There Are 174 Subdivisions of the Hexahedron Into Tetrahedra
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Draft Framework for a Teaching Unit: Transformations
Co-funded by the European Union PRIMARY TEACHER EDUCATION (PrimTEd) PROJECT GEOMETRY AND MEASUREMENT WORKING GROUP DRAFT FRAMEWORK FOR A TEACHING UNIT Preamble The general aim of this teaching unit is to empower pre-service students by exposing them to geometry and measurement, and the relevant pe dagogical content that would allow them to become skilful and competent mathematics teachers. The depth and scope of the content often go beyond what is required by prescribed school curricula for the Intermediate Phase learners, but should allow pre- service teachers to be well equipped, and approach the teaching of Geometry and Measurement with confidence. Pre-service teachers should essentially be prepared for Intermediate Phase teaching according to the requirements set out in MRTEQ (Minimum Requirements for Teacher Education Qualifications, 2019). “MRTEQ provides a basis for the construction of core curricula Initial Teacher Education (ITE) as well as for Continuing Professional Development (CPD) Programmes that accredited institutions must use in order to develop programmes leading to teacher education qualifications.” [p6]. Competent learning… a mixture of Theoretical & Pure & Extrinsic & Potential & Competent learning represents the acquisition, integration & application of different types of knowledge. Each type implies the mastering of specific related skills Disciplinary Subject matter knowledge & specific specialized subject Pedagogical Knowledge of learners, learning, curriculum & general instructional & assessment strategies & specialized Learning in & from practice – the study of practice using Practical learning case studies, videos & lesson observations to theorize practice & form basis for learning in practice – authentic & simulated classroom environments, i.e. Work-integrated Fundamental Learning to converse in a second official language (LOTL), ability to use ICT & acquisition of academic literacies Knowledge of varied learning situations, contexts & Situational environments of education – classrooms, schools, communities, etc. -
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. -
Fundamental Principles Governing the Patterning of Polyhedra
FUNDAMENTAL PRINCIPLES GOVERNING THE PATTERNING OF POLYHEDRA B.G. Thomas and M.A. Hann School of Design, University of Leeds, Leeds LS2 9JT, UK. [email protected] ABSTRACT: This paper is concerned with the regular patterning (or tiling) of the five regular polyhedra (known as the Platonic solids). The symmetries of the seventeen classes of regularly repeating patterns are considered, and those pattern classes that are capable of tiling each solid are identified. Based largely on considering the symmetry characteristics of both the pattern and the solid, a first step is made towards generating a series of rules governing the regular tiling of three-dimensional objects. Key words: symmetry, tilings, polyhedra 1. INTRODUCTION A polyhedron has been defined by Coxeter as “a finite, connected set of plane polygons, such that every side of each polygon belongs also to just one other polygon, with the provision that the polygons surrounding each vertex form a single circuit” (Coxeter, 1948, p.4). The polygons that join to form polyhedra are called faces, 1 these faces meet at edges, and edges come together at vertices. The polyhedron forms a single closed surface, dissecting space into two regions, the interior, which is finite, and the exterior that is infinite (Coxeter, 1948, p.5). The regularity of polyhedra involves regular faces, equally surrounded vertices and equal solid angles (Coxeter, 1948, p.16). Under these conditions, there are nine regular polyhedra, five being the convex Platonic solids and four being the concave Kepler-Poinsot solids. The term regular polyhedron is often used to refer only to the Platonic solids (Cromwell, 1997, p.53). -
The Crystal Forms of Diamond and Their Significance
THE CRYSTAL FORMS OF DIAMOND AND THEIR SIGNIFICANCE BY SIR C. V. RAMAN AND S. RAMASESHAN (From the Department of Physics, Indian Institute of Science, Bangalore) Received for publication, June 4, 1946 CONTENTS 1. Introductory Statement. 2. General Descriptive Characters. 3~ Some Theoretical Considerations. 4. Geometric Preliminaries. 5. The Configuration of the Edges. 6. The Crystal Symmetry of Diamond. 7. Classification of the Crystal Forros. 8. The Haidinger Diamond. 9. The Triangular Twins. 10. Some Descriptive Notes. 11. The Allo- tropic Modifications of Diamond. 12. Summary. References. Plates. 1. ~NTRODUCTORY STATEMENT THE" crystallography of diamond presents problems of peculiar interest and difficulty. The material as found is usually in the form of complete crystals bounded on all sides by their natural faces, but strangely enough, these faces generally exhibit a marked curvature. The diamonds found in the State of Panna in Central India, for example, are invariably of this kind. Other diamondsJas for example a group of specimens recently acquired for our studies ffom Hyderabad (Deccan)--show both plane and curved faces in combination. Even those diamonds which at first sight seem to resemble the standard forms of geometric crystallography, such as the rhombic dodeca- hedron or the octahedron, are found on scrutiny to exhibit features which preclude such an identification. This is the case, for example, witb. the South African diamonds presented to us for the purpose of these studŸ by the De Beers Mining Corporation of Kimberley. From these facts it is evident that the crystallography of diamond stands in a class by itself apart from that of other substances and needs to be approached from a distinctive stand- point. -
Tetrahedral Decompositions of Hexahedral Meshes
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector Europ. J. Combinatorics (1989) 10, 435-443 Tetrahedral Decompositions of Hexahedral Meshes DEREK HACON AND CARLOS TOMEI A hexahedral mesh is a partition of a region in 3-space 1R3 into (not necessarily regular) hexahedra which fit together face to face. We are concerned here with the question of how the hexahedra may be decomposed into tetrahedra without introducing any new vertices. We consider two possible decompositions, in which each hexahedron breaks into five or six tetrahedra in a prescribed fashion. In both cases, we obtain simple verifiable criteria for the existence of a decomposition, by making use of elementary facts of graph theory and algebraic. topology. 1. INTRODUcnON A hexahedral mesh is a partition of a region in 3-space ~3 into (not necessarily regular) hexahedra which fit together face to face. We are concerned here with the question of how the hexahedra may be decomposed into tetrahedra without introduc ing any new vertices. There is one well known [1] way of decomposing a hexahedral mesh into non-overlapping tetrahedra which always works. Start by labelling the vertices 1,2,3, .... Then divide each face into two triangles by the diagonal containing the first vertex of the face. Next consider a hexahedron H with first vertex V. The three faces of H not containing V have already been divided up into a total of six triangles, so take each of these to be the base of a tetrahedron with apex V. -
Tessellations: Lessons for Every Age
TESSELLATIONS: LESSONS FOR EVERY AGE A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Science Kathryn L. Cerrone August, 2006 TESSELLATIONS: LESSONS FOR EVERY AGE Kathryn L. Cerrone Thesis Approved: Accepted: Advisor Dean of the College Dr. Linda Saliga Dr. Ronald F. Levant Faculty Reader Dean of the Graduate School Dr. Antonio Quesada Dr. George R. Newkome Department Chair Date Dr. Kevin Kreider ii ABSTRACT Tessellations are a mathematical concept which many elementary teachers use for interdisciplinary lessons between math and art. Since the tilings are used by many artists and masons many of the lessons in circulation tend to focus primarily on the artistic part, while overlooking some of the deeper mathematical concepts such as symmetry and spatial sense. The inquiry-based lessons included in this paper utilize the subject of tessellations to lead students in developing a relationship between geometry, spatial sense, symmetry, and abstract algebra for older students. Lesson topics include fundamental principles of tessellations using regular polygons as well as those that can be made from irregular shapes, symmetry of polygons and tessellations, angle measurements of polygons, polyhedra, three-dimensional tessellations, and the wallpaper symmetry groups to which the regular tessellations belong. Background information is given prior to the lessons, so that teachers have adequate resources for teaching the concepts. The concluding chapter details results of testing at various age levels. iii ACKNOWLEDGEMENTS First and foremost, I would like to thank my family for their support and encourage- ment. I would especially like thank Chris for his patience and understanding. -
Half Domination Arrangements in Regular and Semi-Regular Tessellation Type Graphs 3
HALF DOMINATION ARRANGEMENTS IN REGULAR AND SEMI-REGULAR TESSELLATION TYPE GRAPHS EUGEN J. IONASCU Abstract. We study the problem of half-domination sets of vertices in transitive infinite graphs generated by regular or semi-regular tessellations of the plane. In some cases, the results obtained are sharp and in the rest, we show upper bounds for the average densities of vertices in half- domination sets. 1. Introduction By a tiling of the plane one understands a countable union of closed sets (called tiles) whose union is the whole plane and with the property that every two of these sets have disjoint interiors. The term tessellation is a more modern one that is used mostly for special tilings. We are going to be interested in the tilings in which the closed sets are either all copies of one single regular convex polygon (regular tessellations) or several ones (semi-regular tessellations) and in which each vertex has the same vertex arrangement (the number and order of regular polygons meeting at a vertex). Also we are considering the edge-to-edge restriction, meaning that every two tiles either do not intersect or intersect along a common edge, or at a common vertex. According to [4], there are three regular edge-to-edge tessellations and eight semi-regular tessellations (see [4], pages 58-59). The generic tiles in a regular tessellation, or in a semi-regular one, are usually called prototiles. For instance, in a regular tessellation the prototiles are squares, equilateral triangles or regular hexagons. We will refer to these tessellations by an abbreviation that stands for the ordered tuple of positive integers that give the so called vertex arrangement (i.e. -
41 Three Dimensional Shapes
41 Three Dimensional Shapes Space figures are the first shapes children perceive in their environment. In elementary school, children learn about the most basic classes of space fig- ures such as prisms, pyramids, cylinders, cones and spheres. This section concerns the definitions of these space figures and their properties. Planes and Lines in Space As a basis for studying space figures, first consider relationships among lines and planes in space. These relationships are helpful in analyzing and defining space figures. Two planes in space are either parallel as in Figure 41.1(a) or intersect as in Figure 41.1(b). Figure 41.1 The angle formed by two intersecting planes is called the dihedral angle. It is measured by measuring an angle whose sides line in the planes and are perpendicular to the line of intersection of the planes as shown in Figure 41.2. Figure 41.2 Some examples of dihedral angles and their measures are shown in Figure 41.3. 1 Figure 41.3 Two nonintersecting lines in space are parallel if they belong to a common plane. Two nonintersecting lines that do not belong to the same plane are called skew lines. If a line does not intersect a plane then it is said to be parallel to the plane. A line is said to be perpendicular to a plane at a point A if every line in the plane through A intersects the line at a right angle. Figures illustrating these terms are shown in Figure 41.4. Figure 41.4 Polyhedra To define a polyhedron, we need the terms ”simple closed surface” and ”polygonal region.” By a simple closed surface we mean any surface with- out holes and that encloses a hollow region-its interior. -
7 Dee's Decad of Shapes and Plato's Number.Pdf
Dee’s Decad of Shapes and Plato’s Number i © 2010 by Jim Egan. All Rights reserved. ISBN_10: ISBN-13: LCCN: Published by Cosmopolite Press 153 Mill Street Newport, Rhode Island 02840 Visit johndeetower.com for more information. Printed in the United States of America ii Dee’s Decad of Shapes and Plato’s Number by Jim Egan Cosmopolite Press Newport, Rhode Island C S O S S E M R O P POLITE “Citizen of the World” (Cosmopolite, is a word coined by John Dee, from the Greek words cosmos meaning “world” and politês meaning ”citizen”) iii Dedication To Plato for his pursuit of “Truth, Goodness, and Beauty” and for writing a mathematical riddle for Dee and me to figure out. iv Table of Contents page 1 “Intertransformability” of the 5 Platonic Solids 15 The hidden geometric solids on the Title page of the Monas Hieroglyphica 65 Renewed enthusiasm for the Platonic and Archimedean solids in the Renaissance 87 Brief Biography of Plato 91 Plato’s Number(s) in Republic 8:546 101 An even closer look at Plato’s Number(s) in Republic 8:546 129 Plato shows his love of 360, 2520, and 12-ness in the Ideal City of “The Laws” 153 Dee plants more clues about Plato’s Number v vi “Intertransformability” of the 5 Platonic Solids Of all the polyhedra, only 5 have the stuff required to be considered “regular polyhedra” or Platonic solids: Rule 1. The faces must be all the same shape and be “regular” polygons (all the polygon’s angles must be identical). -
Teaching & Learning 3-D Geometry
Using the Pack This pack provides sixteen pages of activities, each one supported by notes that offer students and teachers guidance on the subject knowledge required, effective pedagogy and what aspects of the National Curriculum are covered. Teaching and Learning 3-D Geometry Also, the notes suggest probing questions so that you can determine the level of children’s understanding and provide enrichment ideas to deepen children’s knowledge. This publication is designed to support and enthuse primary trainees in The activities range across all aspects of the 3-D geometry curriculum Initial Teacher Training. It will provide them with the mathematical related to plane shapes and polyhedra and many go beyond the subject and pedagogic knowledge required to teach 3-D geometry with requirements of the National Curriculum. confidence. This gives teachers the opportunity to offer enrichment and to use the The pack can also be used by practising teachers who materials to develop problem-solving and spatial reasoning, in an wish to extend their own subject knowledge or who atmosphere of enquiry, discussion and enthusiasm. want to enrich children’s opportunities and engage For example, the solid on the right appears quite them with one of the most fascinating aspects of straightforward. However, many children will struggle to mathematics. assemble it even with a picture. Children need to Polydron has been widely used develop the spatial reasoning skills that allow them to in primary schools for over 30 interpret a two dimensional photograph and to use this years and has enriched the information to construct a 3-D model. -
One Shape to Make Them All
Bridges Finland Conference Proceedings Dual Models: One Shape to Make Them All Mircea Draghicescu ITSPHUN LLC [email protected] Abstract We show how a potentially infinite number of 3D decorative objects can be built by connecting copies of a single geometric element made of a flexible material. Each object is an approximate model of a compound of some polyhe- dron and its dual. We present the underlying geometry and show a few such constructs. The geometric element used in the constructions can be made from a variety of materials and can have many shapes that give different artistic effects. In the workshop, we will build a few models that the participants can take home. Introduction Wireframe models of polyhedra can be built by connecting linear elements that represent polyhedral edges. We describe here a different modeling method where each atomic construction element represents not an edge, but a pair of edges, one belonging to some polyhedron P and the other one to P 0, the dual of P ; the resulting object is a model of the compound of P and P 0. Using the same number of construction elements as the number of edges of P and P 0, the model of the compound exhibits a richer structure and, due to the additional connections, is stronger than the models of P and P 0 alone. The model has at least the symmetry of P and P 0, and can have a higher symmetry if P is self-dual. The construction process challenges the maker to think simultaneously of both P and P 0 and can be used as a teaching aid in the study of polyhedra and duality. -
Frameworks Archimedean Solids
Advanced Topics - Augmenting Solids You need: 12 pentagons and 5 triangles for augmented dodecahedron; 12 decagons, 35 triangles, 3 pentagons and 12 squares for the augmented truncated dodecahedron. Vertex: There are several different vertices in these solids. ❑ To augment a solid we add sections to it. These sections are usually in the form of a cap, which replaces a single polygon with a group of polygons. Augmented solids must be convex. The solid on the right is an augmented dodecahedron. ❑ Try to add more caps to augment this solid. Remember that the result must be convex. ❑ The solid on the left is a truncated dodecahedron. Augment it by replacing a decagon with the cap or cupola shown on the right. ❑ Find two different ways to further augment this solid with a second identical cap of polygons. ❑ Altogether it is possible to remove three decagons and replace each of them with caps. This is shown in the diagram on the right. ❑ Find which of the remaining Archimedean Solids can be augmented by removing single polygons and replacing them with caps or groups of polygons. The augmented solid must be convex. © Bob Ansell Advanced Topics - Diminishing Solids You need: 20 triangles, 30 squares, 12 pentagons and 3 decagons . Vertex: There are several different vertices in these solids. ❑ To diminish a solid we remove a cap or group of polygons and replace those removed with a single polygon. ❑ In the picture on the right five triangles of an icosahedron have been replaced with a pentagon. Find several different ways to remove more triangles and replace them with pentagons.