Definition & History of Geometry
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Hydraulic Cylinder Replacement for Cylinders with 3/8” Hydraulic Hose Instructions
HYDRAULIC CYLINDER REPLACEMENT FOR CYLINDERS WITH 3/8” HYDRAULIC HOSE INSTRUCTIONS INSTALLATION TOOLS: INCLUDED HARDWARE: • Knife or Scizzors A. (1) Hydraulic Cylinder • 5/8” Wrench B. (1) Zip-Tie • 1/2” Wrench • 1/2” Socket & Ratchet IMPORTANT: Pressure MUST be relieved from hydraulic system before proceeding. PRESSURE RELIEF STEP 1: Lower the Power-Pole Anchor® down so the Everflex™ spike is touching the ground. WARNING: Do not touch spike with bare hands. STEP 2: Manually push the anchor into closed position, relieving pressure. Manually lower anchor back to the ground. REMOVAL STEP 1: Remove the Cylinder Bottom from the Upper U-Channel using a 1/2” socket & wrench. FIG 1 or 2 NOTE: For Blade models, push bottom of cylinder up into U-Channel and slide it forward past the Ram Spacers to remove it. Upper U-Channel Upper U-Channel Cylinder Bottom 1/2” Tools 1/2” Tools Ram 1/2” Tools Spacers Cylinder Bottom If Ram-Spacers fall out Older models have (1) long & (1) during removal, push short Ram Spacer. Ram Spacers 1/2” Tools bushings in to hold MUST be installed on the same side Figure 1 Figure 2 them in place. they were removed. Blade Models Pro/Spn Models Need help? Contact our Customer Service Team at 1 + 813.689.9932 Option 2 HYDRAULIC CYLINDER REPLACEMENT FOR CYLINDERS WITH 3/8” HYDRAULIC HOSE INSTRUCTIONS STEP 2: Remove the Cylinder Top from the Lower U-Channel using a 1/2” socket & wrench. FIG 3 or 4 Lower U-Channel Lower U-Channel 1/2” Tools 1/2” Tools Cylinder Top Cylinder Top Figure 3 Figure 4 Blade Models Pro/SPN Models STEP 3: Disconnect the UP Hose from the Hydraulic Cylinder Fitting by holding the 1/2” Wrench 5/8” Wrench Cylinder Fitting Base with a 1/2” wrench and turning the Hydraulic Hose Fitting Cylinder Fitting counter-clockwise with a 5/8” wrench. -
An Introduction to Topology the Classification Theorem for Surfaces by E
An Introduction to Topology An Introduction to Topology The Classification theorem for Surfaces By E. C. Zeeman Introduction. The classification theorem is a beautiful example of geometric topology. Although it was discovered in the last century*, yet it manages to convey the spirit of present day research. The proof that we give here is elementary, and its is hoped more intuitive than that found in most textbooks, but in none the less rigorous. It is designed for readers who have never done any topology before. It is the sort of mathematics that could be taught in schools both to foster geometric intuition, and to counteract the present day alarming tendency to drop geometry. It is profound, and yet preserves a sense of fun. In Appendix 1 we explain how a deeper result can be proved if one has available the more sophisticated tools of analytic topology and algebraic topology. Examples. Before starting the theorem let us look at a few examples of surfaces. In any branch of mathematics it is always a good thing to start with examples, because they are the source of our intuition. All the following pictures are of surfaces in 3-dimensions. In example 1 by the word “sphere” we mean just the surface of the sphere, and not the inside. In fact in all the examples we mean just the surface and not the solid inside. 1. Sphere. 2. Torus (or inner tube). 3. Knotted torus. 4. Sphere with knotted torus bored through it. * Zeeman wrote this article in the mid-twentieth century. 1 An Introduction to Topology 5. -
USA Mathematical Talent Search Solutions to Problem 2/3/16
USA Mathematical Talent Search Solutions to Problem 2/3/16 www.usamts.org 2/3/16. Find three isosceles triangles, no two of which are congruent, with integer sides, such that each triangle’s area is numerically equal to 6 times its perimeter. Credit This is a slight modification of a problem provided by Suresh T. Thakar of India. The original problem asked for five isosceles triangles with integer sides such that the area is numerically 12 times the perimeter. Comments Many students simply set up an equation using Heron’s formula and then turned to a calculator or a computer for a solution. Below are presented more elegant solutions. Zachary Abel shows how to reduce this problem to finding Pythagorean triples which have 12 among the side lengths. Adam Hesterberg gives us a solution using Heron’s Create PDF with GO2PDFformula. for free, if Finally,you wish to remove Kristin this line, click Cordwell here to buy Virtual shows PDF Printer how to take an intelligent trial-and-error approach to construct the solutions. Solutions edited by Richard Rusczyk. Solution 1 by: Zachary Abel (11/TX) In 4ABC with AB = AC, we use the common notations r = inradius, s = semiperimeter, p = perimeter, K = area, a = BC, and b = AC. The diagram shows triangle ABC with its incircle centered at I and tangent to BC and AC at M and N respectively. A x h N 12 I a/2 12 B M a/2 C The area of the triangle is given by rs = K = 6p = 12s, which implies r = 12. -
Lesson 3: Rectangles Inscribed in Circles
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5 GEOMETRY Lesson 3: Rectangles Inscribed in Circles Student Outcomes . Inscribe a rectangle in a circle. Understand the symmetries of inscribed rectangles across a diameter. Lesson Notes Have students use a compass and straightedge to locate the center of the circle provided. If necessary, remind students of their work in Module 1 on constructing a perpendicular to a segment and of their work in Lesson 1 in this module on Thales’ theorem. Standards addressed with this lesson are G-C.A.2 and G-C.A.3. Students should be made aware that figures are not drawn to scale. Classwork Scaffolding: Opening Exercise (9 minutes) Display steps to construct a perpendicular line at a point. Students follow the steps provided and use a compass and straightedge to find the center of a circle. This exercise reminds students about constructions previously . Draw a segment through the studied that are needed in this lesson and later in this module. point, and, using a compass, mark a point equidistant on Opening Exercise each side of the point. Using only a compass and straightedge, find the location of the center of the circle below. Label the endpoints of the Follow the steps provided. segment 퐴 and 퐵. Draw chord 푨푩̅̅̅̅. Draw circle 퐴 with center 퐴 . Construct a chord perpendicular to 푨푩̅̅̅̅ at and radius ̅퐴퐵̅̅̅. endpoint 푩. Draw circle 퐵 with center 퐵 . Mark the point of intersection of the perpendicular chord and the circle as point and radius ̅퐵퐴̅̅̅. 푪. Label the points of intersection . -
Squaring the Circle a Case Study in the History of Mathematics the Problem
Squaring the Circle A Case Study in the History of Mathematics The Problem Using only a compass and straightedge, construct for any given circle, a square with the same area as the circle. The general problem of constructing a square with the same area as a given figure is known as the Quadrature of that figure. So, we seek a quadrature of the circle. The Answer It has been known since 1822 that the quadrature of a circle with straightedge and compass is impossible. Notes: First of all we are not saying that a square of equal area does not exist. If the circle has area A, then a square with side √A clearly has the same area. Secondly, we are not saying that a quadrature of a circle is impossible, since it is possible, but not under the restriction of using only a straightedge and compass. Precursors It has been written, in many places, that the quadrature problem appears in one of the earliest extant mathematical sources, the Rhind Papyrus (~ 1650 B.C.). This is not really an accurate statement. If one means by the “quadrature of the circle” simply a quadrature by any means, then one is just asking for the determination of the area of a circle. This problem does appear in the Rhind Papyrus, but I consider it as just a precursor to the construction problem we are examining. The Rhind Papyrus The papyrus was found in Thebes (Luxor) in the ruins of a small building near the Ramesseum.1 It was purchased in 1858 in Egypt by the Scottish Egyptologist A. -
Projective Geometry: a Short Introduction
Projective Geometry: A Short Introduction Lecture Notes Edmond Boyer Master MOSIG Introduction to Projective Geometry Contents 1 Introduction 2 1.1 Objective . .2 1.2 Historical Background . .3 1.3 Bibliography . .4 2 Projective Spaces 5 2.1 Definitions . .5 2.2 Properties . .8 2.3 The hyperplane at infinity . 12 3 The projective line 13 3.1 Introduction . 13 3.2 Projective transformation of P1 ................... 14 3.3 The cross-ratio . 14 4 The projective plane 17 4.1 Points and lines . 17 4.2 Line at infinity . 18 4.3 Homographies . 19 4.4 Conics . 20 4.5 Affine transformations . 22 4.6 Euclidean transformations . 22 4.7 Particular transformations . 24 4.8 Transformation hierarchy . 25 Grenoble Universities 1 Master MOSIG Introduction to Projective Geometry Chapter 1 Introduction 1.1 Objective The objective of this course is to give basic notions and intuitions on projective geometry. The interest of projective geometry arises in several visual comput- ing domains, in particular computer vision modelling and computer graphics. It provides a mathematical formalism to describe the geometry of cameras and the associated transformations, hence enabling the design of computational ap- proaches that manipulates 2D projections of 3D objects. In that respect, a fundamental aspect is the fact that objects at infinity can be represented and manipulated with projective geometry and this in contrast to the Euclidean geometry. This allows perspective deformations to be represented as projective transformations. Figure 1.1: Example of perspective deformation or 2D projective transforma- tion. Another argument is that Euclidean geometry is sometimes difficult to use in algorithms, with particular cases arising from non-generic situations (e.g. -
Thermodynamics of Spacetime: the Einstein Equation of State
gr-qc/9504004 UMDGR-95-114 Thermodynamics of Spacetime: The Einstein Equation of State Ted Jacobson Department of Physics, University of Maryland College Park, MD 20742-4111, USA [email protected] Abstract The Einstein equation is derived from the proportionality of entropy and horizon area together with the fundamental relation δQ = T dS connecting heat, entropy, and temperature. The key idea is to demand that this relation hold for all the local Rindler causal horizons through each spacetime point, with δQ and T interpreted as the energy flux and Unruh temperature seen by an accelerated observer just inside the horizon. This requires that gravitational lensing by matter energy distorts the causal structure of spacetime in just such a way that the Einstein equation holds. Viewed in this way, the Einstein equation is an equation of state. This perspective suggests that it may be no more appropriate to canonically quantize the Einstein equation than it would be to quantize the wave equation for sound in air. arXiv:gr-qc/9504004v2 6 Jun 1995 The four laws of black hole mechanics, which are analogous to those of thermodynamics, were originally derived from the classical Einstein equation[1]. With the discovery of the quantum Hawking radiation[2], it became clear that the analogy is in fact an identity. How did classical General Relativity know that horizon area would turn out to be a form of entropy, and that surface gravity is a temperature? In this letter I will answer that question by turning the logic around and deriving the Einstein equation from the propor- tionality of entropy and horizon area together with the fundamental relation δQ = T dS connecting heat Q, entropy S, and temperature T . -
The Geometry of Diagonal Groups
The geometry of diagonal groups R. A. Baileya, Peter J. Camerona, Cheryl E. Praegerb, Csaba Schneiderc aUniversity of St Andrews, St Andrews, UK bUniversity of Western Australia, Perth, Australia cUniversidade Federal de Minas Gerais, Belo Horizonte, Brazil Abstract Diagonal groups are one of the classes of finite primitive permutation groups occurring in the conclusion of the O'Nan{Scott theorem. Several of the other classes have been described as the automorphism groups of geometric or combi- natorial structures such as affine spaces or Cartesian decompositions, but such structures for diagonal groups have not been studied in general. The main purpose of this paper is to describe and characterise such struct- ures, which we call diagonal semilattices. Unlike the diagonal groups in the O'Nan{Scott theorem, which are defined over finite characteristically simple groups, our construction works over arbitrary groups, finite or infinite. A diagonal semilattice depends on a dimension m and a group T . For m = 2, it is a Latin square, the Cayley table of T , though in fact any Latin square satisfies our combinatorial axioms. However, for m > 3, the group T emerges naturally and uniquely from the axioms. (The situation somewhat resembles projective geometry, where projective planes exist in great profusion but higher- dimensional structures are coordinatised by an algebraic object, a division ring.) A diagonal semilattice is contained in the partition lattice on a set Ω, and we provide an introduction to the calculus of partitions. Many of the concepts and constructions come from experimental design in statistics. We also determine when a diagonal group can be primitive, or quasiprimitive (these conditions turn out to be equivalent for diagonal groups). -
Areas of Polygons and Circles
Chapter 8 Areas of Polygons and Circles Copyright © Cengage Learning. All rights reserved. Perimeter and Area of 8.2 Polygons Copyright © Cengage Learning. All rights reserved. Perimeter and Area of Polygons Definition The perimeter of a polygon is the sum of the lengths of all sides of the polygon. Table 8.1 summarizes perimeter formulas for types of triangles. 3 Perimeter and Area of Polygons Table 8.2 summarizes formulas for the perimeters of selected types of quadrilaterals. However, it is more important to understand the concept of perimeter than to memorize formulas. 4 Example 1 Find the perimeter of ABC shown in Figure 8.17 if: a) AB = 5 in., AC = 6 in., and BC = 7 in. b) AD = 8 cm, BC = 6 cm, and Solution: a) PABC = AB + AC + BC Figure 8.17 = 5 + 6 + 7 = 18 in. 5 Example 1 – Solution cont’d b) With , ABC is isosceles. Then is the bisector of If BC = 6, it follows that DC = 3. Using the Pythagorean Theorem, we have 2 2 2 (AD) + (DC) = (AC) 2 2 2 8 + 3 = (AC) 6 Example 1 – Solution cont’d 64 + 9 = (AC)2 AC = Now Note: Because x + x = 2x, we have 7 HERON’S FORMULA 8 Heron’s Formula If the lengths of the sides of a triangle are known, the formula generally used to calculate the area is Heron’s Formula. One of the numbers found in this formula is the semiperimeter of a triangle, which is defined as one-half the perimeter. For the triangle that has sides of lengths a, b, and c, the semiperimeter is s = (a + b + c). -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
Geometry Course Outline
GEOMETRY COURSE OUTLINE Content Area Formative Assessment # of Lessons Days G0 INTRO AND CONSTRUCTION 12 G-CO Congruence 12, 13 G1 BASIC DEFINITIONS AND RIGID MOTION Representing and 20 G-CO Congruence 1, 2, 3, 4, 5, 6, 7, 8 Combining Transformations Analyzing Congruency Proofs G2 GEOMETRIC RELATIONSHIPS AND PROPERTIES Evaluating Statements 15 G-CO Congruence 9, 10, 11 About Length and Area G-C Circles 3 Inscribing and Circumscribing Right Triangles G3 SIMILARITY Geometry Problems: 20 G-SRT Similarity, Right Triangles, and Trigonometry 1, 2, 3, Circles and Triangles 4, 5 Proofs of the Pythagorean Theorem M1 GEOMETRIC MODELING 1 Solving Geometry 7 G-MG Modeling with Geometry 1, 2, 3 Problems: Floodlights G4 COORDINATE GEOMETRY Finding Equations of 15 G-GPE Expressing Geometric Properties with Equations 4, 5, Parallel and 6, 7 Perpendicular Lines G5 CIRCLES AND CONICS Equations of Circles 1 15 G-C Circles 1, 2, 5 Equations of Circles 2 G-GPE Expressing Geometric Properties with Equations 1, 2 Sectors of Circles G6 GEOMETRIC MEASUREMENTS AND DIMENSIONS Evaluating Statements 15 G-GMD 1, 3, 4 About Enlargements (2D & 3D) 2D Representations of 3D Objects G7 TRIONOMETRIC RATIOS Calculating Volumes of 15 G-SRT Similarity, Right Triangles, and Trigonometry 6, 7, 8 Compound Objects M2 GEOMETRIC MODELING 2 Modeling: Rolling Cups 10 G-MG Modeling with Geometry 1, 2, 3 TOTAL: 144 HIGH SCHOOL OVERVIEW Algebra 1 Geometry Algebra 2 A0 Introduction G0 Introduction and A0 Introduction Construction A1 Modeling With Functions G1 Basic Definitions and Rigid -
Al-Biruni: a Great Muslim Scientist, Philosopher and Historian (973 – 1050 Ad)
Al-Biruni: A Great Muslim Scientist, Philosopher and Historian (973 – 1050 Ad) Riaz Ahmad Abu Raihan Muhammad bin Ahmad, Al-Biruni was born in the suburb of Kath, capital of Khwarizmi (the region of the Amu Darya delta) Kingdom, in the territory of modern Khiva, on 4 September 973 AD.1 He learnt astronomy and mathematics from his teacher Abu Nasr Mansur, a member of the family then ruling at Kath. Al-Biruni made several observations with a meridian ring at Kath in his youth. In 995 Jurjani ruler attacked Kath and drove Al-Biruni into exile in Ray in Iran where he remained for some time and exchanged his observations with Al- Khujandi, famous astronomer which he later discussed in his work Tahdid. In 997 Al-Biruni returned to Kath, where he observed a lunar eclipse that Abu al-Wafa observed in Baghdad, on the basis of which he observed time difference between Kath and Baghdad. In the next few years he visited the Samanid court at Bukhara and Ispahan of Gilan and collected a lot of information for his research work. In 1004 he was back with Jurjania ruler and served as a chief diplomat and a spokesman of the court of Khwarism. But in Spring and Summer of 1017 when Sultan Mahmud of Ghazna conquered Khiva he brought Al-Biruni, along with a host of other scholars and philosophers, to Ghazna. Al-Biruni was then sent to the region near Kabul where he established his observatory.2 Later he was deputed to the study of religion and people of Kabul, Peshawar, and Punjab, Sindh, Baluchistan and other areas of Pakistan and India under the protection of an army regiment.