Euclidean Geometry
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Chap 3-Triangles.Pdf
Defining Triangles Name(s): In this lesson, you'll experiment with an ordinary triangle and with special triangles that were constructed with constraints. The constraints limit what you can change in the triangie when you drag so that certain reiationships among angles and sides always hold. By observing these relationships, you will classify the triangles. 1. Open the sketch Classify Triangles.gsp. BD 2. Drag different vertices of h--.- \ each of the four triangles / \ t\ to observe and compare AL___\c yle how the triangles behave. QI Which of the kiangles LIqA seems the most flexible? ------------__. \ ,/ \ Explain. * M\----"--: "<-----\U \ a2 \Alhich of the triangles seems the least flexible? Explain. -: measure each I - :-f le, select three l? 3. Measure the three angles in AABC. coints, with the rei€x I loUr middle I 4. Draga vertex of LABC and observe the changing angle measures. To Then, in =ection. I le r/easure menu, answer the following questions, note how each angle can change from I :hoose Angle. I being acute to being right or obtuse. Q3 How many acute angles can a triangle have? ;;,i:?:PJi;il: I qo How many obtuse angles can a triangle have? to classify -sed I rc:s. These terms f> Qg LABC can be an obtuse triangle or an acute :"a- arso be used to I : assify triangles I triangle. One other triangle in the sketch can according to I also be either acute or obtuse. Which triangle is it? their angles. I aG Which triangle is always a right triangle, no matter what you drag? 07 Which triangle is always an equiangular triangle? -: -Fisure a tensth, I =ect a seoment. -
A Genetic Context for Understanding the Trigonometric Functions Danny Otero Xavier University, [email protected]
Ursinus College Digital Commons @ Ursinus College Transforming Instruction in Undergraduate Pre-calculus and Trigonometry Mathematics via Primary Historical Sources (TRIUMPHS) Spring 3-2017 A Genetic Context for Understanding the Trigonometric Functions Danny Otero Xavier University, [email protected] Follow this and additional works at: https://digitalcommons.ursinus.edu/triumphs_precalc Part of the Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, and the Science and Mathematics Education Commons Click here to let us know how access to this document benefits oy u. Recommended Citation Otero, Danny, "A Genetic Context for Understanding the Trigonometric Functions" (2017). Pre-calculus and Trigonometry. 1. https://digitalcommons.ursinus.edu/triumphs_precalc/1 This Course Materials is brought to you for free and open access by the Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) at Digital Commons @ Ursinus College. It has been accepted for inclusion in Pre-calculus and Trigonometry by an authorized administrator of Digital Commons @ Ursinus College. For more information, please contact [email protected]. A Genetic Context for Understanding the Trigonometric Functions Daniel E. Otero∗ July 22, 2019 Trigonometry is concerned with the measurements of angles about a central point (or of arcs of circles centered at that point) and quantities, geometrical and otherwise, that depend on the sizes of such angles (or the lengths of the corresponding arcs). It is one of those subjects that has become a standard part of the toolbox of every scientist and applied mathematician. It is the goal of this project to impart to students some of the story of where and how its central ideas first emerged, in an attempt to provide context for a modern study of this mathematical theory. -
Canada Archives Canada Published Heritage Direction Du Branch Patrimoine De I'edition
Rhetoric more geometrico in Proclus' Elements of Theology and Boethius' De Hebdomadibus A Thesis submitted in Candidacy for the Degree of Master of Arts in Philosophy Institute for Christian Studies Toronto, Ontario By Carlos R. Bovell November 2007 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-43117-7 Our file Notre reference ISBN: 978-0-494-43117-7 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. -
Geometric Exercises in Paper Folding
MATH/STAT. T. SUNDARA ROW S Geometric Exercises in Paper Folding Edited and Revised by WOOSTER WOODRUFF BEMAN PROFESSOR OF MATHEMATICS IN THE UNIVERSITY OF MICHIGAK and DAVID EUGENE SMITH PROFESSOR OF MATHEMATICS IN TEACHERS 1 COLLEGE OF COLUMBIA UNIVERSITY WITH 87 ILLUSTRATIONS THIRD EDITION CHICAGO ::: LONDON THE OPEN COURT PUBLISHING COMPANY 1917 & XC? 4255 COPYRIGHT BY THE OPEN COURT PUBLISHING Co, 1901 PRINTED IN THE UNITED STATES OF AMERICA hn HATH EDITORS PREFACE. OUR attention was first attracted to Sundara Row s Geomet rical Exercises in Paper Folding by a reference in Klein s Vor- lesungen iiber ausgezucihlte Fragen der Elementargeometrie. An examination of the book, obtained after many vexatious delays, convinced us of its undoubted merits and of its probable value to American teachers and students of geometry. Accordingly we sought permission of the author to bring out an edition in this country, wnich permission was most generously granted. The purpose of the book is so fully set forth in the author s introduction that we need only to say that it is sure to prove of interest to every wide-awake teacher of geometry from the graded school to the college. The methods are so novel and the results so easily reached that they cannot fail to awaken enthusiasm. Our work as editors in this revision has been confined to some slight modifications of the proofs, some additions in the way of references, and the insertion of a considerable number of half-tone reproductions of actual photographs instead of the line-drawings of the original. W. W. -
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10.4 - Circles, Arcs, Inscribed Angles, Power of a Point We work in Euclidean Geometry for the remainder of these notes. Definition: A minor arc is the intersection of a circle with a central angle and its interior. A semicircle is the intersection of a circle with a closed half-plane whose boundary line passes through its center. A major arc is the intersection of a circle with a central angle and its exterior (that is, the complement of a minor arc, plus its endpoints). Notation: If the endpoints of an arc are A and B, and C is any other point of the arc (which must be used in order to uniquely identify the arc) then we denote such an arc by qACB . Measures of Arcs: We define the measure of an arc as follows: Minor Arc Semicircle Major Arc mqACB = µ(pAOB) mqACB = 180 m=qACB 360 - µ(pAOB) A A A C O O C O C B B B q q Theorem (Additivity of Arc Measure): Suppose arcs A1 = APB and A2 =BQC are any two arcs of a circle with center O having just one point B in common, and such that their union A1 c q A2 = ABC is also an arc. Then m(A1 c A2) = mA1 + mA2. The proof is straightforward and tedious, falling into cases depending on whether qABC is a minor arc or a semicircle, or a major arc. It is mainly about algebra and offers no new insights. We’ll leave it to others who have boundless energy and time, and who can wring no more entertainment out of “24.” Lemma: If pABC is an inscribed angle of a circle O and the center of the circle lies on one of its 1 sides, then μ()∠=ABC mACp . -
Circle Theorems
Circle theorems A LEVEL LINKS Scheme of work: 2b. Circles – equation of a circle, geometric problems on a grid Key points • A chord is a straight line joining two points on the circumference of a circle. So AB is a chord. • A tangent is a straight line that touches the circumference of a circle at only one point. The angle between a tangent and the radius is 90°. • Two tangents on a circle that meet at a point outside the circle are equal in length. So AC = BC. • The angle in a semicircle is a right angle. So angle ABC = 90°. • When two angles are subtended by the same arc, the angle at the centre of a circle is twice the angle at the circumference. So angle AOB = 2 × angle ACB. • Angles subtended by the same arc at the circumference are equal. This means that angles in the same segment are equal. So angle ACB = angle ADB and angle CAD = angle CBD. • A cyclic quadrilateral is a quadrilateral with all four vertices on the circumference of a circle. Opposite angles in a cyclic quadrilateral total 180°. So x + y = 180° and p + q = 180°. • The angle between a tangent and chord is equal to the angle in the alternate segment, this is known as the alternate segment theorem. So angle BAT = angle ACB. Examples Example 1 Work out the size of each angle marked with a letter. Give reasons for your answers. Angle a = 360° − 92° 1 The angles in a full turn total 360°. = 268° as the angles in a full turn total 360°. -
Pumαc - Power Round
PUMαC - Power Round. Geometry Revisited Stobaeus (one of Euclid's students): "But what shall I get by-learning these things?" Euclid to his slave: "Give him three pence, since he must make gain out of what he learns." - Euclid, Elements As the title puts it, this is going to be a geometry power round. And as it always happens with geometry problems, every single result involves certain particular con- figurations that have been studied and re-studied multiple times in literature. So even though we tryed to make it as self-contained as possible, there are a few basic preliminary things you should keep in mind when thinking about these problems. Of course, you might find solutions separate from these ideas, however, it would be unfair not to give a general overview of most of these tools that we ourselves used when we found these results. In any case, feel free to skip the next section and start working on the test if you know these things or feel that such a section might bound your spectrum of ideas or anything! 1 Prerequisites Exercise -6 (1 point). Let ABC be a triangle and let A1 2 BC, B1 2 AC, C1 2 AB, with none of A1, B1, and C1 a vertex of ABC. When we say that A1 2 BC, B1 2 AC, C1 2 AB, we mean that A1 is in the line passing through BC, not necessarily the line segment between them. Prove that if A1, B1, and C1 are collinear, then either none or exactly two of A1, B1, and C1 are in the corresponding line segments. -
Power of a Point Yufei Zhao
Trinity Training 2011 Power of a Point Yufei Zhao Power of a Point Yufei Zhao Trinity College, Cambridge [email protected] April 2011 Power of a point is a frequently used tool in Olympiad geometry. Theorem 1 (Power of a point). Let Γ be a circle, and P a point. Let a line through P meet Γ at points A and B, and let another line through P meet Γ at points C and D. Then PA · PB = PC · P D: A B C A P B D P D C Figure 1: Power of a point. Proof. There are two configurations to consider, depending on whether P lies inside the circle or outside the circle. In the case when P lies inside the circle, as the left diagram in Figure 1, we have \P AD = \PCB and \AP D = \CPB, so that triangles P AD and PCB are similar PA PC (note the order of the vertices). Hence PD = PB . Rearranging we get PA · PB = PC · PD. When P lies outside the circle, as in the right diagram in Figure 1, we have \P AD = \PCB and \AP D = \CPB, so again triangles P AD and PCB are similar. We get the same result in this case. As a special case, when P lies outside the circle, and PC is a tangent, as in Figure 2, we have PA · PB = PC2: B A P C Figure 2: PA · PB = PC2 The theorem has a useful converse for proving that four points are concyclic. 1 Trinity Training 2011 Power of a Point Yufei Zhao Theorem 2 (Converse to power of a point). -
Can One Design a Geometry Engine? on the (Un) Decidability of Affine
Noname manuscript No. (will be inserted by the editor) Can one design a geometry engine? On the (un)decidability of certain affine Euclidean geometries Johann A. Makowsky Received: June 4, 2018/ Accepted: date Abstract We survey the status of decidabilty of the consequence relation in various ax- iomatizations of Euclidean geometry. We draw attention to a widely overlooked result by Martin Ziegler from 1980, which proves Tarski’s conjecture on the undecidability of finitely axiomatizable theories of fields. We elaborate on how to use Ziegler’s theorem to show that the consequence relations for the first order theory of the Hilbert plane and the Euclidean plane are undecidable. As new results we add: (A) The first order consequence relations for Wu’s orthogonal and metric geometries (Wen- Ts¨un Wu, 1984), and for the axiomatization of Origami geometry (J. Justin 1986, H. Huzita 1991) are undecidable. It was already known that the universal theory of Hilbert planes and Wu’s orthogonal geom- etry is decidable. We show here using elementary model theoretic tools that (B) the universal first order consequences of any geometric theory T of Pappian planes which is consistent with the analytic geometry of the reals is decidable. The techniques used were all known to experts in mathematical logic and geometry in the past but no detailed proofs are easily accessible for practitioners of symbolic computation or automated theorem proving. Keywords Euclidean Geometry · Automated Theorem Proving · Undecidability arXiv:1712.07474v3 [cs.SC] 1 Jun 2018 J.A. Makowsky Faculty of Computer Science, Technion–Israel Institute of Technology, Haifa, Israel E-mail: [email protected] 2 J.A. -
Geometry Unit 4 Vocabulary Triangle Congruence
Geometry Unit 4 Vocabulary Triangle Congruence Biconditional statement – A is a statement that contains the phrase “if and only if.” Writing a biconditional statement is equivalent to writing a conditional statement and its converse. Congruence Transformations–transformations that preserve distance, therefore, creating congruent figures Congruence – the same shape and the same size Corresponding Parts of Congruent Triangles are Congruent CPCTC – the angle made by two lines with a common vertex. (When two lines meet at a common point Included angle (vertex) the angle between them is called the included angle. The two lines define the angle.) Included side – the common side of two legs. (Usually found in triangles and other polygons, the included side is the one that links two angles together. Think of it as being “included” between 2 angles. Overlapping triangles – triangles lying on top of one another sharing some but not all sides. Theorems AAS Congruence Theorem – Triangles are congruent if two pairs of corresponding angles and a pair of opposite sides are equal in both triangles. ASA Congruence Theorem -Triangles are congruent if any two angles and their included side are equal in both triangles. SAS Congruence Theorem -Triangles are congruent if any pair of corresponding sides and their included angles are equal in both triangles. SAS SSS Congruence Theorem -Triangles are congruent if all three sides in one triangle are congruent to the corresponding sides in the other. Special congruence theorem for RIGHT TRIANGLES! . -
A Congruence Problem for Polyhedra
A congruence problem for polyhedra Alexander Borisov, Mark Dickinson, Stuart Hastings April 18, 2007 Abstract It is well known that to determine a triangle up to congruence requires 3 measurements: three sides, two sides and the included angle, or one side and two angles. We consider various generalizations of this fact to two and three dimensions. In particular we consider the following question: given a convex polyhedron P , how many measurements are required to determine P up to congruence? We show that in general the answer is that the number of measurements required is equal to the number of edges of the polyhedron. However, for many polyhedra fewer measurements suffice; in the case of the cube we show that nine carefully chosen measurements are enough. We also prove a number of analogous results for planar polygons. In particular we describe a variety of quadrilaterals, including all rhombi and all rectangles, that can be determined up to congruence with only four measurements, and we prove the existence of n-gons requiring only n measurements. Finally, we show that one cannot do better: for any ordered set of n distinct points in the plane one needs at least n measurements to determine this set up to congruence. An appendix by David Allwright shows that the set of twelve face-diagonals of the cube fails to determine the cube up to conjugacy. Allwright gives a classification of all hexahedra with all face- diagonals of equal length. 1 Introduction We discuss a class of problems about the congruence or similarity of three dimensional polyhedra. -
Angles ANGLE Topics • Coterminal Angles • Defintion of an Angle
Angles ANGLE Topics • Coterminal Angles • Defintion of an angle • Decimal degrees to degrees, minutes, seconds by hand using the TI-82 or TI-83 Plus • Degrees, seconds, minutes changed to decimal degree by hand using the TI-82 or TI-83 Plus • Standard position of an angle • Positive and Negative angles ___________________________________________________________________________ Definition: Angle An angle is created when a half-ray (the initial side of the angle) is drawn out of a single point (the vertex of the angle) and the ray is rotated around the point to another location (becoming the terminal side of the angle). An angle is created when a half-ray (initial side of angle) A: vertex point of angle is drawn out of a single point (vertex) AB: Initial side of angle. and the ray is rotated around the point to AC: Terminal side of angle another location (becoming the terminal side of the angle). Hence angle A is created (also called angle BAC) STANDARD POSITION An angle is in "standard position" when the vertex is at the origin and the initial side of the angle is along the positive x-axis. Recall: polynomials in algebra have a standard form (all the terms have to be listed with the term having the highest exponent first). In trigonometry, there is a standard position for angles. In this way, we are all talking about the same thing and are not trying to guess if your math solution and my math solution are the same. Not standard position. Not standard position. This IS standard position. Initial side not along Initial side along negative Initial side IS along the positive x-axis.