Extremal Problems for Convex Polygons ∗
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
1 Point for the Player Who Has the Shape with the Longest Side. Put
Put three pieces together to create a new 1 point for the player who has the shape. 1 point for the player who has shape with the longest side. the shape with the smallest number of sides. 1 point for the player who has the 1 point for the player with the shape that shape with the shortest side. has the longest perimeter. 1 point for the player with the shape that 1 point for each triangle. has the largest area. 1 point for each shape with 1 point for each quadrilateral. a perimeter of 24 cm. Put two pieces together to create a new shape. 1 point for the player with 1 point for each shape with the shape that has the longest a perimeter of 12 cm. perimeter. Put two pieces together to create a new shape. 1 point for the player with 1 point for each shape with the shape that has the shortest a perimeter of 20 cm. perimeter. 1 point for each 1 point for each shape with non-symmetrical shape. a perimeter of 19 cm. 1 point for the shape that has 1 point for each the largest number of sides. symmetrical shape. Count the sides on all 5 pieces. 1 point for each pair of shapes where the 1 point for the player who has the area of one is twice the area of the other. largest total number of sides. Put two pieces together to create a new shape. 1 point for the player who has 1 point for each shape with at least two the shape with the fewest number of opposite, parallel sides. -
Ethnomathematics and Education in Africa
Copyright ©2014 by Paulus Gerdes www.lulu.com http://www.lulu.com/spotlight/pgerdes 2 Paulus Gerdes Second edition: ISTEG Belo Horizonte Boane Mozambique 2014 3 First Edition (January 1995): Institutionen för Internationell Pedagogik (Institute of International Education) Stockholms Universitet (University of Stockholm) Report 97 Second Edition (January 2014): Instituto Superior de Tecnologias e Gestão (ISTEG) (Higher Institute for Technology and Management) Av. de Namaacha 188, Belo Horizonte, Boane, Mozambique Distributed by: www.lulu.com http://www.lulu.com/spotlight/pgerdes Author: Paulus Gerdes African Academy of Sciences & ISTEG, Mozambique C.P. 915, Maputo, Mozambique ([email protected]) Photograph on the front cover: Detail of a Tonga basket acquired, in January 2014, by the author in Inhambane, Mozambique 4 CONTENTS page Preface (2014) 11 Chapter 1: Introduction 13 Chapter 2: Ethnomathematical research: preparing a 19 response to a major challenge to mathematics education in Africa Societal and educational background 19 A major challenge to mathematics education 21 Ethnomathematics Research Project in Mozambique 23 Chapter 3: On the concept of ethnomathematics 29 Ethnographers on ethnoscience 29 Genesis of the concept of ethnomathematics among 31 mathematicians and mathematics teachers Concept, accent or movement? 34 Bibliography 39 Chapter 4: How to recognize hidden geometrical thinking: 45 a contribution to the development of an anthropology of mathematics Confrontation 45 Introduction 46 First example 47 Second example -
Network Editorial Rsula Martin’S Article in the Last Issue Was Particularly Topical in Celebrating the Impact of Mathematics Upon U Society
network Editorial rsula Martin’s article in the last issue was particularly topical in celebrating the impact of mathematics upon U society. Although I have yet to see Hidden Figures, I have read the book by Margot Lee Shetterly that inspired this film. It is astonishing that the brilliant mathematicians – who performed the extensive analyses and laborious calculations that enabled the USA to fly supersonically, journey through space and visit the moon – were not properly recognised for 50 years. © Drake2uk | Dreamstime.com © Drake2uk These forgotten geniuses were known simply as computers and included Dorothy Vaughan, Katherine Johnson and Mary Jackson. At least their dedication and achievements have finally been acknowledged. The accomplishments of many other gifted mathematicians are similarly hidden from public view due to their sensitive nature, particularly in defence as evidenced by vending machines, supermarket trolleys and other automated James Moffat’s remarkable recollections that also appeared in payment devices. Instead, it approximates a regular convex April’s issue of Mathematics Today. curvilinear dodecagon, similar to an old threepenny bit, and its I hope that you have visited the IMA’s fabulous new website. diameter varies from 23.03 mm to 23.43 mm. There is plenty to explore, including puzzles, careers, jobs, In contrast, the 20p and 50p coins rather surprisingly have policies, newsletters, articles, publications, awards, conferences, constant widths despite being non-circular, as they approximate branches, workshops and access to the Reuleaux heptagons. The width-pre- newly upgraded database via myIMA. … surprisingly have constant serving property of Reuleaux polygons Among these webpages, you will find is quite impressive. -
Allowing Coverage Holes of Bounded Diameter in Wireless Sensor
1 Trap Coverage: Allowing Coverage Holes of Bounded Diameter in Wireless Sensor Networks Paul Balister x Zizhan Zhengy Santosh Kumarx Prasun Sinhay x University of Memphis y The Ohio State University fpbalistr,[email protected] fzhengz,[email protected] Abstract—Tracking of movements such as that of people, or blanket coverage [19]), as has been the case in prototype animals, vehicles, or of phenomena such as fire, can be achieved deployments [14], [17], [22]. The requirement of full coverage by deploying a wireless sensor network. So far only prototype will soon become a bottleneck as we begin to see real-life systems have been deployed and hence the issue of scale has not become critical. Real-life deployments, however, will be at large deployments. scale and achieving this scale will become prohibitively expensive In this paper, we therefore propose a new model of coverage, if we require every point in the region to be covered (i.e., full called Trap Coverage, that scales well with large deployment coverage), as has been the case in prototype deployments. regions. We define a Coverage Hole in a target region of In this paper we therefore propose a new model of coverage, deployment A to be a connected component1 of the set of called Trap Coverage, that scales well with large deployment regions. A sensor network providing Trap Coverage guarantees uncovered points of A. A sensor network is said to provide that any moving object or phenomena can move at most a Trap Coverage with diameter d to A if the diameter of any (known) displacement before it is guaranteed to be detected by Coverage Hole in A is at most d. -
Art Problem Solving
the ART of PROBLEM SOLVING Volume 1: the BASICS Sandor Lehoczky Richard Rusczyk Copyright © 1993,1995, 2003,2004, 2006 Sandor Lehoczky and Richard Rusczyk. All Rights Reserved. Reproduction of any part of this book without expressed permission of the authors is strictly forbid den. For use outside the classroom of the problems contained herein, permission must be acquired from the cited sources. ISBN-10: 0-9773045-6-6 ISBN-13: 978-0-9773045-6-1 Published by: AoPS Incorporated P.O. Box 2185 Alpine, CA 91903-2185 (619) 659-1612 [email protected] Visit the Art of Problem Solving website at http: //www. artofproblemsolving. com Printed in the United States of America. Seventh Edition; printed in 2006. Editor: David Patrick Cover image designed by Vanessa Rusczyk using KaleidoTile software. Cover Image: "Grand Canyon from South Rim" by Ansel Adams. No permissions required; National Archive photo 79-AAF-8. This book was produced using the KTgX document processing system. Diagrams created by Maria Monks using METRPOST. To Ameyalli, for laughter as clear as your lake, for spirit strong and serene as your skyline, for all that you have taught and learned in four winters. And to Mrs. Wendt, who is still by far the best teacher I ever had. —SL For my desert flower Vanessa. Told you we'd make it there eventually. —RR Special thanks to the following people who helped make this possible: William and Claire Devlin, Sandor L. and Julieanne G. Lehoczky, Steve and Ann Rubio, Richard and Claire Rusczyk, Stanley Rusczyk. Thanks A large number of individuals and organizations have helped make the ART of PROBLEM SOLVING possible. -
Polygons and Convexity
Geometry Week 4 Sec 2.5 to ch. 2 test section 2.5 Polygons and Convexity Definitions: convex set – has the property that any two of its points determine a segment contained in the set concave set – a set that is not convex concave concave convex convex concave Definitions: polygon – a simple closed curve that consists only of segments side of a polygon – one of the segments that defines the polygon vertex – the endpoint of the side of a polygon 1 angle of a polygon – an angle with two properties: 1) its vertex is a vertex of the polygon 2) each side of the angle contains a side of the polygon polygon not a not a polygon (called a polygonal curve) polygon Definitions: polygonal region – a polygon together with its interior equilateral polygon – all sides have the same length equiangular polygon – all angels have the same measure regular polygon – both equilateral and equiangular Example: A square is equilateral, equiangular, and regular. 2 diagonal – a segment that connects 2 vertices but is not a side of the polygon C B C B D A D A E AC is a diagonal AC is a diagonal AB is not a diagonal AD is a diagonal AB is not a diagonal Notation: It does not matter which vertex you start with, but the vertices must be listed in order. Above, we have square ABCD and pentagon ABCDE. interior of a convex polygon – the intersection of the interiors of is angles exterior of a convex polygon – union of the exteriors of its angles 3 Polygon Classification Number of sides Name of polygon 3 triangle 4 quadrilateral 5 pentagon 6 hexagon 7 heptagon 8 octagon -
Englewood Public School District Geometry Second Marking Period
Englewood Public School District Geometry Second Marking Period Unit 2: Polygons, Triangles, and Quadrilaterals Overview: During this unit, students will learn how to prove two triangles are congruent, relationships between angle measures and side lengths within a triangle, and about different types of quadrilaterals. Time Frame: 35 to 45 days (One Marking Period) Enduring Understandings: • Congruent triangles can be visualized by placing one on top of the other. • Corresponding sides and angles can be marked using tic marks and angle marks. • Theorems can be used to prove triangles congruent. • The definitions of isosceles and equilateral triangles can be used to classify a triangle. • The Midpoint Formula can be used to find the midsegment of a triangle. • The Distance Formula can be used to examine relationships in triangles. • Side lengths of triangles have a relationship. • The negation statement can be proved and used to show a counterexample. • The diagonals of a polygon can be used to derive the formula for the angle measures of the polygon. • The properties of parallel and perpendicular lines can be used to classify quadrilaterals. • Coordinate geometry can be used to classify special parallelograms. • Slope and the distance formula can be used to prove relationships in the coordinate plane. Essential Questions: • How do you identify corresponding parts of congruent triangles? • How do you show that two triangles are congruent? • How can you tell if a triangle is isosceles or equilateral? • How do you use coordinate geometry -
Midsegment of a Trapezoid Parallelogram
Vocabulary Flash Cards base angles of a trapezoid bases of a trapezoid Chapter 7 (p. 402) Chapter 7 (p. 402) diagonal equiangular polygon Chapter 7 (p. 364) Chapter 7 (p. 365) equilateral polygon isosceles trapezoid Chapter 7 (p. 365) Chapter 7 (p. 402) kite legs of a trapezoid Chapter 7 (p. 405) Chapter 7 (p. 402) Copyright © Big Ideas Learning, LLC Big Ideas Math Geometry All rights reserved. Vocabulary Flash Cards The parallel sides of a trapezoid Either pair of consecutive angles whose common side is a base of a trapezoid A polygon in which all angles are congruent A segment that joins two nonconsecutive vertices of a polygon A trapezoid with congruent legs A polygon in which all sides are congruent The nonparallel sides of a trapezoid A quadrilateral that has two pairs of consecutive congruent sides, but opposite sides are not congruent Copyright © Big Ideas Learning, LLC Big Ideas Math Geometry All rights reserved. Vocabulary Flash Cards midsegment of a trapezoid parallelogram Chapter 7 (p. 404) Chapter 7 (p. 372) rectangle regular polygon Chapter 7 (p. 392) Chapter 7 (p. 365) rhombus square Chapter 7 (p. 392) Chapter 7 (p. 392) trapezoid Chapter 7 (p. 402) Copyright © Big Ideas Learning, LLC Big Ideas Math Geometry All rights reserved. Vocabulary Flash Cards A quadrilateral with both pairs of opposite sides The segment that connects the midpoints of the parallel legs of a trapezoid PQRS A convex polygon that is both equilateral and A parallelogram with four right angles equiangular A parallelogram with four congruent sides and four A parallelogram with four congruent sides right angles A quadrilateral with exactly one pair of parallel sides Copyright © Big Ideas Learning, LLC Big Ideas Math Geometry All rights reserved. -
Geometry by Construction
GEOMETRY BY CONSTRUCTION GEOMETRY BY CONSTRUCTION Object Creation and Problem-solving in Euclidean and Non-Euclidean Geometries MICHAEL MCDANIEL Universal-Publishers Boca Raton Geometry by Construction: Object Creation and Problem-solving in Euclidean and Non-Euclidean Geometries Copyright © 2015 Michael McDaniel All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the publisher Universal-Publishers Boca Raton, Florida USA • 2015 ISBN-10: 1-62734-028-9 ISBN-13: 978-1-62734-028-1 www.universal-publishers.com Cover image: Kamira/Bigstock.com Publisher's Cataloging-in-Publication Data McDaniel, Michael. Geometry by construction : object creation and problem-solving in euclidean and non- euclidean geometries / Michael McDaniel. pages cm Includes bibliographical references and index. ISBN: 978-1-62734-028-1 (pbk.) 1. Euclid's Elements. 2. Geometry, Non-Euclidean. 3. Geometry, Modern. 4. Geometry—Foundations. 5. Geometry—Problems, Exercises, etc. I. Title. QA445 .M34 2015 516—dc23 2015930041 January 7, 2015 10:13 World Scientific Book - 9.75in x 6.5in swp0000 Contents Michael McDaniel Aquinas College Preface ix 1. Euclidean geometry rules and constructions 3 1.1 Euclidean Geometry Vocabulary and Definitions . 4 1.2 Constructions to know ....................... 10 1.3 Tangent construction ........................ 15 1.4 Cyclic quadrilaterals ........................ 16 1.5 Similar triangles ........................... 18 1.6 The theorem of Menelaus ..................... 19 1.7 sAs for similar triangles ...................... 22 1.8 Ceva’sTheorem ........................... 24 1.9 Incircles, excircles and circumcircles . 25 1.10 The 9-point circle ......................... -
Largest Small N-Polygons: Numerical Results and Conjectured Optima
Largest Small n-Polygons: Numerical Results and Conjectured Optima János D. Pintér Department of Industrial and Systems Engineering Lehigh University, Bethlehem, PA, USA [email protected] Abstract LSP(n), the largest small polygon with n vertices, is defined as the polygon of unit diameter that has maximal area A(n). Finding the configuration LSP(n) and the corresponding A(n) for even values n 6 is a long-standing challenge that leads to an interesting class of nonlinear optimization problems. We present numerical solution estimates for all even values 6 n 80, using the AMPL model development environment with the LGO nonlinear solver engine option. Our results compare favorably to the results obtained by other researchers who solved the problem using exact approaches (for 6 n 16), or general purpose numerical optimization software (for selected values from the range 6 n 100) using various local nonlinear solvers. Based on the results obtained, we also provide a regression model based estimate of the optimal area sequence {A(n)} for n 6. Key words Largest Small Polygons Mathematical Model Analytical and Numerical Solution Approaches AMPL Modeling Environment LGO Solver Suite For Nonlinear Optimization AMPL-LGO Numerical Results Comparison to Earlier Results Regression Model Based Optimum Estimates 1 Introduction The diameter of a (convex planar) polygon is defined as the maximal distance among the distances measured between all vertex pairs. In other words, the diameter of the polygon is the length of its longest diagonal. The largest small polygon with n vertices is the polygon of unit diameter that has maximal area. For any given integer n 3, we will refer to this polygon as LSP(n) with area A(n). -
Exercise Sheet 6
TECHNISCHE UNIVERSITAT¨ BERLIN Institut fur¨ Mathematik Prof. Dr. John M. Sullivan Geometry II Dott. Matteo Petrera SS 10 http://www.math.tu-berlin.de/∼sullivan/L/10S/Geo2/ Exercise Sheet 6 Exercise 1: Reuleaux triangles. (4 pts) A Reuleaux triangle is the planar body of constant width made from three circular arcs centered at the corners of an equilateral triangle. Glue four Reuleaux triangles along their edges in tetrahedral fashion. (This can be done in 3-space, say with paper models, or we can think about the resulting piecewise-smooth surface intrinsically.) What is the Guass curvature? Exercise 2: CMC surfaces. (4 pts) 3 If p is a vertex on a polyhedral surface M in R , we defined the area vector Ap and the mean curvature vector Hp as the gradients of volume and surface area. We said that M is a discrete CMC surface if there is a constant λ such that Hp = λAp for all p. Consider a triangular bipyramid M with three vertices equally spaced around the unit xy-circle and two more at heights ±h along the z-axis. For what value(s) of h is M a discrete CMC surface? Exercise 3: Convex polytopes. (4 pts) Let P ⊂ R3 be a convex polytope containing the origin O. For a facet F of P , denote by α(F ) the sum of the angles of F and by β(F ) the sum of the angles of the projection of F onto a unit sphere centered at O. Finally, let ω(F ) = β(F ) − α(F ). Prove that X ω(F ) = 4π. -
Areas of Polygons Inscribed in a Circle
Discrete Comput Geom 12:223-236 (1994) G iii try 1994 Springer-VerlagNew York Inc. Areas of Polygons Inscribed in a Circle D. P. Robbins Center for Communications Research, Institute for Defense Analyses, Princeton, NJ 08540, USA robbins@ ccr-p.ida.org Abstract. Heron of Alexandria showed that the area K of a triangle with sides a, b, and c is given by lr = x/s(s - a)~s - b• - c), where s is the semiperimeter (a + b + c)/2. Brahmagupta gave a generalization to quadrilaterals inscribed in a circle. In this paper we derive formulas giving the areas of a pentagon or hexagon inscribed in a circle in terms of their side lengths. While the pentagon and hexagon formulas are complicated, we show that each can be written in a surprisingly compact form related to the formula for the discriminant of a cubic polynomial in one variable. 1. Introduction Since a triangle is determined by the lengths, a, b, c of its three sides, the area K of the triangle is determined by these three lengths. The well-known formula K = x/s(s - aXs - bXs - c), (1.1) where s is the semiperimeter (a + b + c)/2, makes this dependence explicit. (This formula is usually ascribed to Heron of Alexandria, c. 60 B.c., although some attribute it to Archimedes.) For polygons of more than three sides, the lengths of the sides do not determine the polygon or its area. However, if we impose the condition that the polygon be convex and cyclic (i.e., inscribed in a circle), then the area of the polygon is uniquely determined.