Mathematical Theory of Big Game Hunting
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A Study of Dandelin Spheres: a Second Year Investigation
CALIFORNIA STATE SCIENCE FAIR 2009 PROJECT SUMMARY Name(s) Project Number Sundeep Bekal S1602 Project Title A Study of Dandelin Spheres: A Second Year Investigation Abstract Objectives/Goals The purpose of this investigation is to see if there is a relationship that forms between the radius of the smaller dandelin sphere to the tangent of the angle RLM and distances that form inside the ellipse. Methods/Materials I investigated a conic section of an ellipse that contained two Dandelin Spheres to determine if there was such a relationship. I used the same program as last year, Geometer's Sketchpad, to generate measurements of last year's 2D model of the conic section so that I could better investigate the relationship. After slicing the spheres along the central pole, I looked to see if there were any patterns or relationships. To do this I set the radius of the smaller circle (sphere in 3-D) to 1.09 cm. I changed the radius by .05 cm every time while also noting how the other segments changed or did not change. Materials -Geometer's Sketchpad -Calculator -Computer -Paper -Pencil Results After looking through the data tables I noticed that the radius had the same exact values as (a+c)(tan(1/2) angleRLM), where (a+c) is the distance located in the ellipse. I also noticed that the ratio of the (radius)/(a+c) had the same values as tan((1/2 angleRLM)). I figured that this would be true because the tan (theta)=(opposite)/(adjacent) which in this case, would be tan ((1/2 angleRLM)) = (radius)/(a+c). -
21-110: Problem Solving in Recreational Mathematics Project Assigned Wednesday, March 17, 2010
21-110: Problem Solving in Recreational Mathematics Project Assigned Wednesday, March 17, 2010. Due Friday, April 30, 2010. This assignment is a group project. You will work in a group of up to four people (i.e., the maximum group size is four). The project is due on Friday, April 30, 2010. Your assignment is to address one of the projects outlined here, and write up your report in a paper. All group members should sign the final report (one report for the whole group). When you sign, you are certifying that you made a fair and honest contribution to the group and that you understand what has been written. I expect to be told of anyone trying to get a free ride. All group members will receive the same grade. You do not necessarily need to address every one of the questions in the project you choose. Conversely, you are welcome to consider additional questions besides the ones listed here. The most important thing is to think critically, creatively, and mathematically about the topic of the project, and to cover it in sufficient depth and detail. Have fun with it! A paper of sufficient length will probably be 8 to 10 pages long (not counting pictures, diagrams, tables, etc.), though longer papers are certainly fine. Note that correct grammar, spelling, readability, and mathematical content all count. Any graphs, diagrams, or other illustrations should be neat, accurate, and appropriately labeled. Start with an introductory paragraph, organize your report in a sensible way, walk your reader through what you are doing, and end with a conclusion. -
Extending Euclidean Constructions with Dynamic Geometry Software
Proceedings of the 20th Asian Technology Conference in Mathematics (Leshan, China, 2015) Extending Euclidean constructions with dynamic geometry software Alasdair McAndrew [email protected] College of Engineering and Science Victoria University PO Box 18821, Melbourne 8001 Australia Abstract In order to solve cubic equations by Euclidean means, the standard ruler and compass construction tools are insufficient, as was demonstrated by Pierre Wantzel in the 19th century. However, the ancient Greek mathematicians also used another construction method, the neusis, which was a straightedge with two marked points. We show in this article how a neusis construction can be implemented using dynamic geometry software, and give some examples of its use. 1 Introduction Standard Euclidean geometry, as codified by Euclid, permits of two constructions: drawing a straight line between two given points, and constructing a circle with center at one given point, and passing through another. It can be shown that the set of points constructible by these methods form the quadratic closure of the rationals: that is, the set of all points obtainable by any finite sequence of arithmetic operations and the taking of square roots. With the rise of Galois theory, and of field theory generally in the 19th century, it is now known that irreducible cubic equations cannot be solved by these Euclidean methods: so that the \doubling of the cube", and the \trisection of the angle" problems would need further constructions. Doubling the cube requires us to be able to solve the equation x3 − 2 = 0 and trisecting the angle, if it were possible, would enable us to trisect 60◦ (which is con- structible), to obtain 20◦. -
Es, and (3) Toprovide -Specific Suggestions for Teaching Such Topics
DOCUMENT RESUME ED 026 236 SE 004 576 Guidelines for Mathematics in the Secondary School South Carolina State Dept. of Education, Columbia. Pub Date 65 Note- I36p. EDRS Price MF-$0.7511C-$6.90 Deseriptors- Advanced Programs, Algebra, Analytic Geometry, Coucse Content, Curriculum,*Curriculum Guides, GeoMetry,Instruction,InstructionalMaterials," *Mathematics, *Number ConCepts,NumberSystems,- *Secondar.. School" Mathematies Identifiers-ISouth Carcilina- This guide containsan outline of topics to be included in individual subject areas in secondary school mathematics andsome specific. suggestions for teachin§ them.. Areas covered inclUde--(1) fundamentals of mathematicsincluded in seventh and eighth grades and general mathematicsin the high school, (2) algebra concepts for COurset one and two, (3) geometry, and (4) advancedmathematics. The guide was written With the following purposes jn mind--(1) to assist local .grOupsto have a basis on which to plan a rykathematics 'course of study,. (2) to give individual teachers an overview of a. particular course Or several cOur:-:es, and (3) toprovide -specific sUggestions for teaching such topics. (RP) Ilia alb 1 fa...4...w. M".7 ,noo d.1.1,64 III.1ai.s3X,i Ala k JS& # Aso sA1.6. It tilatt,41.,,,k a.. -----.-----:--.-:-:-:-:-:-:-:-:-.-. faidel1ae,4 icii MATHEMATICSIN THE SECONDARYSCHOOL Published by STATE DEPARTMENT OF EDUCATION JESSE T. ANDERSON,State Superintendent Columbia, S. C. 1965 Permission to Reprint Permission to reprint A Guide, Mathematics in Florida Second- ary Schools has been granted by the State Department of Edu- cation, Tallahassee, Flmida, Thomas D. Bailey, Superintendent. The South Carolina State Department of Education is in- debted to the Florida State DepartMent of Education and the aahors of A Guide, Mathematics in Florida Secondary Schools. -
Art and Recreational Math Based on Kite-Tiling Rosettes
Bridges 2018 Conference Proceedings Art and Recreational Math Based on Kite-Tiling Rosettes Robert W. Fathauer Tessellations Company, Phoenix, AZ 85044, USA; [email protected] Abstract We describe here some properties of kite-tiling rosettes and the wide range of artistic and recreational mathematics uses of kite-tiling rosettes. A kite-tiling rosette is a tiling with a single kite-shaped prototile and a singular point about which the tiling has rotational symmetry. A tiling with n-fold symmetry is comprised of rings of n kites of the same size, with kite size increasing with distance away from the singular point. The prototile can be either convex or concave. Such tilings can be constructed over a wide range of kite shapes for all n > 2, and for concave kites for n = 2. A finite patch of adjacent rings of tiles can serve as a scaffolding for constructing knots and links, with strands lying along tile edges. Such patches serve as convenient templates for attractive graphic designs and Escheresque artworks. In addition, these patches can be used as grids for a variety of puzzles and games and are particularly well suited to pandiagonal magic squares. Three-dimensional structures created by giving the tiles thickness are also explored. Introduction Broadly defined, rosettes are designs or objects that are flowerlike or possess a single point of rotational symmetry. They often contain lines of mirror symmetry through the rotation center as well. Rhombus- based tiling rosettes with n-fold rotational symmetry of the type shown in Fig. 1a are relatively well known and can be constructed for any n greater than 2. -
ANCIENT PROBLEMS VS. MODERN TECHNOLOGY 1. Geometric Constructions Some Problems, Such As the Search for a Construction That Woul
ANCIENT PROBLEMS VS. MODERN TECHNOLOGY SˇARKA´ GERGELITSOVA´ AND TOMA´ Sˇ HOLAN Abstract. Geometric constructions using a ruler and a compass have been known for more than two thousand years. It has also been known for a long time that some problems cannot be solved using the ruler-and-compass method (squaring the circle, angle trisection); on the other hand, there are other prob- lems that are yet to be solved. Nowadays, the focus of researchers’ interest is different: the search for new geometric constructions has shifted to the field of recreational mathematics. In this article, we present the solutions of several construction problems which were discovered with the help of a computer. The aim of this article is to point out that computer availability and perfor- mance have increased to such an extent that, today, anyone can solve problems that have remained unsolved for centuries. 1. Geometric constructions Some problems, such as the search for a construction that would divide a given angle into three equal parts, the construction of a square having an area equal to the area of the given circle or doubling the cube, troubled mathematicians already hundreds and thousands of years ago. Today, we not only know that these problems have never been solved, but we are even able to prove that such constructions cannot exist at all [8], [10]. On the other hand, there is, for example, the problem of finding the center of a given circle with a compass alone. This is a problem that was admired by Napoleon Bonaparte [11] and one of the problems that we are able to solve today (Mascheroni found the answer long ago [9]). -
Construction of Regular Polygons a Constructible Regular Polygon Is One That Can Be Constructed with Compass and (Unmarked) Straightedge
DynamicsOfPolygons.org Construction of regular polygons A constructible regular polygon is one that can be constructed with compass and (unmarked) straightedge. For example the construction on the right below consists of two circles of equal radii. The center of the second circle at B is chosen to lie anywhere on the first circle, so the triangle ABC is equilateral – and hence equiangular. Compass and straightedge constructions date back to Euclid of Alexandria who was born in about 300 B.C. The Greeks developed methods for constructing the regular triangle, square and pentagon, but these were the only „prime‟ regular polygons that they could construct. They also knew how to double the sides of a given polygon or combine two polygons together – as long as the sides were relatively prime, so a regular pentagon could be drawn together with a regular triangle to get a regular 15-gon. Therefore the polygons they could construct were of the form N = 2m3k5j where m is a nonnegative integer and j and k are either 0 or 1. The constructible regular polygons were 3, 4, 5, 6, 8, 10, 12, 15, 16, 20, 24, 30, 32, 40, 48, ... but the only odd polygons in this list are 3,5 and 15. The triangle, pentagon and 15-gon are the only regular polygons with odd sides which the Greeks could construct. If n = p1p2 …pk where the pi are odd primes then n is constructible iff each pi is constructible, so a regular 21-gon can be constructed iff both the triangle and regular 7-gon can be constructed. -
The Potential of Recreational Mathematics to Support The
The potential of recreational mathematics to support the development of mathematical learning ROWLETT, Peter <http://orcid.org/0000-0003-1917-7458>, SMITH, Edward, CORNER, Alexander, O'SULLIVAN, David and WALDOCK, Jeff Available from Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/25024/ This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. Published version ROWLETT, Peter, SMITH, Edward, CORNER, Alexander, O'SULLIVAN, David and WALDOCK, Jeff (2019). The potential of recreational mathematics to support the development of mathematical learning. International Journal of Mathematical Education in Science and Technology, 50 (7), 972-986. Copyright and re-use policy See http://shura.shu.ac.uk/information.html Sheffield Hallam University Research Archive http://shura.shu.ac.uk The potential of recreational mathematics to support the development of mathematical learning Peter Rowletta*, Edward Smitha, Alexander S. Corner a, David O’Sullivan a and Jeff Waldock a. aDepartment of Engineering and Mathematics, Sheffield Hallam University, Sheffield, U.K. *corresponding author: [email protected] Peter Rowlett: ORCiD: https://orcid.org/0000-0003-1917-7458 Twitter: http://twitter.com/peterrowlett LinkedIn: https://www.linkedin.com/in/peterrowlett Edward Smith: ORCiD: https://orcid.org/0000-0002-8782-1869 LinkedIn: https://www.linkedin.com/in/edd-smith-53575610b/ Alexander S. Corner: ORCiD: https://orcid.org/0000-0001-6222-3443 David O'Sullivan: ORCiD: https://orcid.org/0000-0002-9192-422X LinkedIn: https://www.linkedin.com/in/david-o-sullivan-8456006a Jeff Waldock: ORCiD: https://orcid.org/0000-0001-6583-9884 LinkedIn: https://uk.linkedin.com/in/jeffwaldock The potential of recreational mathematics to support the development of mathematical learning A literature review establishes a working definition of recreational mathematics: a type of play which is enjoyable and requires mathematical thinking or skills to engage with. -
Trisect Angle
HOW TO TRISECT AN ANGLE (Using P-Geometry) (DRAFT: Liable to change) Aaron Sloman School of Computer Science, University of Birmingham (Philosopher in a Computer Science department) NOTE Added 30 Jan 2020 Remarks on angle-trisection without the neusis construction can be found in Freksa et al. (2019) NOTE Added 1 Mar 2015 The discussion of alternative geometries here contrasts with the discussion of the nature of descriptive metaphysics in "Meta-Descriptive Metaphysics: Extending P.F. Strawson’s ’Descriptive Metaphysics’" http://www.cs.bham.ac.uk/research/projects/cogaff/misc/meta-descriptive-metaphysics.html This document makes connections with the discussion of perception of affordances of various kinds, generalising Gibson’s ideas, in http://www.cs.bham.ac.uk/research/projects/cogaff/talks/#gibson Talk 93: What’s vision for, and how does it work? From Marr (and earlier) to Gibson and Beyond Some of the ideas are related to perception of impossible objects. http://www.cs.bham.ac.uk/research/projects/cogaff/misc/impossible.html JUMP TO CONTENTS Installed: 26 Feb 2015 Last updated: A very nice geogebra applet demonstrates the method described below: http://www.cut-the-knot.org/pythagoras/archi.shtml. Feb 2017: Added note about my 1962 DPhil thesis 25 Apr 2016: Fixed typo: ODB had been mistyped as ODE (Thanks to Michael Fourman) 29 Oct 2015: Added reference to discussion of perception of impossible objects. 4 Oct 2015: Added reference to article by O’Connor and Robertson. 25 Mar 2015: added (low quality) ’movie’ gif showing arrow rotating. 2 Mar 2015 Formatting problem fixed. 1 Mar 2015 Added draft Table of Contents. -
Hexaflexagons, Probability Paradoxes, and the Tower of Hanoi
HEXAFLEXAGONS, PROBABILITY PARADOXES, AND THE TOWER OF HANOI For 25 of his 90 years, Martin Gard- ner wrote “Mathematical Games and Recreations,” a monthly column for Scientific American magazine. These columns have inspired hundreds of thousands of readers to delve more deeply into the large world of math- ematics. He has also made signifi- cant contributions to magic, philos- ophy, debunking pseudoscience, and children’s literature. He has produced more than 60 books, including many best sellers, most of which are still in print. His Annotated Alice has sold more than a million copies. He continues to write a regular column for the Skeptical Inquirer magazine. (The photograph is of the author at the time of the first edition.) THE NEW MARTIN GARDNER MATHEMATICAL LIBRARY Editorial Board Donald J. Albers, Menlo College Gerald L. Alexanderson, Santa Clara University John H. Conway, F.R. S., Princeton University Richard K. Guy, University of Calgary Harold R. Jacobs Donald E. Knuth, Stanford University Peter L. Renz From 1957 through 1986 Martin Gardner wrote the “Mathematical Games” columns for Scientific American that are the basis for these books. Scientific American editor Dennis Flanagan noted that this column contributed substantially to the success of the magazine. The exchanges between Martin Gardner and his readers gave life to these columns and books. These exchanges have continued and the impact of the columns and books has grown. These new editions give Martin Gardner the chance to bring readers up to date on newer twists on old puzzles and games, on new explanations and proofs, and on links to recent developments and discoveries. -
A Human Introduction to Geometry Spring 2017 UM Da Vinci Program Drew Armstrong
A Human Introduction to Geometry Spring 2017 UM da Vinci Program Drew Armstrong Contents 1 The Pythagorean Tradition? 2 1.1 Pythagoras and 2.................................. 2 1.2 Plato and Regular Polyhedra . 9 1.3 Kepler and Conic Sections . 18 2 Euclidean and Non-Euclidean Geometry 29 2.1 The Deductive Method . 29 2.2 Euclid's Elements ................................... 32 2.3 Selections from Book I . 40 2.4 Triangles and Curvature . 48 3 The Problem of Measurement 60 3.1 Pure and Applied Mathematics . 60 3.2 Eudoxus' Theory of Proportion . 63 3.3 Archimedes and the Existence of π ......................... 70 3.4 Trigonometry is Hard . 83 3.5 Rigorous and Intuitive Mathematics . 105 3.6 Impossible Problems . 109 4 Coordinate Geometry and Transformations 110 5 Projective Geometry 110 Introduction Geometry is the most human of mathematical pursuits; so much so that it was regarded as insufficiently rigorous for twentieth century tastes and was largely banished from the under- graduate curriculum. This is a shame because drawing and looking at pictures are excellent ways to engage students. Visual intuition is also the primary way that we can hack our pri- mate architecture, to allow us to make progress in more abstract kinds of mathematics that would otherwise be impossible to comprehend. In this class we will embrace the human side of mathematics by following the story of geometry|pure and applied|through the ages. On the applied side we will follow geom- etry from its earliest use in land measurement, through the discovery of perspective drawing in the Renaissance, to its use today in computer graphics. -
A Quarter-Century of Recreational Mathematics
A Quarter-Century of Recreational Mathematics The author of Scientific American’s column “Mathematical Games” from 1956 to 1981 recounts 25 years of amusing puzzles and serious discoveries by Martin Gardner “Amusement is one of the kamp of the University of fields of applied math.” California at Berkeley. Arti- —William F. White, cles on recreational mathe- A Scrapbook of matics also appear with in- Elementary Mathematics creasing frequency in mathe- matical periodicals. The quarterly Journal of Recrea- tional Mathematics began y “Mathemati- publication in 1968. cal Games” col- The line between entertain- Mumn began in ing math and serious math is the December 1956 issue of a blurry one. Many profes- Scientific American with an sional mathematicians regard article on hexaflexagons. their work as a form of play, These curious structures, cre- in the same way professional ated by folding an ordinary golfers or basketball stars strip of paper into a hexagon might. In general, math is and then gluing the ends to- considered recreational if it gether, could be turned inside has a playful aspect that can out repeatedly, revealing one be understood and appreci- or more hidden faces. The Gamma Liaison ated by nonmathematicians. structures were invented in Recreational math includes 1939 by a group of Princeton elementary problems with University graduate students. DONNA BISE elegant, and at times surpris- Hexaflexagons are fun to MARTIN GARDNER continues to tackle mathematical puz- ing, solutions. It also encom- play with, but more impor- zles at his home in Hendersonville, N.C. The 83-year-old writ- passes mind-bending para- tant, they show the link be- er poses next to a Klein bottle, an object that has just one sur- doxes, ingenious games, be- face: the bottle’s inside and outside connect seamlessly.