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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 . -
Parallel Lines Cut by a Transversal
Parallel Lines Cut by a Transversal I. UNIT OVERVIEW & PURPOSE: The goal of this unit is for students to understand the angle theorems related to parallel lines. This is important not only for the mathematics course, but also in connection to the real world as parallel lines are used in designing buildings, airport runways, roads, railroad tracks, bridges, and so much more. Students will work cooperatively in groups to apply the angle theorems to prove lines parallel, to practice geometric proof and discover the connections to other topics including relationships with triangles and geometric constructions. II. UNIT AUTHOR: Darlene Walstrum Patrick Henry High School Roanoke City Public Schools III. COURSE: Mathematical Modeling: Capstone Course IV. CONTENT STRAND: Geometry V. OBJECTIVES: 1. Using prior knowledge of the properties of parallel lines, students will identify and use angles formed by two parallel lines and a transversal. These will include alternate interior angles, alternate exterior angles, vertical angles, corresponding angles, same side interior angles, same side exterior angles, and linear pairs. 2. Using the properties of these angles, students will determine whether two lines are parallel. 3. Students will verify parallelism using both algebraic and coordinate methods. 4. Students will practice geometric proof. 5. Students will use constructions to model knowledge of parallel lines cut by a transversal. These will include the following constructions: parallel lines, perpendicular bisector, and equilateral triangle. 6. Students will work cooperatively in groups of 2 or 3. VI. MATHEMATICS PERFORMANCE EXPECTATION(s): MPE.32 The student will use the relationships between angles formed by two lines cut by a transversal to a) determine whether two lines are parallel; b) verify the parallelism, using algebraic and coordinate methods as well as deductive proofs; and c) solve real-world problems involving angles formed when parallel lines are cut by a transversal. -
Euclid's Error: Non-Euclidean Geometries Present in Nature And
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 1, Issue 4, December 2010 Euclid’s Error: Non-Euclidean Geometries Present in Nature and Art, Absent in Non-Higher and Higher Education Cristina Alexandra Sousa Universidade Portucalense Infante D. Henrique, Portugal Abstract This analysis begins with an historical view of surfaces, we are faced with the impossibility of Geometry. One presents the evolution of Geometry solving problems through the same geometry. (commonly known as Euclidean Geometry) since its Unlike what happens with the initial four beginning until Euclid’s Postulates. Next, new postulates of Euclid, the Fifth Postulate, the famous geometric worlds beyond the Fifth Postulate are Parallel Postulate, revealed a lack intuitive appeal, presented, discovered by the forerunners of the Non- and several were the mathematicians who, Euclidean Geometries, as a result of the flaw that throughout history, tried to show it. Many retreated many mathematicians encountered when they before the findings that this would be untrue, some attempted to prove Euclid’s Fifth Postulate (the had the courage and determination to make such a Parallel Postulate). Unlike what happens with the falsehood, thus opening new doors to Geometry. initial four Postulates of Euclid, the Fifth Postulate One puts up, then, two questions. Where can be revealed a lack of intuitive appeal, and several were found the clear concepts of such Geometries? And the mathematicians who, throughout history, tried to how important is the knowledge and study of show it. Geometries, beyond the Euclidean, to a better understanding of the world around us? The study, After this brief perspective, a reflection is made now developed, seeks to answer these questions. -
Sebastian's Space and Forms
GENERAL ARTICLE Sebastian’s Space and Forms Michele eMMer A strong message that mathematics revealed in the late nineteenth and non-Euclidean hyperbolic geometry) “imaginary geometry,” the early twentieth centuries is that geometry and space can be the because it was in such strong contrast with common sense. realm of freedom and imagination, abstraction and rigor. An example For some years non-Euclidean geometry remained marginal of this message lies in the infi nite variety of forms of mathematical AbStrAct inspiration that the Mexican sculptor Sebastian invented, rediscovered to the fi eld, a sort of unusual and curious genre, until it was and used throughout all his artistic activity. incorporated into and became an integral part of mathema- tics through the general ideas of G.F.B. Riemann (1826–1866). Riemann described a global vision of geometry as the study of intellectUAl ScAndAl varieties of any dimension in any kind of space. According to At the beginning of the twentieth century, Robert Musil re- Riemann, geometry had to deal not necessarily with points or fl ected on the role of mathematics in his short essay “Th e space in the traditional sense but with sets of ordered n-ples. Mathematical Man,” writing that mathematics is an ideal in- Th e erlangen Program of Felix Klein (1849–1925) descri- tellectual apparatus whose task is to anticipate every possible bed geometry as the study of the properties of fi gures that case. Only when one looks not toward its possible utility, were invariant with respect to a particular group of transfor- but within mathematics itself one sees the real face of this mations. -
Euclidean Space - Wikipedia, the Free Encyclopedia Page 1 of 5
Euclidean space - Wikipedia, the free encyclopedia Page 1 of 5 Euclidean space From Wikipedia, the free encyclopedia In mathematics, Euclidean space is the Euclidean plane and three-dimensional space of Euclidean geometry, as well as the generalizations of these notions to higher dimensions. The term “Euclidean” distinguishes these spaces from the curved spaces of non-Euclidean geometry and Einstein's general theory of relativity, and is named for the Greek mathematician Euclid of Alexandria. Classical Greek geometry defined the Euclidean plane and Euclidean three-dimensional space using certain postulates, while the other properties of these spaces were deduced as theorems. In modern mathematics, it is more common to define Euclidean space using Cartesian coordinates and the ideas of analytic geometry. This approach brings the tools of algebra and calculus to bear on questions of geometry, and Every point in three-dimensional has the advantage that it generalizes easily to Euclidean Euclidean space is determined by three spaces of more than three dimensions. coordinates. From the modern viewpoint, there is essentially only one Euclidean space of each dimension. In dimension one this is the real line; in dimension two it is the Cartesian plane; and in higher dimensions it is the real coordinate space with three or more real number coordinates. Thus a point in Euclidean space is a tuple of real numbers, and distances are defined using the Euclidean distance formula. Mathematicians often denote the n-dimensional Euclidean space by , or sometimes if they wish to emphasize its Euclidean nature. Euclidean spaces have finite dimension. Contents 1 Intuitive overview 2 Real coordinate space 3 Euclidean structure 4 Topology of Euclidean space 5 Generalizations 6 See also 7 References Intuitive overview One way to think of the Euclidean plane is as a set of points satisfying certain relationships, expressible in terms of distance and angle. -
Geometry by Its History
Undergraduate Texts in Mathematics Geometry by Its History Bearbeitet von Alexander Ostermann, Gerhard Wanner 1. Auflage 2012. Buch. xii, 440 S. Hardcover ISBN 978 3 642 29162 3 Format (B x L): 15,5 x 23,5 cm Gewicht: 836 g Weitere Fachgebiete > Mathematik > Geometrie > Elementare Geometrie: Allgemeines Zu Inhaltsverzeichnis schnell und portofrei erhältlich bei Die Online-Fachbuchhandlung beck-shop.de ist spezialisiert auf Fachbücher, insbesondere Recht, Steuern und Wirtschaft. Im Sortiment finden Sie alle Medien (Bücher, Zeitschriften, CDs, eBooks, etc.) aller Verlage. Ergänzt wird das Programm durch Services wie Neuerscheinungsdienst oder Zusammenstellungen von Büchern zu Sonderpreisen. Der Shop führt mehr als 8 Millionen Produkte. 2 The Elements of Euclid “At age eleven, I began Euclid, with my brother as my tutor. This was one of the greatest events of my life, as dazzling as first love. I had not imagined that there was anything as delicious in the world.” (B. Russell, quoted from K. Hoechsmann, Editorial, π in the Sky, Issue 9, Dec. 2005. A few paragraphs later K. H. added: An innocent look at a page of contemporary the- orems is no doubt less likely to evoke feelings of “first love”.) “At the age of 16, Abel’s genius suddenly became apparent. Mr. Holmbo¨e, then professor in his school, gave him private lessons. Having quickly absorbed the Elements, he went through the In- troductio and the Institutiones calculi differentialis and integralis of Euler. From here on, he progressed alone.” (Obituary for Abel by Crelle, J. Reine Angew. Math. 4 (1829) p. 402; transl. from the French) “The year 1868 must be characterised as [Sophus Lie’s] break- through year. -
Distance Between Points on the Earth's Surface
Distance between Points on the Earth's Surface Abstract During a casual conversation with one of my students, he asked me how one could go about computing the distance between two points on the surface of the Earth, in terms of their respective latitudes and longitudes. This is an interesting exercise in spherical coordinates, and relates to the so-called haversine. The calculation of the distance be- tween two points on the surface of the Spherical coordinates Earth proceeds in two stages: (1) to z compute the \straight-line" Euclidean x=Rcosθcos φ distance these two points (obtained by y=Rcosθsin φ R burrowing through the Earth), and (2) z=Rsinθ to convert this distance to one mea- θ y sured along the surface of the Earth. φ Figure 1 depicts the spherical coor- dinates we shall use.1 We orient this coordinate system so that x Figure 1: Spherical Coordinates (i) The origin is at the Earth's center; (ii) The x-axis passes through the Prime Meridian (0◦ longitude); (iii) The xy-plane contains the Earth's equator (and so the positive z-axis will pass through the North Pole) Note that the angle θ is the measurement of lattitude, and the angle φ is the measurement of longitude, where 0 ≤ φ < 360◦, and −90◦ ≤ θ ≤ 90◦. Negative values of θ correspond to points in the Southern Hemisphere, and positive values of θ correspond to points in the Northern Hemisphere. When one uses spherical coordinates it is typical for the radial distance R to vary; however, in our discussion we may fix it to be the average radius of the Earth: R ≈ 6; 378 km: 1What is depicted are not the usual spherical coordinates, as the angle θ is usually measure from the \zenith", or z-axis. -
Math 1312 Sections 2.3 Proving Lines Parallel. Theorem 2.3.1: If Two Lines
Math 1312 Sections 2.3 Proving Lines Parallel. Theorem 2.3.1: If two lines are cut by a transversal so that the corresponding angles are congruent, then these lines are parallel. Example 1: If you are given a figure (see below) with congruent corresponding angles then the two lines cut by the transversal are parallel. Because each angle is 35 °, then we can state that a ll b. 35 ° a ° b 35 Theorem 2.3.2: If two lines are cut by a transversal so that the alternate interior angles are congruent, then these lines are parallel. Example 2: If you are given a pair of alternate interior angles that are congruent, then the two lines cut by the transversal are parallel. Below the two angles shown are congruent and they are alternate interior angles; therefore, we can say that a ll b. a 75 ° ° b 75 Theorem 2.3.3: If two lines are cut by a transversal so that the alternate exterior angles are congruent, then these lines are parallel. Example 3: If you are given a pair of alternate exterior angles that are congruent, then the two lines cut by the transversal are parallel. For example, the alternate exterior angles below are each 105 °, so we can say that a ll b. 105 ° a b 105 ° Theorem 2.3.4: If two lines are cut by a transversal so that the interior angles on one side of the transversal are supplementary, then these lines are parallel. Example 3: If you are given a pair of consecutive interior angles that add up to 180 °(i.e. -
From One to Many Geometries Transcript
From One to Many Geometries Transcript Date: Tuesday, 11 December 2012 - 1:00PM Location: Museum of London 11 December 2012 From One to Many Geometries Professor Raymond Flood Thank you for coming to the third lecture this academic year in my series on shaping modern mathematics. Last time I considered algebra. This month it is going to be geometry, and I want to discuss one of the most exciting and important developments in mathematics – the development of non–Euclidean geometries. I will start with Greek mathematics and consider its most important aspect - the idea of rigorously proving things. This idea took its most dramatic form in Euclid’s Elements, the most influential mathematics book of all time, which developed and codified what came to be known as Euclidean geometry. We will see that Euclid set out some underlying premises or postulates or axioms which were used to prove the results, the propositions or theorems, in the Elements. Most of these underlying premises or postulates or axioms were thought obvious except one – the parallel postulate – which has been called a blot on Euclid. This is because many thought that the parallel postulate should be able to be derived from the other premises, axioms or postulates, in other words, that it was a theorem. We will follow some of these attempts over the centuries until in the nineteenth century two mathematicians János Bolyai and Nikolai Lobachevsky showed, independently, that the Parallel Postulate did not follow from the other assumptions and that there was a geometry in which all of Euclid’s assumptions, apart from the Parallel Postulate, were true. -
CHAPTER 3 Parallel and Perpendicular Lines Chapter Outline
www.ck12.org CHAPTER 3 Parallel and Perpendicular Lines Chapter Outline 3.1 LINES AND ANGLES 3.2 PROPERTIES OF PARALLEL LINES 3.3 PROVING LINES PARALLEL 3.4 PROPERTIES OF PERPENDICULAR LINES 3.5 PARALLEL AND PERPENDICULAR LINES IN THE COORDINATE PLANE 3.6 THE DISTANCE FORMULA 3.7 CHAPTER 3REVIEW In this chapter, you will explore the different relationships formed by parallel and perpendicular lines and planes. Different angle relationships will also be explored and what happens to these angles when lines are parallel. You will continue to use proofs, to prove that lines are parallel or perpendicular. There will also be a review of equations of lines and slopes and how we show algebraically that lines are parallel and perpendicular. 114 www.ck12.org Chapter 3. Parallel and Perpendicular Lines 3.1 Lines and Angles Learning Objectives • Identify parallel lines, skew lines, and parallel planes. • Use the Parallel Line Postulate and the Perpendicular Line Postulate. • Identify angles made by transversals. Review Queue 1. What is the equation of a line with slope -2 and passes through the point (0, 3)? 2. What is the equation of the line that passes through (3, 2) and (5, -6). 3. Change 4x − 3y = 12 into slope-intercept form. = 1 = − 4. Are y 3 x and y 3x perpendicular? How do you know? Know What? A partial map of Washington DC is shown. The streets are designed on a grid system, where lettered streets, A through Z run east to west and numbered streets 1st to 30th run north to south. -
Models in Geometry and Logic: 1870-1920 ∗
Models in Geometry and Logic: 1870-1920 ∗ Patricia Blanchette University of Notre Dame 1 Abstract Questions concerning the consistency of theories, and of the independence of axioms and theorems one from another, have been at the heart of logical investigation since the beginning of logic. It is well known that our own contemporary methods for proving independence and consistency owe a good deal to developments in geometry in the middle of the nineteenth century, and especially to the role of models in estab- lishing the consistency of non-Euclidean geometries. What is less well understood, and is the topic of this essay, is the extent to which the concepts of consistency and of independence that we take for granted today, and for which we have clear techniques of proof, have been shaped in the intervening years by the gradual de- velopment of those techniques. It is argued here that this technical development has brought about significant conceptual change, and that the kinds of consistency- and independence-questions we can decisively answer today are not those that first motivated metatheoretical work. The purpose of this investigation is to help clarify what it is, and importantly what it is not, that we can claim to have shown with a modern demonstration of consistency or independence.1 ∗This is the nearly-final version of the paper whose official version appears in Logic, Methodology, and Philosophy of Science - proceedings of the 15th International Congress, edited by Niiniluoto, Sepp¨al¨a,Sober; College Publications 2017, pp 41-61 1Many thanks to the organizers of CLMPS 2015 in Helsinki, and also to audience members for helpful comments. -
LAB 9.1 Taxicab Versus Euclidean Distance
([email protected] LAB 9.1 Name(s) Taxicab Versus Euclidean Distance Equipment: Geoboard, graph or dot paper If you can travel only horizontally or vertically (like a taxicab in a city where all streets run North-South and East-West), the distance you have to travel to get from the origin to the point (2, 3) is 5.This is called the taxicab distance between (0, 0) and (2, 3). If, on the other hand, you can go from the origin to (2, 3) in a straight line, the distance you travel is called the Euclidean distance, or just the distance. Finding taxicab distance: Taxicab distance can be measured between any two points, whether on a street or not. For example, the taxicab distance from (1.2, 3.4) to (9.9, 9.9) is the sum of 8.7 (the horizontal component) and 6.5 (the vertical component), for a total of 15.2. 1. What is the taxicab distance from (2, 3) to the following points? a. (7, 9) b. (–3, 8) c. (2, –1) d. (6, 5.4) e. (–1.24, 3) f. (–1.24, 5.4) Finding Euclidean distance: There are various ways to calculate Euclidean distance. Here is one method that is based on the sides and areas of squares. Since the area of the square at right is y 13 (why?), the side of the square—and therefore the Euclidean distance from, say, the origin to the point (2,3)—must be ͙ෆ13,or approximately 3.606 units. 3 x 2 Geometry Labs Section 9 Distance and Square Root 121 © 1999 Henri Picciotto, www.MathEducationPage.org ([email protected] LAB 9.1 Name(s) Taxicab Versus Euclidean Distance (continued) 2.