5Th Postulate, 129 Addition of Vectors, 132 Additivity of Dot Product, 114
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A Technology to Synthesize 360-Degree Video Based on Regular Dodecahedron in Virtual Environment Systems*
A Technology to Synthesize 360-Degree Video Based on Regular Dodecahedron in Virtual Environment Systems* Petr Timokhin 1[0000-0002-0718-1436], Mikhail Mikhaylyuk2[0000-0002-7793-080X], and Klim Panteley3[0000-0001-9281-2396] Federal State Institution «Scientific Research Institute for System Analysis of the Russian Academy of Sciences», Moscow, Russia 1 [email protected], 2 [email protected], 3 [email protected] Abstract. The paper proposes a new technology of creating panoramic video with a 360-degree view based on virtual environment projection on regular do- decahedron. The key idea consists in constructing of inner dodecahedron surface (observed by the viewer) composed of virtual environment snapshots obtained by twelve identical virtual cameras. A method to calculate such cameras’ projec- tion and orientation parameters based on “golden rectangles” geometry as well as a method to calculate snapshots position around the observer ensuring synthe- sis of continuous 360-panorama are developed. The technology and the methods were implemented in software complex and tested on the task of virtual observing the Earth from space. The research findings can be applied in virtual environment systems, video simulators, scientific visualization, virtual laboratories, etc. Keywords: Visualization, Virtual Environment, Regular Dodecahedron, Video 360, Panoramic Mapping, GPU. 1 Introduction In modern human activities the importance of the visualization of virtual prototypes of real objects and phenomena is increasingly grown. In particular, it’s especially required for training specialists in space and aviation industries, medicine, nuclear industry and other areas, where the mistake cost is extremely high [1-3]. The effectiveness of work- ing with virtual prototypes is significantly increased if an observer experiences a feeling of being present in virtual environment. -
Cones, Pyramids and Spheres
The Improving Mathematics Education in Schools (TIMES) Project MEASUREMENT AND GEOMETRY Module 12 CONES, PYRAMIDS AND SPHERES A guide for teachers - Years 9–10 June 2011 YEARS 910 Cones, Pyramids and Spheres (Measurement and Geometry : Module 12) For teachers of Primary and Secondary Mathematics 510 Cover design, Layout design and Typesetting by Claire Ho The Improving Mathematics Education in Schools (TIMES) Project 2009‑2011 was funded by the Australian Government Department of Education, Employment and Workplace Relations. The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations. © The University of Melbourne on behalf of the International Centre of Excellence for Education in Mathematics (ICE‑EM), the education division of the Australian Mathematical Sciences Institute (AMSI), 2010 (except where otherwise indicated). This work is licensed under the Creative Commons Attribution‑NonCommercial‑NoDerivs 3.0 Unported License. 2011. http://creativecommons.org/licenses/by‑nc‑nd/3.0/ The Improving Mathematics Education in Schools (TIMES) Project MEASUREMENT AND GEOMETRY Module 12 CONES, PYRAMIDS AND SPHERES A guide for teachers - Years 9–10 June 2011 Peter Brown Michael Evans David Hunt Janine McIntosh Bill Pender Jacqui Ramagge YEARS 910 {4} A guide for teachers CONES, PYRAMIDS AND SPHERES ASSUMED KNOWLEDGE • Familiarity with calculating the areas of the standard plane figures including circles. • Familiarity with calculating the volume of a prism and a cylinder. • Familiarity with calculating the surface area of a prism. • Facility with visualizing and sketching simple three‑dimensional shapes. • Facility with using Pythagoras’ theorem. • Facility with rounding numbers to a given number of decimal places or significant figures. -
Using History of Mathematics to Teach Volume Formula of Frustum Pyramids: Dissection Method
Universal Journal of Educational Research 3(12): 1034-1048, 2015 http://www.hrpub.org DOI: 10.13189/ujer.2015.031213 Using History of Mathematics to Teach Volume Formula of Frustum Pyramids: Dissection Method Suphi Onder Butuner Department of Elementary Mathematics Education, Bozok University, Turkey Copyright © 2015 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Within recent years, history of mathematics dynamic structure of mathematics [1, 2, 3, 4, 5, 6, 7]. It is (HoM) has become an increasingly popular topic. Studies stressed that history of mathematics will enrich the repertoire have shown that student reactions to it depend on the ways of teachers and develop their pedagogical content knowledge they use history of mathematics. The present action research [7, 8]. Jankvist [5] (2009) explains the use of history of study aimed to make students deduce volume rules of mathematics both as a tool and as a goal. History-as-a-tool frustum pyramids using the dissection method. Participants arguments are mainly concerned with learning of the inner were 24 grade eight students from Trabzon. Observations, issues of mathematics (mathematical concepts, theories, informal interviews and feedback forms were used as data methods, formulas), whereas history-as-a-goal arguments collection tools. Worksheets were distributed to students and are concerned with the use of history as a self-contained goal. the research was conducted in 3 class hours. Student views From the history-as-a-goal point of view, knowing about the on the activities were obtained through a written feedback history of mathematics is not a primary tool for learning form consisting of 4 questions. -
Journal of Student Writing the Journal of Student Writing
2019 THe Journal of Student Writing THe Journal of Student Writing 2019 Supervising Editor Bradley Siebert Managing Editors Jennifer Pacioianu Ande Davis Consulting Editor Muffy Walter The Angle is produced with the support of the Washburn University English Department. All contributors must be students at Washburn University. Prizewinners in each category were awarded a monetary prize. Works published here remain the intellectual property of their creators. Further information and submission guidelines are available on our website at washburn.edu/angle. To contact the managing editors, email us at [email protected]. Table of Contents First Year Writing Tragedies Build Bridges Ethan Nelson . 3 Better Than I Deserve Gordon Smith . 7 The Power of Hope Whit Downing . 11 Arts and Humanities A Defense of the Unethical Status of Deceptive Placebo Use in Research Gabrielle Kentch . 15 Personality and Prejudice: Defining the MBTI types in Jane Austen’s novels Madysen Mooradian . 27 “Washburn—Thy Strength Revealed”: Washburn University and the 1966 Tornado Taylor Nickel . 37 Washburn Student Handbooks/Planners and How They’ve Changed Kayli Goodheart . 45 The Heart of a Musician Savannah Workman . 63 Formation of Identity in 1984 Molly Murphy . 67 Setting Roots in the Past Mikaela Cox. 77 Natural and Social Sciences The Effects of Conspiracy Exposure on Politically Cooperative Behavior Lydia Shontz, Katy Chase, and Tomohiro Ichikawa . 91 A New Major is Born: The Life of Computer Science at Washburn University Alex Montgomery . 111 Kinesiology Tape: Physiological or Psychological? Mikaela Cox . .121 Breaking w/the Fifth, an Introduction to Spherical Geometry Mary P. Greene . 129 Water Bears Sydney Watters . -
Uniform Panoploid Tetracombs
Uniform Panoploid Tetracombs George Olshevsky TETRACOMB is a four-dimensional tessellation. In any tessellation, the honeycells, which are the n-dimensional polytopes that tessellate the space, Amust by definition adjoin precisely along their facets, that is, their ( n!1)- dimensional elements, so that each facet belongs to exactly two honeycells. In the case of tetracombs, the honeycells are four-dimensional polytopes, or polychora, and their facets are polyhedra. For a tessellation to be uniform, the honeycells must all be uniform polytopes, and the vertices must be transitive on the symmetry group of the tessellation. Loosely speaking, therefore, the vertices must be “surrounded all alike” by the honeycells that meet there. If a tessellation is such that every point of its space not on a boundary between honeycells lies in the interior of exactly one honeycell, then it is panoploid. If one or more points of the space not on a boundary between honeycells lie inside more than one honeycell, the tessellation is polyploid. Tessellations may also be constructed that have “holes,” that is, regions that lie inside none of the honeycells; such tessellations are called holeycombs. It is possible for a polyploid tessellation to also be a holeycomb, but not for a panoploid tessellation, which must fill the entire space exactly once. Polyploid tessellations are also called starcombs or star-tessellations. Holeycombs usually arise when (n!1)-dimensional tessellations are themselves permitted to be honeycells; these take up the otherwise free facets that bound the “holes,” so that all the facets continue to belong to two honeycells. In this essay, as per its title, we are concerned with just the uniform panoploid tetracombs. -
About This Booklet on Surface Areas and Volumes
About This Booklet on Surface1 Areas and Volumes About This Booklet on Surface Areas and Volumes This Particular Booklet has been designed for the students of Math Class 10 (CBSE Board). However, it will also help those who have these chapters in their curriculum or want to gain the knowledge and explore the concepts. This Booklet explains: 1. Cube, Cuboid and Cylinder 2. Cone and Frustum 3. Sphere and Hemisphere 4. Combination of solids This Booklet also covers: 1. MCQs 2. Questions with Solutions 3. Questions for practice and 4. QR Codes to scan and watch videos on Surface Areas and Volumes QR codes when scanned with mobile scanner take you to our YouTube channel Let’sTute (www.youtube.com/letstute) where you can watch our free videos (need internet connection) on the topic. For Surface Areas and Volumes, in total, we have 8 videos which are accessible on several other platforms as described on the back cover of this Booklet. However, if there is any query, feel free to connect with us on the details given on the last page. Some other documents are also available: About Let’s Tute Let’sTute (Universal Learning Aid) is an E-learning company based in Mumbai, India. (www.letstute.com) We create content for Mathematics, Biology, Physics, Environmental Science, Book-Keeping & Accountancy and also a series on value education known as V2lead 2 13 .1 Cube, Cuboid and Cylinder Scan to watch the video on INTRODUCTION Surface area and Volume Surface Area: It is the sum of total exposed area of a three dimensional solid object. -
The Sphere by Itself: Can We Distribute Points on It Evenly?
Chapter III The sphere by itself: can we distribute points on it evenly? III.1. The metric of the sphere and spherical trigonometry As we shall see throughout this chapter, the geometry of the “ordinary sphere” S2 two dimensional in a space of three dimensions harbors many pitfalls. It’s much more subtle than we might think, given the nice roundness and all the sym- metries of the object. Its geometry is indeed not made easier at least for certain questions by its being round, compact, and bounded, in contrast to the Euclidean plane. Sect. III.3 will be the most representative in this regard; but, much simpler and more fundamental, we encounter the “impossible” problem of maps of Earth, which we will scarcely mention, except in Sect. III.3; see also 18.1 of [B]. One of the reasons for the difficulties the sphere poses is that its group of isometries is not at all commutative, whereas the Euclidean plane admits a commutative group of trans- lations. But this group of rotations about the origin of E3 the orthogonal group O.3/ is crucial for our lives. Here is the place to quote (Gromov, 1988b): “O.3/ pervades all the essential properties of the physical world. But we remain intellectually blind to this symmetry, even if we encounter it frequently and use it in everyday life, for instance when we experience or engender mechanical movements, such as walking. This is due in part to the non commutativity of O.3/,whichis difficult to grasp.” Since spherical geometry is not much treated in the various curricula, we permit ourselves at the outset some very elementary recollections, which are treated in detail in Chap. -
259 ) on the Equations of Loci Traced Upon the Surface of The
259 ) On the Equations of Loci traced upon the Surface of the Sphere, as expressed by Spherical Co-ordinates. By THOMAS STE- PHENS DAVIES, Esq. F.R.S.ED. F.R.A.S. (Read 16th January 1832J 1 HE modern system of analytical geometry of three dimensions originated with CLAIRAULT, and received its final form from the hands of MONGE. DESCARTES, it is true, had remarked, that the orthogonal projections of a curve anyhow situated in space, upon two given rectangular planes, determined the magnitude, species, and position of that curve; but this is, in fact, only an appro- priation to scientific purposes of a principle which must have been employed from the earliest period of architectural delinea- tion—the orthography and ichnographyyor the ground-plan and section of the system of represented lines. Had DESCARTES, however, done more than make the suggestion—had he pointed out the particular aspect under which it could have been ren- dered available to geometrical research—had he furnished a suit- able notation and methods of investigation—and, finally, had he given a few examples, calculated to render his analytical pro- cesses intelligible to other mathematicians;—then, indeed, this branch of science would have owed him deeper obligations than it can now be said to do. Still I do not wish to be understood to undervalue the labours of that extraordinary man, indirectly at least, upon this subject; for it is certain, that, though he did succeed in placing the inquiry in its true position, yet it is ulti- mately to his method of treating plane loci, by means of indeter- minate algebraical equations, that we owe every thing we know in 260 Mr DAVIES on the Equations of Loci the Geometry of Three Dimensions, beyond its simplest elements, as well as the most interesting and important portions of the doc- trine of plane loci itself. -
Volume of Prisms, Cones, Pyramids & Spheres
Volume of Prisms, Cones, Pyramids & Spheres (H) A collection of 9-1 Maths GCSE Sample and Specimen questions from AQA, OCR, Pearson-Edexcel and WJEC Eduqas. Name: Total Marks: 1. A cylinder is made of bendable plastic. A dog’s toy is made by bending the cylinder to form a ring. The inner radius of the dog’s toy is 8 cm. The outer radius of the dog’s toy is 9 cm. Calculate an approximate value for the volume of the dog’s toy. State and justify what assumptions you have made in your calculations and the impact they have had on your results. [7] www.justmaths.co.uk Volume of Prisms, Cones, Pyramids & Spheres (H) - Version 2 January 2016 2. In this question all dimensions are in centimetres. A solid has uniform cross section. The cross section is a rectangle and a semicircle joined together. Work out an expression, in cm3, for the total volume of the solid. 1 Write your expression in the form ��3 + ��3 where � and � are integers. � [4] 3. A circular table top has radius 70 cm. (a) Calculate the area of the table top in cm2, giving your answer as a multiple of �. (a) ....................... cm2 [2] (b) The volume of the table top is 17 150� cm3. Calculate the thickness of the table top. (b) ........................ cm [2] www.justmaths.co.uk Volume of Prisms, Cones, Pyramids & Spheres (H) - Version 2 January 2016 4. The volume of Earth is 1.08 × 1012 km3. The volume of Jupiter is 1.43 × 1015 km3. How many times larger is the radius of Jupiter than the radius of Earth? Assume that Jupiter and Earth are both spheres. -
A Mathematical Space Odyssey
Contents Preface ix 1 Introduction 1 1.1Tenexamples......................... 1 1.2 Inhabitants of space . ..................... 9 1.3 Challenges .......................... 22 2 Enumeration 27 2.1Hexnumbers......................... 27 2.2Countingcalissons...................... 28 2.3 Using cubes to sum integers . ................ 29 2.4 Counting cannonballs ..................... 35 2.5 Partitioning space with planes ................ 37 2.6 Challenges .......................... 40 3 Representation 45 3.1 Numeric cubes as geometric cubes . ........... 45 3.2 The inclusion principle and the AM-GM inequality for threenumbers......................... 49 3.3Applicationstooptimizationproblems............ 52 3.4 Inequalities for rectangular boxes . ........... 55 3.5 Means for three numbers . ................ 59 3.6 Challenges .......................... 60 4 Dissection 65 4.1 Parallelepipeds, prisms, and pyramids . ........... 65 4.2 The regular tetrahedron and octahedron ........... 67 4.3 The regular dodecahedron . ................ 71 4.4Thefrustumofapyramid................... 72 4.5 The rhombic dodecahedron . ................ 74 4.6 The isosceles tetrahedron . ................ 76 4.7TheHadwigerproblem.................... 77 4.8 Challenges .......................... 79 xi xii Contents 5 Plane sections 83 5.1 The hexagonal section of a cube ............... 83 5.2Prismatoidsandtheprismoidalformula........... 85 5.3 Cavalieri’s principle and its consequences . ....... 89 5.4 The right tetrahedron and de Gua’s theorem . ....... 93 5.5 Inequalities -
INTECH Infrared Interactive Whiteboard User Manual
- 1 - INTECH IWB User Manual Xiamen Interactive Technology Co. Ltd INTECH Infrared Interactive Whiteboard User Manual - 2 - INTECH IWB User Manual Content Accessories List....................................................................................................................4 1. General Introduction.........................................................................................................6 1.1 What’s infrared interactive whiteboard?................................................................6 1.2 About this User Manual........................................................................................7 2. Preparation for using........................................................................................................7 2.1 How does the IWB work?.....................................................................................7 2.2 Requirements of the PC system...........................................................................7 2.2.1 The minimum system configuration...........................................................7 2.2.2 Requirement of the Operation System.......................................................7 2.2.3 System configuration recommended........................................................7 2.3 How to install the Infrared IWB?.........................................................................7 2.3.1 Installation for the mobile stand...............................................................8 2.3.2 Installation for the wall mounting................................................................9 -