Investigation 6.6.2 - Gradian Measure

Total Page:16

File Type:pdf, Size:1020Kb

Investigation 6.6.2 - Gradian Measure Investigation 6.6.2 - Gradian measure Have you ever wondered why we have 360 degrees in a circle when our number system is base 10? Why not divide the circle into 10 angular units? Or 100? The notion of the “degree” as the base angular unit of measure is generally attributed to the Babylonians. The Babylonian numerical system was sexagesimal (base 60). The number “360” played an essential role in their calendar as it is close to the number of days in a year. Another hypothesis is that the circle divides more naturally into six parts than it does four or ten. Try drawing diameters through a circle cutting it into even parts. I. 6 equal parts II. 4 equal parts III. 10 equal parts Then draw chords by connecting consecutive diameter endpoints. Which method produces equilateral triangles? Which dissected circle has chords congruent to its radius? Now find the central angle of each dissection. Which is most closely related to the Babylonian sexagesimal number system? Now suppose we wanted to derive an angular unit of measure more closely related to our base 10 decimal system. Let us begin by dividing a right angle into 100 units, called “gradians”. (You may have this system on your calculator, denoted “grad”.) a. How many gradians are in one whole circle? b. Convert 180° into gradians. c. How many degrees make 50 gradians? If societies in science fiction have differing number of days in their respective years due to different planetary orbits, it would stand to reason that their methods for measuring angles and circles might be different from our system. But would the formulas for calculating the circumference and area of a circle also be different? Or does a circle with radius r = 1 still have a circumference of 2π no matter where it is in the universe?.
Recommended publications
  • (12) United States Patent (10) Patent No.: US 6,729,062 B2 Thomas Et Al
    USOO6729062B2 (12) United States Patent (10) Patent No.: US 6,729,062 B2 Thomas et al. (45) Date of Patent: May 4, 2004 (54) MIL.DOT RETICLE AND METHOD FOR 6,357,158 B1 * 3/2002 Smith, III .................... 42/122 PRODUCING THE SAME 6,429,970 B2 8/2002 Ruh ........................... 359/428 6,453,595 B1 9/2002 Sammut ...................... 42/130 (76) Inventors: Richard L. Thomas, 920 Breckenridge 2.E. R : 3: SA fetal..."8it: La., Winchester, VA (US) 22601; Chris 2- -Y/2 ammut et al. - - - - Thomas, 136 Blossom Dr., Winchester, 6,591,537 B2 * 7/2003 Smith .......................... 42/122 VA (US) 22602 OTHER PUBLICATIONS (*) Notice: Subject to any disclaimer, the term of this “Ballistic Resources LLC Introduces The Klein ReticleC)” patent is extended or adjusted under 35 by Ballistic Resources LLC. U.S.C. 154(b) by 0 days. Mildot Enterprises, Welcome to Mildot Enterprises About the Mildot Master(R) http://www.mildot.com/about.htm, 2 (21)21) Appl. NoNo.: 10/347,372/347, pp.“Illuminated Mil-Dot Reticle,” http://www.scopeuSout. 22) Filled: Jan. 21, 2003 com/oldscopes/mil-dot.html,p Mar. 25, 2002, 2 pppp. O O Leupold, “Reticle Changes & Target-Style Adjustments.” (65) Prior Publication Data http://www.leupold.com/tiret.html, Feb. 28, 2002, 8 pp. US 2004/0016168 A1 Jan. 29, 2004 Premier Reticles, Ltd., “Range Estimating Reticles,” http:// premierreticles.com/index.php?uid=5465&page= Related U.S. Application Data 1791&main=1&PHPSESSID=cf5, Oct. 13, 2003, 4 pp. (60) Provisional application No. 60/352.595, filed on Jan.
    [Show full text]
  • TARS™ 3-15X50 (Tactical Advanced Riflescope) 2 TABLE of CONTENTS
    Instruction Manual TARS™ 3-15x50 (Tactical Advanced RifleScope) 2 TABLE OF CONTENTS 4 Warnings & Cautions 32 Operation 5 Introduction 40 Cleaning & General Care 6 Characteristics 42 Troubleshooting 8 Controls & Indicators 44 Models & Accessories 10 Identification & Markings 45 Patents & Trademarks 1 1 Preparation for Use 46 Limited Lifetime Warranty 14 Reticle Usage 47 Appendix 26 Adjustment Procedures 3 WARNINGS & CAUTIONS INTRODUCTION WARNING The Trijicon TARS™ variable power riflescope is made with the precision and repeatability that long- Before installing the optic on a weapon, ensure the weapon is UNLOADED. range shooting demands. The TARS doesn’t stop there – it is rugged enough to withstand the rigors of modern combat. Industry-leading transmission is made possible via fully multi-layer coated glass, CAUTION sporting a water repellent hydrophobic coating on the exposed lens surfaces. It features a first focal DO NOT allow harsh organic chemicals such as Acetone, Trichloroethane, plane reticle that is LED illuminated with cutting edge diffraction grating technology. Ten illumination or other cleaning solvents to come in contact with the Trijicon Tactical settings (including three for night vision) create the advantage to aim fast in any light. Constant eye Advanced RifleScope. They will affect the appearance but they will not relief optimized at 3.3 inches, partnered with eye alignment correcting illumination gets you on-axis affect its performance. and on-target fast. This long-range riflescope is also equipped with patent-pending locking external adjusters and an elevation zero stop that guarantee a rock-solid return to zero every time. With 150 MOA / 44 mil total elevation adjustment and 30 MOA / 10 mil adjustments per revolution, the Trijicon TARS™ allows you to rapidly zero in on your target no matter the distance.
    [Show full text]
  • COORDINATES, TIME, and the SKY John Thorstensen
    COORDINATES, TIME, AND THE SKY John Thorstensen Department of Physics and Astronomy Dartmouth College, Hanover, NH 03755 This subject is fundamental to anyone who looks at the heavens; it is aesthetically and mathematically beautiful, and rich in history. Yet I'm not aware of any text which treats time and the sky at a level appropriate for the audience I meet in the more technical introductory astronomy course. The treatments I've seen either tend to be very lengthy and quite technical, as in the classic texts on `spherical astronomy', or overly simplified. The aim of this brief monograph is to explain these topics in a manner which takes advantage of the mathematics accessible to a college freshman with a good background in science and math. This math, with a few well-chosen extensions, makes it possible to discuss these topics with a good degree of precision and rigor. Students at this level who study this text carefully, work examples, and think about the issues involved can expect to master the subject at a useful level. While the mathematics used here are not particularly advanced, I caution that the geometry is not always trivial to visualize, and the definitions do require some careful thought even for more advanced students. Coordinate Systems for Direction Think for the moment of the problem of describing the direction of a star in the sky. Any star is so far away that, no matter where on earth you view it from, it appears to be in almost exactly the same direction. This is not necessarily the case for an object in the solar system; the moon, for instance, is only 60 earth radii away, so its direction can vary by more than a degree as seen from different points on earth.
    [Show full text]
  • An Arcgis Tutorial Concerning Transformations of Geographic Coordinate Systems, with a Concentration on the Systems Used in Lao PDR
    An ArcGIS Tutorial Concerning Transformations of Geographic Coordinate Systems, with a Concentration on the Systems Used in Lao PDR. Written by: Emelie Nilsson & Anna-Karin Svensson An ArcGIS Tutorial Concerning Transformations of Geographic Written by: Emelie Nilsson & Coordinate Systems, with a Concentration on the Systems Used in LaoPDR Anna-Karin Svensson Lund University, The Department of Physical Geography and Ecosystem Analysis Summer 2004 Introduction................................................................................................................3 PART 1, A Theoretical Background about Coordinate Systems...................................3 1.1 Geographic Coordinate Systems..........................................................................3 1.2 Projected Coordinate Systems .............................................................................6 1.2.1 Azimuthal or Planar Map Projections...........................................................6 1.2.2 Conical Map Projections...............................................................................7 1.2.3 Cylindrical Map Projections .........................................................................7 1.2.4 Conformal Projections ..................................................................................8 1.2.5 Equal-Area Projections .................................................................................8 1.2.6 Equidistant Projections .................................................................................8 1.2.7 True-Direction
    [Show full text]
  • Budding Mathematical Science: an Example from the Old Norse
    Budding mathematical science: An example from the Old Norse Thorsteinn Vilhjálmsson Science Institute, University of Iceland, Reykjavik, Iceland Abstract In the Viking Era of ca. 700-1100 the Old Norse, then illiterate, expanded their sphere of exploration, communication and settlement to the East through Russia and to the west to the various coasts of the North Atlantic. For the latter they needed, among other things, specialized skills such as shipbuilding, navigation and general seamanship. These skills were handed down from one generation to another by informal, practical education. Their navigational skills seem to have included methods related to mathematical astronomy. In the example treated here, the mathematics involved is adapted to the knowledge level of a society without literacy, thus replacing written symbols and formulas by a procedure which has been easy to remember and thus suitable for passing through oral channels to new generations. The method could be applied to other cases although examples of such application are unknown to the present author. Introduction We want to take a trip with the time machine, going to the North Atlantic area in the Old Norse period, stretching from AD 700-1300 or so, the term Viking Age covering the first 4 centuries of this period. Although the society we want to visit was illiterate most of the time we know a lot about it from various sources: • Late written sources, sagas and other genres, from ca. 1120-1400. • Archaeology from land and sea, showing houses, ships and all kinds of artefacts with good dating from C14, tephra layers etc, coordinated through the annual layers in the Greenland glacier.
    [Show full text]
  • Types of Coordinate Systems What Are Map Projections?
    What are map projections? Page 1 of 155 What are map projections? ArcGIS 10 Within ArcGIS, every dataset has a coordinate system, which is used to integrate it with other geographic data layers within a common coordinate framework such as a map. Coordinate systems enable you to integrate datasets within maps as well as to perform various integrated analytical operations such as overlaying data layers from disparate sources and coordinate systems. What is a coordinate system? Coordinate systems enable geographic datasets to use common locations for integration. A coordinate system is a reference system used to represent the locations of geographic features, imagery, and observations such as GPS locations within a common geographic framework. Each coordinate system is defined by: Its measurement framework which is either geographic (in which spherical coordinates are measured from the earth's center) or planimetric (in which the earth's coordinates are projected onto a two-dimensional planar surface). Unit of measurement (typically feet or meters for projected coordinate systems or decimal degrees for latitude–longitude). The definition of the map projection for projected coordinate systems. Other measurement system properties such as a spheroid of reference, a datum, and projection parameters like one or more standard parallels, a central meridian, and possible shifts in the x- and y-directions. Types of coordinate systems There are two common types of coordinate systems used in GIS: A global or spherical coordinate system such as latitude–longitude. These are often referred to file://C:\Documents and Settings\lisac\Local Settings\Temp\~hhB2DA.htm 10/4/2010 What are map projections? Page 2 of 155 as geographic coordinate systems.
    [Show full text]
  • Tables of Trigonometric Functions in Non-Sexagesimal Arguments
    Tables of Trigonometric Functions in Non-Sexagesimal Arguments Excluding the ordinary tables of trigonometric functions in sexagesimal arguments the two principal groups of such tables are those with arguments in A. Radians,—tables of this type have been already listed in RMT 81; and B. Grades. But we shall also consider tables of the trigonometric functions with arguments in C. Mils; Dl. Gones; D2. Cirs; and E. Time. B. Grades. The first stage in the evolution of the centesimal division of the quadrant was by the division of each sexagesimal degree into 100 minutes and each of these minutes into 100 seconds. This was conceived already about 1450 by Theodericus Ruffi, in a Latin codex in Munich.1 The centesimal division of the degree was also presented by Vieta in his Calendarij Gregoriani, 1600, p. "29"(Opera M athematica, 1646, p. 487). It was this source which sug- gested to Henry Briggs the choice of every hundredth of a degree as the unit in the preparation of his wonderful "sine canon";2 see RMT 79. Late in the eighteenth century the centesimal division of the quadrant was definitely in the thought of scholars then in Berlin and especially of Johann Carl Schulze (1749-1790), author of Neue und erweiterte Sammlung logarithmischer, trigonometrischer und anderer zum Gebrauch der Mathematik unentbehrlicher Tafeln [also French t.p.], Berlin, 2v., 1778. He had studied under J. H. Lambert (1728-1778) and became a member of the Academy of Sciences at Berlin, in which Lagrange (following Euler) was director of its mathematical section for a score of years before he moved to Paris in 1787.
    [Show full text]
  • Classical Electrodynamics
    1 4 Radiation by Moving Charge s It is well known that accelerated charges emit electromagnetic radiation. In Chapter 9 we discussed examples of radiation by macroscopic time-varying charge and current densities, which are fundamentally charges in motion . We will return to such problems in Chapter 16 where multipole radiation is treated in a systematic way . But there is a class of radiation phenomena where the source is a moving point charge or a small number of such charges. In these problems it is useful to develop the formalism in such a way that the radiation intensity and polarization are related directly to properties of the charge's trajectory and motion . Of particular interest are the total radiation emitted, the angular distribution of radiation, and its frequency spectrum. For nonrelativistic motion the radiation is described by the well-known Larmor result (see Section 14.2) . But for relativistic particles a number of unusual and interesting effects appear . It is these relativistic aspects which we wish to emphasize . In the present chapter a number of general results are derived and applied to examples of charges undergoing prescribed motions, especially in external force fields . Chapter 15 deals with radiation emitted in atomic or nuclear collisions. 14.1 Lienard-Wiechert Potentials and Fields for a Point Charg e In Chapter 6 it was shown that for localized charge and current distri- butions without boundary surfaces the scalar and vector potentials can be written as f 1JM(x', 1) 6 (t' + R A``(X' t) - R - t) d3x' dt' (14. 1) C where R = (x - x'), and the delta function provides the retarded behavior 464 [Sect.
    [Show full text]
  • Aircomforttm
    AirComfort TM Weather and Climate Lesson Plan AirComfort TM Weather and Climate Lesson Plan from HamiltonBuhl® Table of Contents Introduction . 3 Setup . .4 Data Format . 4 Activity 1: Differentiating Weather and Climate . 5 Blank Venn Diagram (Illustration A) 6 Venn Diagram with Answers (Illustration B) 7 For Further Discussion 8 Activity 2: Temperature Scales Conversion . .9 Quick Method and Exact Method Formulae 10 Blank Typical Temperatures Chart 10 Typical Temperatures Chart with Answers 11 For Further Discussion 12 Activity 3: Hangman Joke . .13 Blank Hangman Joke (Illustration C) 14 Hangman Joke with Answer (Illustration D) 15 For Further Discussion 16 Activity 4: Crossword Puzzle . 17. Blank Crossword Puzzle (Illustration E) 18 Crossword Puzzle with Answers (Illustration F) 19 For Further Discussion 20 Activity 5: Weather Measurement Tools . 21. Blank Weather Tools (Worksheet 1) 22 Weather Tools Answers (Worksheet 2) 23 Activity 6: Tracking and Comparing Weather Data . .24 Blank Plotting Chart (Worksheet 3) 25 Examples Plotting Chart (Worksheet 4) 26 For Further Discussion 27 The Fun Doesn’t Stop . 28 Certificate of Achievement . 29 . Sources . .30 TMTM Weather and Climate Lesson Plan AirComfortAirComfort from HamiltonBuhl® Weather and Climate Lesson Plan from HamiltonBuhl® Introduction Table of Contents This HamiltonBuhl® Weather Climate Lesson Plan is made for use with Introduction . 3 AirComfortTM. The educator uses this document as a guide to instruct Setup . .4 elementary school children to enrich their science and math education. Data Format . 4 Activities use these disciplines: Activity 1: Differentiating Weather and Climate . 5 Blank Venn Diagram (Illustration A) 6 1. Internet Usage Venn Diagram with Answers (Illustration B) 7 For Further Discussion 8 2.
    [Show full text]
  • Hp Calculators
    hp calculators HP 9s Converting Angles and Times Angle Measurements Time Measurements Practice Solving Problems Involving Angles and Times hp calculators HP 9s Converting Angles and Times Angle measurements The amount of turning between two rays with a common origin, or the measure of change of direction, is what we call an angle. Angles cannot be measured in meters or yards. As measures of the amount of turning, we use degrees, radians and grads. A degree is one 360th of a complete turn and its symbol is º. Just like a meter which has multiples and submultiples (e.g. kilometer, millimeter, etc), degrees are broken down into minutes and seconds. The minute (‘) is one sixtieth of a degree, and the second (‘‘) is one sixtieth of a minute. The radian is defined as the angle subtended by an arc of a circle of length equal to its radius (see figure 1). Its symbol is C (but this symbol is not widely used). Note that the counterclockwise direction of turning is taken to be positive. Grads are a measure of angle equal to one hundredth of a right angle. Grads are also known as gradians and grades. Angle units can be easily converted since: 2π radians = 360 degrees = 400 grads It is important to understand that there are two ways of expressing an angle in degrees: using decimal degrees and using degrees, minutes and seconds. In decimal degrees, an angle is simply given as 33.5 degrees, that is to say, 33 degrees and a half. In the degrees, minutes, seconds (or DMS) format, the same angle is 33 degrees, 30 minutes.
    [Show full text]
  • Engilab Units 2018 V2.2
    EngiLab Units 2021 v3.1 (v3.1.7864) User Manual www.engilab.com This page intentionally left blank. EngiLab Units 2021 v3.1 User Manual (c) 2021 EngiLab PC All rights reserved. No parts of this work may be reproduced in any form or by any means - graphic, electronic, or mechanical, including photocopying, recording, taping, or information storage and retrieval systems - without the written permission of the publisher. Products that are referred to in this document may be either trademarks and/or registered trademarks of the respective owners. The publisher and the author make no claim to these trademarks. While every precaution has been taken in the preparation of this document, the publisher and the author assume no responsibility for errors or omissions, or for damages resulting from the use of information contained in this document or from the use of programs and source code that may accompany it. In no event shall the publisher and the author be liable for any loss of profit or any other commercial damage caused or alleged to have been caused directly or indirectly by this document. "There are two possible outcomes: if the result confirms the Publisher hypothesis, then you've made a measurement. If the result is EngiLab PC contrary to the hypothesis, then you've made a discovery." Document type Enrico Fermi User Manual Program name EngiLab Units Program version v3.1.7864 Document version v1.0 Document release date July 13, 2021 This page intentionally left blank. Table of Contents V Table of Contents Chapter 1 Introduction to EngiLab Units 1 1 Overview ..................................................................................................................................
    [Show full text]
  • Arxiv:2101.01023V2 [Math.HO] 8 Mar 2021 H Aiu Em Soitdwt H Ocp Fa Nl.Th Angle
    The term ‘angle’ in the international system of units Michael P. Krystek Physikalisch-Technische Bundesanstalt, Bundesallee 100, D-38116 Braunschweig, Germany E-mail: [email protected] Abstract. The concept of an angle is one that often causes difficulties in metrology. These are partly caused by a confusing mixture of several mathematical terms, partly by real mathematical difficulties and finally by imprecise terminology. The purpose of this publication is to clarify misunderstandings and to explain why strict terminology is important. It will also be shown that most misunderstandings regarding the ‘radian’ can be avoided if some simple rules are obeyed. Keywords: International System of Units (SI), quantity, quantity value, magnitude, angle, angular magnitude, reference angle, radian. 1. Introduction The concept of an angle is one that often causes difficulties in metrology. These are partly caused by a confusing mix of several mathematical terms, partly by real mathematical difficulties, and finally also by inaccurate terminology. Confusion arises e. g. from using the term ‘angle’ to refer to more or less connected, but nonetheless different mathematical objects, such as a pair of intersecting straight lines, a pair of rays with a common point, a cluster of rays bounded by two rays, a circular arc, a convex part of the plane, a sector of a circle, or a rotation. The mathematical difficulties are mainly due to the fact that statements that apply to lengths cannot be directly transferred to angular magnitudes, because the structures of angles and straight lines are different. Inaccurate terminology causes misunderstandings. The term ‘angle’ is used with different meanings.
    [Show full text]