its own sake, without any particular application in view.\n\nThe word "mathematics" comes from the Greek μάθημα (máthēma) meaning science, knowledge, or learning, and μαθηματικός (mathēmatikós), meaning fond of learning. It is often abbreviated math in the U.S. and Canada and maths in Britain and many Commonwealth countries.\n\nThe evolution of mathematics might be seen to be an ever-increasing series of abstractions, or alternatively an expansion of subject matter. The first abstraction was probably that of numbers. The realization that two apples and two oranges have something in common, namely that they fill the hands of exactly one person, was a breakthrough in human thought. In addition to recognizing how to count concrete objects, prehistoric peoples also recognized how to count abstract quantities, like time -- days, seasons, years. Arithmetic (e.g., addition, subtraction, multiplication and division), naturally followed. Monolithic monuments testify to knowledge of geometry.\n\nFurther steps need writing or some other system for recording numbers such as tallies or the knotted strings called khipu used by the Inca empire to store numerical data. Numeral systems have been many and diverse.\n\nFrom the beginnings of recorded history, the major disciplines within mathematics arose out of the need to do calculations on taxation and commerce, to understand the relationships among numbers, to measure land, and to predict astronomical events. These needs can be roughly related to the broad subdivision of mathematics, into the studies of quantity, structure, space, and change.\n\nMathematics since has been much extended, and there has been a fruitful interaction between mathematics and science, to the benefit of both.\n\nMathematical discoveries have been made throughout history and continue to be made today. According to Mikhail B. Sevryuk, in the January 2006 issue of the Bulletin of the American Mathematical Society, "The number of papers and books included in the Mathematical Reviews database since 1940 (the first year of operation of MR) is now more than 1.9 million, and more than 75 thousand items are added to the database each year. The overwhelming majority of works in this ocean contain new mathematical theorems and their proof."\n\nArithmetic or arithmetics (from the Greek word αριθμός = number) in common usage is a branch of (or the forerunner of) mathematics which records elementary properties of certain operations on numbers, though professional mathematicians often treat arithmetic as a synonym for number theory. It is the oldest and simplest branch of mathematics, used widely by almost everyone from simple daily counting to more advanced science and business.\n\nGeometry (Greek γεωμετρία; geo = earth, metria = measure)
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Why is this in Mathematics?
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Learn to answer these questions yourself!\n\nIf the air is assumed to be frictionless, the vertical and horizontal velocities are independent.  The altitude is given by H = H0 + V0t + 1/2 a t^2.  H0 is +30 meters, V0 is +24.5 m/sec, and a = -9.8 m/sec^2.  If the target is at ground level, you are solving a quadratic for H = 0.\n\nSolving the quadratic gives you the time of flight, t.  Multiply the time of flight by the horizontal velocity (49 m/sec * cos(30°)) and  you get the distance of the target.\n\nOf course, you can just look at the problem and the answers and see if there's just one answer that's anywhere close.  In this case, the initial vertical speed is 24.5 m/sec; it takes 2.5 seconds for the arrow to rise to its peak altitude, and another 2.5 seconds to come back down to the altitude of the bow (5 seconds total).  Falling the final 30 meters would take on the order of a second.  The cosine of 30 degrees is about 0.87, so the horizontal velocity is about 42.5 m/sec; multiply by 6 seconds, and you get about 250 meters.  Ergo, (4) is the only answer that's even close.
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Integrated Mathematics is a mixture of Algebra, Geometry, Statistics and Probability.  It was created as a partial solution to the standardized tests given in New York in the 1970s.
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MATHEMATICS\n\n(MAT HE MAT ICS)