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Proofs with Perpendicular Lines
3.4 Proofs with Perpendicular Lines EEssentialssential QQuestionuestion What conjectures can you make about perpendicular lines? Writing Conjectures Work with a partner. Fold a piece of paper D in half twice. Label points on the two creases, as shown. a. Write a conjecture about AB— and CD — . Justify your conjecture. b. Write a conjecture about AO— and OB — . AOB Justify your conjecture. C Exploring a Segment Bisector Work with a partner. Fold and crease a piece A of paper, as shown. Label the ends of the crease as A and B. a. Fold the paper again so that point A coincides with point B. Crease the paper on that fold. b. Unfold the paper and examine the four angles formed by the two creases. What can you conclude about the four angles? B Writing a Conjecture CONSTRUCTING Work with a partner. VIABLE a. Draw AB — , as shown. A ARGUMENTS b. Draw an arc with center A on each To be prof cient in math, side of AB — . Using the same compass you need to make setting, draw an arc with center B conjectures and build a on each side of AB— . Label the C O D logical progression of intersections of the arcs C and D. statements to explore the c. Draw CD — . Label its intersection truth of your conjectures. — with AB as O. Write a conjecture B about the resulting diagram. Justify your conjecture. CCommunicateommunicate YourYour AnswerAnswer 4. What conjectures can you make about perpendicular lines? 5. In Exploration 3, f nd AO and OB when AB = 4 units. -
Some Intersection Theorems for Ordered Sets and Graphs
IOURNAL OF COMBINATORIAL THEORY, Series A 43, 23-37 (1986) Some Intersection Theorems for Ordered Sets and Graphs F. R. K. CHUNG* AND R. L. GRAHAM AT&T Bell Laboratories, Murray Hill, New Jersey 07974 and *Bell Communications Research, Morristown, New Jersey P. FRANKL C.N.R.S., Paris, France AND J. B. SHEARER' Universify of California, Berkeley, California Communicated by the Managing Editors Received May 22, 1984 A classical topic in combinatorics is the study of problems of the following type: What are the maximum families F of subsets of a finite set with the property that the intersection of any two sets in the family satisfies some specified condition? Typical restrictions on the intersections F n F of any F and F’ in F are: (i) FnF’# 0, where all FEF have k elements (Erdos, Ko, and Rado (1961)). (ii) IFn F’I > j (Katona (1964)). In this paper, we consider the following general question: For a given family B of subsets of [n] = { 1, 2,..., n}, what is the largest family F of subsets of [n] satsifying F,F’EF-FnFzB for some BE B. Of particular interest are those B for which the maximum families consist of so- called “kernel systems,” i.e., the family of all supersets of some fixed set in B. For example, we show that the set of all (cyclic) translates of a block of consecutive integers in [n] is such a family. It turns out rather unexpectedly that many of the results we obtain here depend strongly on properties of the well-known entropy function (from information theory). -
Complete Intersection Dimension
PUBLICATIONS MATHÉMATIQUES DE L’I.H.É.S. LUCHEZAR L. AVRAMOV VESSELIN N. GASHAROV IRENA V. PEEVA Complete intersection dimension Publications mathématiques de l’I.H.É.S., tome 86 (1997), p. 67-114 <http://www.numdam.org/item?id=PMIHES_1997__86__67_0> © Publications mathématiques de l’I.H.É.S., 1997, tous droits réservés. L’accès aux archives de la revue « Publications mathématiques de l’I.H.É.S. » (http:// www.ihes.fr/IHES/Publications/Publications.html) implique l’accord avec les conditions géné- rales d’utilisation (http://www.numdam.org/conditions). Toute utilisation commerciale ou im- pression systématique est constitutive d’une infraction pénale. Toute copie ou impression de ce fichier doit contenir la présente mention de copyright. Article numérisé dans le cadre du programme Numérisation de documents anciens mathématiques http://www.numdam.org/ COMPLETE INTERSECTION DIMENSION by LUGHEZAR L. AVRAMOV, VESSELIN N. GASHAROV, and IRENA V. PEEVA (1) Abstract. A new homological invariant is introduced for a finite module over a commutative noetherian ring: its CI-dimension. In the local case, sharp quantitative and structural data are obtained for modules of finite CI- dimension, providing the first class of modules of (possibly) infinite projective dimension with a rich structure theory of free resolutions. CONTENTS Introduction ................................................................................ 67 1. Homological dimensions ................................................................... 70 2. Quantum regular sequences .............................................................. -
Using Non-Euclidean Geometry to Teach Euclidean Geometry to K–12 Teachers
Using non-Euclidean Geometry to teach Euclidean Geometry to K–12 teachers David Damcke Department of Mathematics, University of Portland, Portland, OR 97203 [email protected] Tevian Dray Department of Mathematics, Oregon State University, Corvallis, OR 97331 [email protected] Maria Fung Mathematics Department, Western Oregon University, Monmouth, OR 97361 [email protected] Dianne Hart Department of Mathematics, Oregon State University, Corvallis, OR 97331 [email protected] Lyn Riverstone Department of Mathematics, Oregon State University, Corvallis, OR 97331 [email protected] January 22, 2008 Abstract The Oregon Mathematics Leadership Institute (OMLI) is an NSF-funded partner- ship aimed at increasing mathematics achievement of students in partner K–12 schools through the creation of sustainable leadership capacity. OMLI’s 3-week summer in- stitute offers content and leadership courses for in-service teachers. We report here on one of the content courses, entitled Comparing Different Geometries, which en- hances teachers’ understanding of the (Euclidean) geometry in the K–12 curriculum by studying two non-Euclidean geometries: taxicab geometry and spherical geometry. By confronting teachers from mixed grade levels with unfamiliar material, while mod- eling protocol-based pedagogy intended to emphasize a cooperative, risk-free learning environment, teachers gain both content knowledge and insight into the teaching of mathematical thinking. Keywords: Cooperative groups, Euclidean geometry, K–12 teachers, Norms and protocols, Rich mathematical tasks, Spherical geometry, Taxicab geometry 1 1 Introduction The Oregon Mathematics Leadership Institute (OMLI) is a Mathematics/Science Partner- ship aimed at increasing mathematics achievement of K–12 students by providing professional development opportunities for in-service teachers. -
And Are Lines on Sphere B That Contain Point Q
11-5 Spherical Geometry Name each of the following on sphere B. 3. a triangle SOLUTION: are examples of triangles on sphere B. 1. two lines containing point Q SOLUTION: and are lines on sphere B that contain point Q. ANSWER: 4. two segments on the same great circle SOLUTION: are segments on the same great circle. ANSWER: and 2. a segment containing point L SOLUTION: is a segment on sphere B that contains point L. ANSWER: SPORTS Determine whether figure X on each of the spheres shown is a line in spherical geometry. 5. Refer to the image on Page 829. SOLUTION: Notice that figure X does not go through the pole of ANSWER: the sphere. Therefore, figure X is not a great circle and so not a line in spherical geometry. ANSWER: no eSolutions Manual - Powered by Cognero Page 1 11-5 Spherical Geometry 6. Refer to the image on Page 829. 8. Perpendicular lines intersect at one point. SOLUTION: SOLUTION: Notice that the figure X passes through the center of Perpendicular great circles intersect at two points. the ball and is a great circle, so it is a line in spherical geometry. ANSWER: yes ANSWER: PERSEVERANC Determine whether the Perpendicular great circles intersect at two points. following postulate or property of plane Euclidean geometry has a corresponding Name two lines containing point M, a segment statement in spherical geometry. If so, write the containing point S, and a triangle in each of the corresponding statement. If not, explain your following spheres. reasoning. 7. The points on any line or line segment can be put into one-to-one correspondence with real numbers. -
Intersection of Convex Objects in Two and Three Dimensions
Intersection of Convex Objects in Two and Three Dimensions B. CHAZELLE Yale University, New Haven, Connecticut AND D. P. DOBKIN Princeton University, Princeton, New Jersey Abstract. One of the basic geometric operations involves determining whether a pair of convex objects intersect. This problem is well understood in a model of computation in which the objects are given as input and their intersection is returned as output. For many applications, however, it may be assumed that the objects already exist within the computer and that the only output desired is a single piece of data giving a common point if the objects intersect or reporting no intersection if they are disjoint. For this problem, none of the previous lower bounds are valid and algorithms are proposed requiring sublinear time for their solution in two and three dimensions. Categories and Subject Descriptors: E.l [Data]: Data Structures; F.2.2 [Analysis of Algorithms]: Nonnumerical Algorithms and Problems General Terms: Algorithms, Theory, Verification Additional Key Words and Phrases: Convex sets, Fibonacci search, Intersection 1. Introduction This paper describes fast algorithms for testing the predicate, Do convex objects P and Q intersect? where an object is taken to be a line or a polygon in two dimensions or a plane or a polyhedron in three dimensions. The related problem Given convex objects P and Q, compute their intersection has been well studied, resulting in linear lower bounds and linear or quasi-linear upper bounds [2, 4, 11, 15-171. Lower bounds for this problem use arguments This research was supported in part by the National Science Foundation under grants MCS 79-03428, MCS 81-14207, MCS 83-03925, and MCS 83-03926, and by the Defense Advanced Project Agency under contract F33615-78-C-1551, monitored by the Air Force Offtce of Scientific Research. -
Geometry: Euclid and Beyond, by Robin Hartshorne, Springer-Verlag, New York, 2000, Xi+526 Pp., $49.95, ISBN 0-387-98650-2
BULLETIN (New Series) OF THE AMERICAN MATHEMATICAL SOCIETY Volume 39, Number 4, Pages 563{571 S 0273-0979(02)00949-7 Article electronically published on July 9, 2002 Geometry: Euclid and beyond, by Robin Hartshorne, Springer-Verlag, New York, 2000, xi+526 pp., $49.95, ISBN 0-387-98650-2 1. Introduction The first geometers were men and women who reflected on their experiences while doing such activities as building small shelters and bridges, making pots, weaving cloth, building altars, designing decorations, or gazing into the heavens for portentous signs or navigational aides. Main aspects of geometry emerged from three strands of early human activity that seem to have occurred in most cultures: art/patterns, navigation/stargazing, and building structures. These strands developed more or less independently into varying studies and practices that eventually were woven into what we now call geometry. Art/Patterns: To produce decorations for their weaving, pottery, and other objects, early artists experimented with symmetries and repeating patterns. Later the study of symmetries of patterns led to tilings, group theory, crystallography, finite geometries, and in modern times to security codes and digital picture com- pactifications. Early artists also explored various methods of representing existing objects and living things. These explorations led to the study of perspective and then projective geometry and descriptive geometry, and (in the 20th century) to computer-aided graphics, the study of computer vision in robotics, and computer- generated movies (for example, Toy Story ). Navigation/Stargazing: For astrological, religious, agricultural, and other purposes, ancient humans attempted to understand the movement of heavenly bod- ies (stars, planets, Sun, and Moon) in the apparently hemispherical sky. -
Geometry (Lines) SOL 4.14?
Geometry (Lines) lines, segments, rays, points, angles, intersecting, parallel, & perpendicular Point “A point is an exact location in space. It has no length or width.” Points have names; represented with a Capital Letter. – Example: A a Lines “A line is a collection of points going on and on infinitely in both directions. It has no endpoints.” A straight line that continues forever It can go – Vertically – Horizontally – Obliquely (diagonally) It is identified because it has arrows on the ends. It is named by “a single lower case letter”. – Example: “line a” A B C D Line Segment “A line segment is part of a line. It has two endpoints and includes all the points between those endpoints. “ A straight line that stops It can go – Vertically – Horizontally – Obliquely (diagonally) It is identified by points at the ends It is named by the Capital Letter End Points – Example: “line segment AB” or “line segment AD” C B A Ray “A ray is part of a line. It has one endpoint and continues on and on in one direction.” A straight line that stops on one end and keeps going on the other. It can go – Vertically – Horizontally – Obliquely (diagonally) It is identified by a point at one end and an arrow at the other. It can be named by saying the endpoint first and then say the name of one other point on the ray. – Example: “Ray AC” or “Ray AB” C Angles A B Two Rays That Have the Same Endpoint Form an Angle. This Endpoint Is Called the Vertex. -
Complex Intersection Bodies
COMPLEX INTERSECTION BODIES A. KOLDOBSKY, G. PAOURIS, AND M. ZYMONOPOULOU Abstract. We introduce complex intersection bodies and show that their properties and applications are similar to those of their real counterparts. In particular, we generalize Busemann's the- orem to the complex case by proving that complex intersection bodies of symmetric complex convex bodies are also convex. Other results include stability in the complex Busemann-Petty problem for arbitrary measures and the corresponding hyperplane inequal- ity for measures of complex intersection bodies. 1. Introduction The concept of an intersection body was introduced by Lutwak [37], as part of his dual Brunn-Minkowski theory. In particular, these bodies played an important role in the solution of the Busemann-Petty prob- lem. Many results on intersection bodies have appeared in recent years (see [10, 22, 34] and references there), but almost all of them apply to the real case. The goal of this paper is to extend the concept of an intersection body to the complex case. Let K and L be origin symmetric star bodies in Rn: Following [37], we say that K is the intersection body of L if the radius of K in every direction is equal to the volume of the central hyperplane section of L perpendicular to this direction, i.e. for every ξ 2 Sn−1; −1 ? kξkK = jL \ ξ j; (1) ? n where kxkK = minfa ≥ 0 : x 2 aKg, ξ = fx 2 R :(x; ξ) = 0g; and j · j stands for volume. By a theorem of Busemann [8] the intersection body of an origin symmetric convex body is also convex. -
Project 2: Euclidean & Spherical Geometry Applied to Course Topics
Project 2: Euclidean & Spherical Geometry Applied to Course Topics You may work alone or with one other person. During class you will write down your top problems (unranked) and from this you will be assigned one problem. In this project, we will use intuition from previous Euclidean geometry knowledge along with experiences from hands-on models and/or research. The purpose of this assignment is an introduction to the concepts in the course syllabus as we explore diverse geometric perspectives. Project Components: a) Review content related to your problem that applies to the geometry of the plane / Euclidean geometry / flat geometry. For example, if you have Problem 1 then you might review the definitions of lines and how to calculate them, for Problem 9 you might review some information related to area and surface area, for Problem 10 you might review coordinate systems... You may use our book, the internet, or other sources. b) Why the topic is important in mathematics and the real-world? Conduct searches like \trian- gles are important" or a search word related to your problem and then (with and without quotations) words like important, interesting, useful, or real-life applications. You might also pick some specific fields to see if there are applications such as: Pythagorean theorem chemistry c) Summarize diverse spherical perspectives. You do not need to prove an answer or completely resolve the issue on the sphere. You should look for various perspectives related to spherical geometry, and summarize those in your own words. Try different combinations of search terms related to your problem along with words like sphere, spherical, earth, or spherical geometry. -
Unsteadiness in Flow Over a Flat Plate at Angle-Of-Attack at Low Reynolds Numbers∗
Unsteadiness in Flow over a Flat Plate at Angle-of-Attack at Low Reynolds Numbers∗ Kunihiko Taira,† William B. Dickson,‡ Tim Colonius,§ Michael H. Dickinson¶ California Institute of Technology, Pasadena, California, 91125 Clarence W. Rowleyk Princeton University, Princeton, New Jersey, 08544 Flow over an impulsively started low-aspect-ratio flat plate at angle-of-attack is inves- tigated for a Reynolds number of 300. Numerical simulations, validated by a companion experiment, are performed to study the influence of aspect ratio, angle of attack, and plan- form geometry on the interaction of the leading-edge and tip vortices and resulting lift and drag coefficients. Aspect ratio is found to significantly influence the wake pattern and the force experienced by the plate. For large aspect ratio plates, leading-edge vortices evolved into hairpin vortices that eventually detached from the plate, interacting with the tip vor- tices in a complex manner. Separation of the leading-edge vortex is delayed to some extent by having convective transport of the spanwise vorticity as observed in flow over elliptic, semicircular, and delta-shaped planforms. The time at which lift achieves its maximum is observed to be fairly constant over different aspect ratios, angles of attack, and planform geometries during the initial transient. Preliminary results are also presented for flow over plates with steady actuation near the leading edge. I. Introduction In recent years, flows around flapping insect wings have been investigated and, in particular, it has been observed that the leading-edge vortex (LEV) formed during stroke reversal remains stably attached throughout the wing stroke, greatly enhancing lift.1, 2 Such LEVs are found to be stable over a wide range of angles of attack and for Reynolds number over a range of Re ≈ O(102) − O(104). -
Spherical Geometry
987023 2473 < % 52873 52 59 3 1273 ¼4 14 578 2 49873 3 4 7∆��≌ ≠ 3 δ � 2 1 2 7 5 8 4 3 23 5 1 ⅓β ⅝Υ � VCAA-AMSI maths modules 5 1 85 34 5 45 83 8 8 3 12 5 = 2 38 95 123 7 3 7 8 x 3 309 �Υβ⅓⅝ 2 8 13 2 3 3 4 1 8 2 0 9 756 73 < 1 348 2 5 1 0 7 4 9 9 38 5 8 7 1 5 812 2 8 8 ХФУШ 7 δ 4 x ≠ 9 3 ЩЫ � Ѕ � Ђ 4 � ≌ = ⅙ Ё ∆ ⊚ ϟϝ 7 0 Ϛ ό ¼ 2 ύҖ 3 3 Ҧδ 2 4 Ѽ 3 5 ᴂԅ 3 3 Ӡ ⍰1 ⋓ ӓ 2 7 ӕ 7 ⟼ ⍬ 9 3 8 Ӂ 0 ⤍ 8 9 Ҷ 5 2 ⋟ ҵ 4 8 ⤮ 9 ӛ 5 ₴ 9 4 5 € 4 ₦ € 9 7 3 ⅘ 3 ⅔ 8 2 2 0 3 1 ℨ 3 ℶ 3 0 ℜ 9 2 ⅈ 9 ↄ 7 ⅞ 7 8 5 2 ∭ 8 1 8 2 4 5 6 3 3 9 8 3 8 1 3 2 4 1 85 5 4 3 Ӡ 7 5 ԅ 5 1 ᴂ - 4 �Υβ⅓⅝ 0 Ѽ 8 3 7 Ҧ 6 2 3 Җ 3 ύ 4 4 0 Ω 2 = - Å 8 € ℭ 6 9 x ℗ 0 2 1 7 ℋ 8 ℤ 0 ∬ - √ 1 ∜ ∱ 5 ≄ 7 A guide for teachers – Years 11 and 12 ∾ 3 ⋞ 4 ⋃ 8 6 ⑦ 9 ∭ ⋟ 5 ⤍ ⅞ Geometry ↄ ⟼ ⅈ ⤮ ℜ ℶ ⍬ ₦ ⍰ ℨ Spherical Geometry ₴ € ⋓ ⊚ ⅙ ӛ ⋟ ⑦ ⋃ Ϛ ό ⋞ 5 ∾ 8 ≄ ∱ 3 ∜ 8 7 √ 3 6 ∬ ℤ ҵ 4 Ҷ Ӂ ύ ӕ Җ ӓ Ӡ Ҧ ԅ Ѽ ᴂ 8 7 5 6 Years DRAFT 11&12 DRAFT Spherical Geometry – A guide for teachers (Years 11–12) Andrew Stewart, Presbyterian Ladies’ College, Melbourne Illustrations and web design: Catherine Tan © VCAA and The University of Melbourne on behalf of AMSI 2015.