39 Symmetry of Plane Figures
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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 . -
Enhancing Self-Reflection and Mathematics Achievement of At-Risk Urban Technical College Students
Psychological Test and Assessment Modeling, Volume 53, 2011 (1), 108-127 Enhancing self-reflection and mathematics achievement of at-risk urban technical college students Barry J. Zimmerman1, Adam Moylan2, John Hudesman3, Niesha White3, & Bert Flugman3 Abstract A classroom-based intervention study sought to help struggling learners respond to their academic grades in math as sources of self-regulated learning (SRL) rather than as indices of personal limita- tion. Technical college students (N = 496) in developmental (remedial) math or introductory col- lege-level math courses were randomly assigned to receive SRL instruction or conventional in- struction (control) in their respective courses. SRL instruction was hypothesized to improve stu- dents’ math achievement by showing them how to self-reflect (i.e., self-assess and adapt to aca- demic quiz outcomes) more effectively. The results indicated that students receiving self-reflection training outperformed students in the control group on instructor-developed examinations and were better calibrated in their task-specific self-efficacy beliefs before solving problems and in their self- evaluative judgments after solving problems. Self-reflection training also increased students’ pass- rate on a national gateway examination in mathematics by 25% in comparison to that of control students. Key words: self-regulation, self-reflection, math instruction 1 Correspondence concerning this article should be addressed to: Barry Zimmerman, PhD, Graduate Center of the City University of New York and Center for Advanced Study in Education, 365 Fifth Ave- nue, New York, NY 10016, USA; email: [email protected] 2 Now affiliated with the University of California, San Francisco, School of Medicine 3 Graduate Center of the City University of New York and Center for Advanced Study in Education Enhancing self-reflection and math achievement 109 Across America, faculty and policy makers at two-year and technical colleges have been deeply troubled by the low academic achievement and high attrition rate of at-risk stu- dents. -
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. -
Reflection Invariant and Symmetry Detection
1 Reflection Invariant and Symmetry Detection Erbo Li and Hua Li Abstract—Symmetry detection and discrimination are of fundamental meaning in science, technology, and engineering. This paper introduces reflection invariants and defines the directional moments(DMs) to detect symmetry for shape analysis and object recognition. And it demonstrates that detection of reflection symmetry can be done in a simple way by solving a trigonometric system derived from the DMs, and discrimination of reflection symmetry can be achieved by application of the reflection invariants in 2D and 3D. Rotation symmetry can also be determined based on that. Also, if none of reflection invariants is equal to zero, then there is no symmetry. And the experiments in 2D and 3D show that all the reflection lines or planes can be deterministically found using DMs up to order six. This result can be used to simplify the efforts of symmetry detection in research areas,such as protein structure, model retrieval, reverse engineering, and machine vision etc. Index Terms—symmetry detection, shape analysis, object recognition, directional moment, moment invariant, isometry, congruent, reflection, chirality, rotation F 1 INTRODUCTION Kazhdan et al. [1] developed a continuous measure and dis- The essence of geometric symmetry is self-evident, which cussed the properties of the reflective symmetry descriptor, can be found everywhere in nature and social lives, as which was expanded to 3D by [2] and was augmented in shown in Figure 1. It is true that we are living in a spatial distribution of the objects asymmetry by [3] . For symmetric world. Pursuing the explanation of symmetry symmetry discrimination [4] defined a symmetry distance will provide better understanding to the surrounding world of shapes. -
Molecular Symmetry
Molecular Symmetry Symmetry helps us understand molecular structure, some chemical properties, and characteristics of physical properties (spectroscopy) – used with group theory to predict vibrational spectra for the identification of molecular shape, and as a tool for understanding electronic structure and bonding. Symmetrical : implies the species possesses a number of indistinguishable configurations. 1 Group Theory : mathematical treatment of symmetry. symmetry operation – an operation performed on an object which leaves it in a configuration that is indistinguishable from, and superimposable on, the original configuration. symmetry elements – the points, lines, or planes to which a symmetry operation is carried out. Element Operation Symbol Identity Identity E Symmetry plane Reflection in the plane σ Inversion center Inversion of a point x,y,z to -x,-y,-z i Proper axis Rotation by (360/n)° Cn 1. Rotation by (360/n)° Improper axis S 2. Reflection in plane perpendicular to rotation axis n Proper axes of rotation (C n) Rotation with respect to a line (axis of rotation). •Cn is a rotation of (360/n)°. •C2 = 180° rotation, C 3 = 120° rotation, C 4 = 90° rotation, C 5 = 72° rotation, C 6 = 60° rotation… •Each rotation brings you to an indistinguishable state from the original. However, rotation by 90° about the same axis does not give back the identical molecule. XeF 4 is square planar. Therefore H 2O does NOT possess It has four different C 2 axes. a C 4 symmetry axis. A C 4 axis out of the page is called the principle axis because it has the largest n . By convention, the principle axis is in the z-direction 2 3 Reflection through a planes of symmetry (mirror plane) If reflection of all parts of a molecule through a plane produced an indistinguishable configuration, the symmetry element is called a mirror plane or plane of symmetry . -
And Are Congruent Chords, So the Corresponding Arcs RS and ST Are Congruent
9-3 Arcs and Chords ALGEBRA Find the value of x. 3. SOLUTION: 1. In the same circle or in congruent circles, two minor SOLUTION: arcs are congruent if and only if their corresponding Arc ST is a minor arc, so m(arc ST) is equal to the chords are congruent. Since m(arc AB) = m(arc CD) measure of its related central angle or 93. = 127, arc AB arc CD and . and are congruent chords, so the corresponding arcs RS and ST are congruent. m(arc RS) = m(arc ST) and by substitution, x = 93. ANSWER: 93 ANSWER: 3 In , JK = 10 and . Find each measure. Round to the nearest hundredth. 2. SOLUTION: Since HG = 4 and FG = 4, and are 4. congruent chords and the corresponding arcs HG and FG are congruent. SOLUTION: m(arc HG) = m(arc FG) = x Radius is perpendicular to chord . So, by Arc HG, arc GF, and arc FH are adjacent arcs that Theorem 10.3, bisects arc JKL. Therefore, m(arc form the circle, so the sum of their measures is 360. JL) = m(arc LK). By substitution, m(arc JL) = or 67. ANSWER: 67 ANSWER: 70 eSolutions Manual - Powered by Cognero Page 1 9-3 Arcs and Chords 5. PQ ALGEBRA Find the value of x. SOLUTION: Draw radius and create right triangle PJQ. PM = 6 and since all radii of a circle are congruent, PJ = 6. Since the radius is perpendicular to , bisects by Theorem 10.3. So, JQ = (10) or 5. 7. Use the Pythagorean Theorem to find PQ. -
Squaring the Circle in Elliptic Geometry
Rose-Hulman Undergraduate Mathematics Journal Volume 18 Issue 2 Article 1 Squaring the Circle in Elliptic Geometry Noah Davis Aquinas College Kyle Jansens Aquinas College, [email protected] Follow this and additional works at: https://scholar.rose-hulman.edu/rhumj Recommended Citation Davis, Noah and Jansens, Kyle (2017) "Squaring the Circle in Elliptic Geometry," Rose-Hulman Undergraduate Mathematics Journal: Vol. 18 : Iss. 2 , Article 1. Available at: https://scholar.rose-hulman.edu/rhumj/vol18/iss2/1 Rose- Hulman Undergraduate Mathematics Journal squaring the circle in elliptic geometry Noah Davis a Kyle Jansensb Volume 18, No. 2, Fall 2017 Sponsored by Rose-Hulman Institute of Technology Department of Mathematics Terre Haute, IN 47803 a [email protected] Aquinas College b scholar.rose-hulman.edu/rhumj Aquinas College Rose-Hulman Undergraduate Mathematics Journal Volume 18, No. 2, Fall 2017 squaring the circle in elliptic geometry Noah Davis Kyle Jansens Abstract. Constructing a regular quadrilateral (square) and circle of equal area was proved impossible in Euclidean geometry in 1882. Hyperbolic geometry, however, allows this construction. In this article, we complete the story, providing and proving a construction for squaring the circle in elliptic geometry. We also find the same additional requirements as the hyperbolic case: only certain angle sizes work for the squares and only certain radius sizes work for the circles; and the square and circle constructions do not rely on each other. Acknowledgements: We thank the Mohler-Thompson Program for supporting our work in summer 2014. Page 2 RHIT Undergrad. Math. J., Vol. 18, No. 2 1 Introduction In the Rose-Hulman Undergraduate Math Journal, 15 1 2014, Noah Davis demonstrated the construction of a hyperbolic circle and hyperbolic square in the Poincar´edisk [1]. -
Symmetry and Beauty in the Living World I Thank the Governing Body and the Director of the G.B
SYMMETRY AND BEAUTY IN THE LIVING WORLD I thank the Governing Body and the Director of the G.B. Pant Institute of Himalayan Environment & Development for providing me this opportunity to deliver the 17th Govind Ballabh Pant Memorial Lecture. Pt. Pant, as I have understood, was amongst those who contributed in multiple ways to shape and nurture the nation in general and the Himalayan area in particular. Established to honour this great ‘Son of the Mountains’, the Institute carries enormous responsibilities and expectations from millions of people across the region and outside. Undoubtedly the multidisciplinary skills and interdisciplinary approach of the Institute and the zeal of its members to work in remote areas and harsh Himalayan conditions will succeed in achieving the long term vision of Pt. Pant for the overall development of the region. My talk ‘Symmetry and Beauty in the Living World’ attempts to discuss aspects of symmetry and beauty in nature and their evolutionary explanations. I shall explain how these elements have helped developmental and evolutionary biologists to frame and answer research questions. INTRODUCTION Symmetry is an objective feature of the living world and also of some non-living entities. It forms an essential element of the laws of nature; it is often sought by human beings when they create artefacts. Beauty has to do with a subjective assessment of the extent to which something or someone has a pleasing appearance. It is something that people aspire to, whether in ideas, creations or people. Evolutionary biology tells us that it is useful to look for an evolutionary explanation of anything to do with life. -
Isometries and the Plane
Chapter 1 Isometries of the Plane \For geometry, you know, is the gate of science, and the gate is so low and small that one can only enter it as a little child. (W. K. Clifford) The focus of this first chapter is the 2-dimensional real plane R2, in which a point P can be described by its coordinates: 2 P 2 R ;P = (x; y); x 2 R; y 2 R: Alternatively, we can describe P as a complex number by writing P = (x; y) = x + iy 2 C: 2 The plane R comes with a usual distance. If P1 = (x1; y1);P2 = (x2; y2) 2 R2 are two points in the plane, then p 2 2 d(P1;P2) = (x2 − x1) + (y2 − y1) : Note that this is consistent withp the complex notation. For P = x + iy 2 C, p 2 2 recall that jP j = x + y = P P , thus for two complex points P1 = x1 + iy1;P2 = x2 + iy2 2 C, we have q d(P1;P2) = jP2 − P1j = (P2 − P1)(P2 − P1) p 2 2 = j(x2 − x1) + i(y2 − y1)j = (x2 − x1) + (y2 − y1) ; where ( ) denotes the complex conjugation, i.e. x + iy = x − iy. We are now interested in planar transformations (that is, maps from R2 to R2) that preserve distances. 1 2 CHAPTER 1. ISOMETRIES OF THE PLANE Points in the Plane • A point P in the plane is a pair of real numbers P=(x,y). d(0,P)2 = x2+y2. • A point P=(x,y) in the plane can be seen as a complex number x+iy. -
Chapter 1 – Symmetry of Molecules – P. 1
Chapter 1 – Symmetry of Molecules – p. 1 - 1. Symmetry of Molecules 1.1 Symmetry Elements · Symmetry operation: Operation that transforms a molecule to an equivalent position and orientation, i.e. after the operation every point of the molecule is coincident with an equivalent point. · Symmetry element: Geometrical entity (line, plane or point) which respect to which one or more symmetry operations can be carried out. In molecules there are only four types of symmetry elements or operations: · Mirror planes: reflection with respect to plane; notation: s · Center of inversion: inversion of all atom positions with respect to inversion center, notation i · Proper axis: Rotation by 2p/n with respect to the axis, notation Cn · Improper axis: Rotation by 2p/n with respect to the axis, followed by reflection with respect to plane, perpendicular to axis, notation Sn Formally, this classification can be further simplified by expressing the inversion i as an improper rotation S2 and the reflection s as an improper rotation S1. Thus, the only symmetry elements in molecules are Cn and Sn. Important: Successive execution of two symmetry operation corresponds to another symmetry operation of the molecule. In order to make this statement a general rule, we require one more symmetry operation, the identity E. (1.1: Symmetry elements in CH4, successive execution of symmetry operations) 1.2. Systematic classification by symmetry groups According to their inherent symmetry elements, molecules can be classified systematically in so called symmetry groups. We use the so-called Schönfliess notation to name the groups, Chapter 1 – Symmetry of Molecules – p. 2 - which is the usual notation for molecules. -
20. Geometry of the Circle (SC)
20. GEOMETRY OF THE CIRCLE PARTS OF THE CIRCLE Segments When we speak of a circle we may be referring to the plane figure itself or the boundary of the shape, called the circumference. In solving problems involving the circle, we must be familiar with several theorems. In order to understand these theorems, we review the names given to parts of a circle. Diameter and chord The region that is encompassed between an arc and a chord is called a segment. The region between the chord and the minor arc is called the minor segment. The region between the chord and the major arc is called the major segment. If the chord is a diameter, then both segments are equal and are called semi-circles. The straight line joining any two points on the circle is called a chord. Sectors A diameter is a chord that passes through the center of the circle. It is, therefore, the longest possible chord of a circle. In the diagram, O is the center of the circle, AB is a diameter and PQ is also a chord. Arcs The region that is enclosed by any two radii and an arc is called a sector. If the region is bounded by the two radii and a minor arc, then it is called the minor sector. www.faspassmaths.comIf the region is bounded by two radii and the major arc, it is called the major sector. An arc of a circle is the part of the circumference of the circle that is cut off by a chord. -
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