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Feasibility Study for Teaching Geometry and Other Topics Using Three-Dimensional Printers
Feasibility Study For Teaching Geometry and Other Topics Using Three-Dimensional Printers Elizabeth Ann Slavkovsky A Thesis in the Field of Mathematics for Teaching for the Degree of Master of Liberal Arts in Extension Studies Harvard University October 2012 Abstract Since 2003, 3D printer technology has shown explosive growth, and has become significantly less expensive and more available. 3D printers at a hobbyist level are available for as little as $550, putting them in reach of individuals and schools. In addition, there are many “pay by the part” 3D printing services available to anyone who can design in three dimensions. 3D graphics programs are also widely available; where 10 years ago few could afford the technology to design in three dimensions, now anyone with a computer can download Google SketchUp or Blender for free. Many jobs now require more 3D skills, including medical, mining, video game design, and countless other fields. Because of this, the 3D printer has found its way into the classroom, particularly for STEM (science, technology, engineering, and math) programs in all grade levels. However, most of these programs focus mainly on the design and engineering possibilities for students. This thesis project was to explore the difficulty and benefits of the technology in the mathematics classroom. For this thesis project we researched the technology available and purchased a hobby-level 3D printer to see how well it might work for someone without extensive technology background. We sent designed parts away. In addition, we tried out Google SketchUp, Blender, Mathematica, and other programs for designing parts. We came up with several lessons and demos around the printer design. -
Combination of Cubic and Quartic Plane Curve
IOSR Journal of Mathematics (IOSR-JM) e-ISSN: 2278-5728,p-ISSN: 2319-765X, Volume 6, Issue 2 (Mar. - Apr. 2013), PP 43-53 www.iosrjournals.org Combination of Cubic and Quartic Plane Curve C.Dayanithi Research Scholar, Cmj University, Megalaya Abstract The set of complex eigenvalues of unistochastic matrices of order three forms a deltoid. A cross-section of the set of unistochastic matrices of order three forms a deltoid. The set of possible traces of unitary matrices belonging to the group SU(3) forms a deltoid. The intersection of two deltoids parametrizes a family of Complex Hadamard matrices of order six. The set of all Simson lines of given triangle, form an envelope in the shape of a deltoid. This is known as the Steiner deltoid or Steiner's hypocycloid after Jakob Steiner who described the shape and symmetry of the curve in 1856. The envelope of the area bisectors of a triangle is a deltoid (in the broader sense defined above) with vertices at the midpoints of the medians. The sides of the deltoid are arcs of hyperbolas that are asymptotic to the triangle's sides. I. Introduction Various combinations of coefficients in the above equation give rise to various important families of curves as listed below. 1. Bicorn curve 2. Klein quartic 3. Bullet-nose curve 4. Lemniscate of Bernoulli 5. Cartesian oval 6. Lemniscate of Gerono 7. Cassini oval 8. Lüroth quartic 9. Deltoid curve 10. Spiric section 11. Hippopede 12. Toric section 13. Kampyle of Eudoxus 14. Trott curve II. Bicorn curve In geometry, the bicorn, also known as a cocked hat curve due to its resemblance to a bicorne, is a rational quartic curve defined by the equation It has two cusps and is symmetric about the y-axis. -
An FPT Algorithm for the Embeddability of Graphs Into Two-Dimensional Simplicial Complexes∗
An FPT Algorithm for the Embeddability of Graphs into Two-Dimensional Simplicial Complexes∗ Éric Colin de Verdière† Thomas Magnard‡ Abstract We consider the embeddability problem of a graph G into a two-dimensional simplicial com- plex C: Given G and C, decide whether G admits a topological embedding into C. The problem is NP-hard, even in the restricted case where C is homeomorphic to a surface. It is known that the problem admits an algorithm with running time f(c)nO(c), where n is the size of the graph G and c is the size of the two-dimensional complex C. In other words, that algorithm is polynomial when C is fixed, but the degree of the polynomial depends on C. We prove that the problem is fixed-parameter tractable in the size of the two-dimensional complex, by providing a deterministic f(c)n3-time algorithm. We also provide a randomized algorithm with O(1) expected running time 2c nO(1). Our approach is to reduce to the case where G has bounded branchwidth via an irrelevant vertex method, and to apply dynamic programming. We do not rely on any component of the existing linear-time algorithms for embedding graphs on a fixed surface; the only elaborated tool that we use is an algorithm to compute grid minors. 1 Introduction An embedding of a graph G into a host topological space X is a crossing-free topological drawing of G into X. The use and computation of graph embeddings is central in the communities of computational topology, topological graph theory, and graph drawing. -
Art Curriculum 1
Ogdensburg School Visual Arts Curriculum Adopted 2/23/10 Revised 5/1/12, Born on: 11/3/15, Revised 2017 , Adopted December 4, 2018 Rationale Grades K – 8 By encouraging creativity and personal expression, the Ogdensburg School District provides students in grades one to eight with a visual arts experience that facilitates personal, intellectual, social, and human growth. The Visual Arts Curriculum is structured as a discipline based art education program aligned with both the National Visual Arts Standards and the New Jersey Core Curriculum Content Standards for the Visual and Performing Arts. Students will increase their understanding of the creative process, the history of arts and culture, performance, aesthetic awareness, and critique methodologies. The arts are deeply embedded in our lives shaping our daily experiences. The arts challenge old perspectives while connecting each new generation from those in the past. They have served as a visual means of communication which have described, defined, and deepened our experiences. An education in the arts fosters a learning community that demonstrates an understanding of the elements and principles that promote creation, the influence of the visual arts throughout history and across cultures, the technologies appropriate for creating, the study of aesthetics, and critique methodologies. The arts are a valuable tool that enhances learning st across all disciplines, augments the quality of life, and possesses technical skills essential in the 21 century. The arts serve as a visual means of communication. Through the arts, students have the ability to express feelings and ideas contributing to the healthy development of children’s minds. These unique forms of expression and communication encourage students into various ways of thinking and understanding. -
Design of Large Space Structures Derived from Line Geometry Principles
DESIGN OF LARGE SPACE STRUCTURES DERIVED FROM LINE GEOMETRY PRINCIPLES By PATRICK J. MCGINLEY A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE UNIVERSITY OF FLORIDA 2002 Copyright 2002 by Patrick J. McGinley I would like to dedicate this work to Dr. Joseph Duffy - mentor, friend, and inspiration. My thanks also go out to my parents, Thomas and Lorraine, for everything they have taught me, and my friends, especially Byron, Connie, and Richard, for all their support. ACKNOWLEDGMENTS I would like to thank my advisor, Dr. Carl D. Crane, III, the members of my advisory committee, Dr. John Schueller and Dr. John Ziegert, as well as Dr. Joseph Rooney, for their help and guidance during my time at UF, and especially their understanding during a difficult last semester. iv TABLE OF CONTENTS page ACKNOWLEDGMENTS ................................................................................................. iv LIST OF TABLES............................................................................................................ vii LIST OF FIGURES ......................................................................................................... viii ABSTRACT...................................................................................................................... xii CHAPTER 1 INTRODUCTION ............................................................................................................1 2 BACKGROUND ..............................................................................................................5 -
The Octagonal Pets by Richard Evan Schwartz
The Octagonal PETs by Richard Evan Schwartz 1 Contents 1 Introduction 11 1.1 WhatisaPET?.......................... 11 1.2 SomeExamples .......................... 12 1.3 GoalsoftheMonograph . 13 1.4 TheOctagonalPETs . 14 1.5 TheMainTheorem: Renormalization . 15 1.6 CorollariesofTheMainTheorem . 17 1.6.1 StructureoftheTiling . 17 1.6.2 StructureoftheLimitSet . 18 1.6.3 HyperbolicSymmetry . 21 1.7 PolygonalOuterBilliards. 22 1.8 TheAlternatingGridSystem . 24 1.9 ComputerAssists ......................... 26 1.10Organization ........................... 28 2 Background 29 2.1 LatticesandFundamentalDomains . 29 2.2 Hyperplanes............................ 30 2.3 ThePETCategory ........................ 31 2.4 PeriodicTilesforPETs. 32 2.5 TheLimitSet........................... 34 2.6 SomeHyperbolicGeometry . 35 2.7 ContinuedFractions . 37 2.8 SomeAnalysis........................... 39 I FriendsoftheOctagonalPETs 40 3 Multigraph PETs 41 3.1 TheAbstractConstruction. 41 3.2 TheReflectionLemma . 43 3.3 ConstructingMultigraphPETs . 44 3.4 PlanarExamples ......................... 45 3.5 ThreeDimensionalExamples . 46 3.6 HigherDimensionalGeneralizations . 47 2 4 TheAlternatingGridSystem 48 4.1 BasicDefinitions ......................... 48 4.2 CompactifyingtheGenerators . 50 4.3 ThePETStructure........................ 52 4.4 CharacterizingthePET . 54 4.5 AMoreSymmetricPicture. 55 4.5.1 CanonicalCoordinates . 55 4.5.2 TheDoubleFoliation . 56 4.5.3 TheOctagonalPETs . 57 4.6 UnboundedOrbits ........................ 57 4.7 TheComplexOctagonalPETs. 58 4.7.1 ComplexCoordinates. -
An,4B Tnitt{:} Mûleculaã.Orbital .A-Pproact{
T}IE STEREÛC}{E}4ISTRY ÛF CUg- ÛXYSALT MNNERALS AN,4B TNITT{:} MÛLECULAÃ.ORBITAL .A-PPROACT{ Þ\¡ PETER C. EL-RNS A Thesis Subrnitted to the Faculty of Graduate Studies in Pa-rtial Fulfilment, of the Requireraents for the Ðegree of ÐOCT'OR OF THiLOSOPHY Ðepartment of Geological Sciences University of Manitoba Winnipeg, Manitoba @ Copyright by Peter Carman Bu¡¡rs, 1994 WWW National Library B¡bliothèqLre naiioftale W'r @ of Canada du Canâda Acquisitions and Direction des acquisitions et B¡bf iographic Seruices Branch des servìces bibl¡ographiques 395 Wellington Slreet 395, rue WeJlingron Otlawa, Onta¡io Onawa (Oniar¡o) K1A ON4 K1A ON4 aùtLle Na¡e èlùerce T'he at¡th@ü' has graü-lted aãx Ë*'au¡tec¡r a aaaondé s"!ne licemce írrevoeabIe nÕrÌ-ex6t¿.Esive ¡¡eemcc inr¡ávoaab[e et ntm exc[usíve allowing t['re F,Iationat Lihrany of penmrettant à $a Eihliothèque Camada tÕ reprtdL¡ce, åoana, natiomale du Canada de distribute Õr sell copíes of reprods.rãre, prêter, distribuer ou his/hen thesís by any sneams arsd vendre des aopies de sa thèse in any fonm or fonnlat, rnaking de quelque rna¡rière et sous tÍ'lis tl'lesis available to E¡'¡terested qt¡elque forrne que ce soit poun persons. rnettre des exenarplaires de cette thèse à [a disposition des personnes intéressées. T'[re a¡.¡t['ror retains ownershíp of E-'a¡.¡teun conserve la propriété du the eopyrig[et im hrislher tÍresis" droit d'auteun quri protège sa Ê.deít[rer ttre thesís sror substantåa[ t['rèse. hdå 8a thèse ni des extnaits extnacts fnonn it may be pnin-lted or substantiels de celle-ci ne otlrerwíse neproduced wãtå'¡or¡t doívent être ãrrrpria'nés oL¡ [rüs/her pernnlssiom. -
131 865- EDRS PRICE Technclogy,Liedhanical
..DOCUMENT RASH 131 865- JC 760 420 TITLE- Training Program for Teachers of Technical Mathematics in Two-Year Cutricnla. INSTITUTION Queensborough Community Coll., Bayside, N Y. SPONS AGENCY New York State Education Dept., Albany. D v.of Occupational Education Instruction. PUB DATE Jul 76 GRANT VEA-78-2-132 NOTE 180p. EDRS PRICE MP-$0.83 HC-S10.03 Plus Postage. DESCRIPTORS *College Mathematics; Community Colleges; Curriculum Development; Engineering Technology; *Junior Colleges Mathematics Curriculum; *Mathematics Instruction; *Physics Instruction; Practical ,Mathematics Technical Education; *Technical Mathematics Technology ABSTRACT -This handbook 1 is designed'to.aS ist teachers of techhical'mathematics in:developing practically-oriented-curricula -for their students. The upderlying.assumption is that, while technology students are nOt a breed apartr their: needs-and orientation are_to the concrete, rather than the abstract. It describes the:nature, scope,and dontett,of curricula.. in Electrical, TeChnClogy,liedhanical Technology4 Design DraftingTechnology, and: Technical Physics', ..with-particularreterence to:the mathematical skills which are_important for the students,both.incollege.andot -tle job. SaMple mathematical problemsr-derivationSeand.theories tei be stressed it..each of_these.durricula-are presented, as- ate additional materials from the physics an4 mathematics. areas. A frame ok-reference-is.provided through diScussiotS ofthe\careers,for.which-. technology students-are heing- trained'. There.iS alsO §ion deioted to -
Parametric Representations of Polynomial Curves Using Linkages
Parabola Volume 52, Issue 1 (2016) Parametric Representations of Polynomial Curves Using Linkages Hyung Ju Nam1 and Kim Christian Jalosjos2 Suppose that you want to draw a large perfect circle on a piece of fabric. A simple technique might be to use a length of string and a pen as indicated in Figure1: tie a knot at one end (A) of the string, push a pin through the knot to make the center of the circle, tie a pen at the other end (B) of the string, and rotate around the pin while holding the string tight. Figure 1: Drawing a perfect circle Figure 2: Pantograph On the other hand, you may think about duplicating or enlarging a map. You might use a pantograph, which is a mechanical linkage connecting rods based on parallelo- grams. Figure2 shows a draftsman’s pantograph 3 reproducing a map outline at 2.5 times the size of the original. As we may observe from the above examples, a combination of two or more points and rods creates a mechanism to transmit motion. In general, a linkage is a system of interconnected rods for transmitting or regulating the motion of a mechanism. Link- ages are present in every corner of life, such as the windshield wiper linkage of a car4, the pop-up plug of a bathroom sink5, operating mechanism for elevator doors6, and many mechanical devices. See Figure3 for illustrations. 1Hyung Ju Nam is a junior at Washburn Rural High School in Kansas, USA. 2Kim Christian Jalosjos is a sophomore at Washburn Rural High School in Kansas, USA. -
900.00 Modelability
986.310 Strategic Use of Min-max Cosmic System Limits 986.311 The maximum limit set of identical facets into which any system can be divided consists of 120 similar spherical right triangles ACB whose three corners are 60 degrees at A, 90 degrees at C, and 36 degrees at B. Sixty of these right spherical triangles are positive (active), and 60 are negative (passive). (See Sec. 901.) 986.312 These 120 right spherical surface triangles are described by three different central angles of 37.37736814 degrees for arc AB, 31.71747441 degrees for arc BC, and 20.90515745 degrees for arc AC__which three central-angle arcs total exactly 90 degrees. These 120 spherical right triangles are self-patterned into producing 30 identical spherical diamond groups bounded by the same central angles and having corresponding flat-faceted diamond groups consisting of four of the 120 angularly identical (60 positive, 60 negative) triangles. Their three surface corners are 90 degrees at C, 31.71747441 degrees at B, and 58.2825256 degrees at A. (See Fig. 986.502.) 986.313 These diamonds, like all diamonds, are rhombic forms. The 30- symmetrical- diamond system is called the rhombic triacontahedron: its 30 mid- diamond faces (right- angle cross points) are approximately tangent to the unit- vector-radius sphere when the volume of the rhombic triacontahedron is exactly tetravolume-5. (See Fig. 986.314.) 986.314 I therefore asked Robert Grip and Chris Kitrick to prepare a graphic comparison of the various radii and their respective polyhedral profiles of all the symmetric polyhedra of tetravolume 5 (or close to 5) existing within the primitive cosmic hierarchy (Sec. -
Arxiv:1812.02806V3 [Math.GT] 27 Jun 2019 Sphere Formed by the Triangles Bounds a Ball and the Vertex in the Identification Space Looks Like the Centre of a Ball
TRAVERSING THREE-MANIFOLD TRIANGULATIONS AND SPINES J. HYAM RUBINSTEIN, HENRY SEGERMAN AND STEPHAN TILLMANN Abstract. A celebrated result concerning triangulations of a given closed 3–manifold is that any two triangulations with the same number of vertices are connected by a sequence of so-called 2-3 and 3-2 moves. A similar result is known for ideal triangulations of topologically finite non-compact 3–manifolds. These results build on classical work that goes back to Alexander, Newman, Moise, and Pachner. The key special case of 1–vertex triangulations of closed 3–manifolds was independently proven by Matveev and Piergallini. The general result for closed 3–manifolds can be found in work of Benedetti and Petronio, and Amendola gives a proof for topologically finite non-compact 3–manifolds. These results (and their proofs) are phrased in the dual language of spines. The purpose of this note is threefold. We wish to popularise Amendola’s result; we give a combined proof for both closed and non-compact manifolds that emphasises the dual viewpoints of triangulations and spines; and we give a proof replacing a key general position argument due to Matveev with a more combinatorial argument inspired by the theory of subdivisions. 1. Introduction Suppose you have a finite number of triangles. If you identify edges in pairs such that no edge remains unglued, then the resulting identification space looks locally like a plane and one obtains a closed surface, a two-dimensional manifold without boundary. The classification theorem for surfaces, which has its roots in work of Camille Jordan and August Möbius in the 1860s, states that each closed surface is topologically equivalent to a sphere with some number of handles or crosscaps. -
Some Curves and the Lengths of Their Arcs Amelia Carolina Sparavigna
Some Curves and the Lengths of their Arcs Amelia Carolina Sparavigna To cite this version: Amelia Carolina Sparavigna. Some Curves and the Lengths of their Arcs. 2021. hal-03236909 HAL Id: hal-03236909 https://hal.archives-ouvertes.fr/hal-03236909 Preprint submitted on 26 May 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Some Curves and the Lengths of their Arcs Amelia Carolina Sparavigna Department of Applied Science and Technology Politecnico di Torino Here we consider some problems from the Finkel's solution book, concerning the length of curves. The curves are Cissoid of Diocles, Conchoid of Nicomedes, Lemniscate of Bernoulli, Versiera of Agnesi, Limaçon, Quadratrix, Spiral of Archimedes, Reciprocal or Hyperbolic spiral, the Lituus, Logarithmic spiral, Curve of Pursuit, a curve on the cone and the Loxodrome. The Versiera will be discussed in detail and the link of its name to the Versine function. Torino, 2 May 2021, DOI: 10.5281/zenodo.4732881 Here we consider some of the problems propose in the Finkel's solution book, having the full title: A mathematical solution book containing systematic solutions of many of the most difficult problems, Taken from the Leading Authors on Arithmetic and Algebra, Many Problems and Solutions from Geometry, Trigonometry and Calculus, Many Problems and Solutions from the Leading Mathematical Journals of the United States, and Many Original Problems and Solutions.