The Octagon in Leonardo's Drawings
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Square Rectangle Triangle Diamond (Rhombus) Oval Cylinder Octagon Pentagon Cone Cube Hexagon Pyramid Sphere Star Circle
SQUARE RECTANGLE TRIANGLE DIAMOND (RHOMBUS) OVAL CYLINDER OCTAGON PENTAGON CONE CUBE HEXAGON PYRAMID SPHERE STAR CIRCLE Powered by: www.mymathtables.com Page 1 what is Rectangle? • A rectangle is a four-sided flat shape where every angle is a right angle (90°). means "right angle" and show equal sides. what is Triangle? • A triangle is a polygon with three edges and three vertices. what is Octagon? • An octagon (eight angles) is an eight-sided polygon or eight-gon. what is Hexagon? • a hexagon is a six-sided polygon or six-gon. The total of the internal angles of any hexagon is 720°. what is Pentagon? • a plane figure with five straight sides and five angles. what is Square? • a plane figure with four equal straight sides and four right angles. • every angle is a right angle (90°) means "right ang le" show equal sides. what is Rhombus? • is a flat shape with four equal straight sides. A rhombus looks like a diamond. All sides have equal length. Opposite sides are parallel, and opposite angles are equal what is Oval? • Many distinct curves are commonly called ovals or are said to have an "oval shape". • Generally, to be called an oval, a plane curve should resemble the outline of an egg or an ellipse. Powered by: www.mymathtables.com Page 2 What is Cube? • Six equal square faces.tweleve edges and eight vertices • the angle between two adjacent faces is ninety. what is Sphere? • no faces,sides,vertices • All points are located at the same distance from the center. what is Cylinder? • two circular faces that are congruent and parallel • faces connected by a curved surface. -
Framing Cyclic Revolutionary Emergence of Opposing Symbols of Identity Eppur Si Muove: Biomimetic Embedding of N-Tuple Helices in Spherical Polyhedra - /
Alternative view of segmented documents via Kairos 23 October 2017 | Draft Framing Cyclic Revolutionary Emergence of Opposing Symbols of Identity Eppur si muove: Biomimetic embedding of N-tuple helices in spherical polyhedra - / - Introduction Symbolic stars vs Strategic pillars; Polyhedra vs Helices; Logic vs Comprehension? Dynamic bonding patterns in n-tuple helices engendering n-fold rotating symbols Embedding the triple helix in a spherical octahedron Embedding the quadruple helix in a spherical cube Embedding the quintuple helix in a spherical dodecahedron and a Pentagramma Mirificum Embedding six-fold, eight-fold and ten-fold helices in appropriately encircled polyhedra Embedding twelve-fold, eleven-fold, nine-fold and seven-fold helices in appropriately encircled polyhedra Neglected recognition of logical patterns -- especially of opposition Dynamic relationship between polyhedra engendered by circles -- variously implying forms of unity Symbol rotation as dynamic essential to engaging with value-inversion References Introduction The contrast to the geocentric model of the solar system was framed by the Italian mathematician, physicist and philosopher Galileo Galilei (1564-1642). His much-cited phrase, " And yet it moves" (E pur si muove or Eppur si muove) was allegedly pronounced in 1633 when he was forced to recant his claims that the Earth moves around the immovable Sun rather than the converse -- known as the Galileo affair. Such a shift in perspective might usefully inspire the recognition that the stasis attributed so widely to logos and other much-valued cultural and heraldic symbols obscures the manner in which they imply a fundamental cognitive dynamic. Cultural symbols fundamental to the identity of a group might then be understood as variously moving and transforming in ways which currently elude comprehension. -
The Other Tchaikowsky
The Other Tchaikowsky A biographical sketch of André Tchaikowsky David A. Ferré Cover painting: André Tchaikowsky courtesy of Milein Cosman (Photograph by Ken Grundy) About the cover The portrait of André Tchaikowsky at the keyboard was painted by Milein Cosman (Mrs. Hans Keller) in 1975. André had come to her home for a visit for the first time after growing a beard. She immediately suggested a portrait be made. It was completed in two hours, in a single sitting. When viewing the finished picture, André said "I'd love to look like that, but can it possibly be me?" Contents Preface Chapter 1 - The Legacy (1935-1982) Chapter 2 - The Beginning (1935-1939) Chapter 3 - Survival (1939-1945 Chapter 4 - Years of 'Training (1945-1957) Chapter 5 - A Career of Sorts (1957-1960) Chapter 6 - Homeless in London (1960-1966) Chapter 7 - The Hampstead Years (1966-1976) Chapter 8 - The Cumnor Years (1976-1982) Chapter 9 - Quodlibet Acknowledgments List of Compositions List of Recordings i Copyright 1991 and 2008 by David A. Ferré David A. Ferré 2238 Cozy Nook Road Chewelah, WA 99109 USA [email protected] http://AndreTchaikowsky.com Preface As I maneuvered my automobile through the dense Chelsea traffic, I noticed that my passenger had become strangely silent. When I sneaked a glance I saw that his eyes had narrowed and he held his mouth slightly open, as if ready to speak but unable to bring out the words. Finally, he managed a weak, "Would you say that again?" It was April 1985, and I had just arrived in London to enjoy six months of vacation and to fulfill an overdue promise to myself. -
Compact Design of Modified Pentagon-Shaped Monopole Antenna for UWB Applications
International Journal of Electrical and Electronic Engineering & Telecommunications Vol. 7, No. 2, April 2018 Compact Design of Modified Pentagon-shaped Monopole Antenna for UWB Applications Sanyog Rawat1, Ushaben Keshwala2, and Kanad Ray3 1 Manipal University Jaipur, India. 2 Amity University Uttar Pradesh, India. 3 Amity University Rajasthan, India. Email: [email protected]; [email protected]; [email protected] Abstract—In this work detailed analysis of a modified, introduction, and in Section II the initial antenna pentagon-shaped planar antenna is presented for ultra-wide geometry is presented and discussed. In the preceding bandwidth (UWB) applications. The proposed antenna was section, the modified pentagon-shaped antenna is designed on an FR-4 substrate and has a compact size of 12 elaborated and the results are discussed. × 22 × 1.6 mm3. It achieves an impedance bandwidth of 8.73 GHz (3.8–12.53 GHz) in the UWB range. The design has a II. ANTENNA GEOMETRY uniform gain and stable radiation pattern in the operating bandwidth. A. Initial Pentagram Star-shaped Antenna Index Terms—Golden angle, pentagram, pentagon, star- The antenna presented in this paper was designed on a shaped antenna FR-4 substrate, which was a partial ground on one side and a conducting patch on the opposite side. The antenna design is initially started with a pentagram star shape and I. INTRODUCTION then the shape was modified into a pentagon shape. The Nowadays, wireless communications and their high- pentagram is also called a pentangle, i.e., 5-pointed star speed data rate are becoming increasingly popular. The [13]. The geometry of the microstrip line fed star-shaped research in the field of microstrip antennas has also been monopole antenna is shown in Fig. -
Polygrams and Polygons
Poligrams and Polygons THE TRIANGLE The Triangle is the only Lineal Figure into which all surfaces can be reduced, for every Polygon can be divided into Triangles by drawing lines from its angles to its centre. Thus the Triangle is the first and simplest of all Lineal Figures. We refer to the Triad operating in all things, to the 3 Supernal Sephiroth, and to Binah the 3rd Sephirah. Among the Planets it is especially referred to Saturn; and among the Elements to Fire. As the colour of Saturn is black and the Triangle that of Fire, the Black Triangle will represent Saturn, and the Red Fire. The 3 Angles also symbolize the 3 Alchemical Principles of Nature, Mercury, Sulphur, and Salt. As there are 3600 in every great circle, the number of degrees cut off between its angles when inscribed within a Circle will be 120°, the number forming the astrological Trine inscribing the Trine within a circle, that is, reflected from every second point. THE SQUARE The Square is an important lineal figure which naturally represents stability and equilibrium. It includes the idea of surface and superficial measurement. It refers to the Quaternary in all things and to the Tetrad of the Letter of the Holy Name Tetragrammaton operating through the four Elements of Fire, Water, Air, and Earth. It is allotted to Chesed, the 4th Sephirah, and among the Planets it is referred to Jupiter. As representing the 4 Elements it represents their ultimation with the material form. The 4 angles also include the ideas of the 2 extremities of the Horizon, and the 2 extremities of the Median, which latter are usually called the Zenith and the Nadir: also the 4 Cardinal Points. -
Teach the Square…And the Rectangle
f e a t u r e Teach the square…and the rectangle eaching these two geometric needs of ancient civilizations. familiar and trusted shapes, they Tshapes is like a line from an (Some believe the square symbol- represent order and stability. old song: “You can’t have one izes civilization.) Ancient peoples Because a square has four equal without the other.” needed to measure plots of land, sides, it can also be said to sym- The square and rectangle go build structures, collect taxes, bolize the seasons (spring, sum- hand in hand—maybe not like describe constellations, and create mer, fall, winter), cardinal direc- “love and marriage” or “horse calendars, all of which required tions (north, east, south, west), and carriage,” but perhaps best numbers, shapes, and calculations. and the elements (fire, water, air, understood in terms of the other. Of the basic geometric shapes in earth). Children have undoubtedly had today’s world, the rectangle is the In nature, we see no naturally experience with the two shapes in most common. The rectangle and formed squares or rectangles. objects all around them. They its square soul-mate form the Trees, branches, and leaves, for begin learning geometric shapes structure of most buildings. As example, are uneven, rounded, in a more formal way in preschool z T and are usually expected to know gae how to make and take apart N shapes by the time they finish kindergarten. by susa oto Texas Child Care has posted two ph previous articles on teaching geo- metric shapes: Go round: Teach the circle shape in Spring 2015 and Teach the triangle in Spring 2017. -
Petrie Schemes
Canad. J. Math. Vol. 57 (4), 2005 pp. 844–870 Petrie Schemes Gordon Williams Abstract. Petrie polygons, especially as they arise in the study of regular polytopes and Coxeter groups, have been studied by geometers and group theorists since the early part of the twentieth century. An open question is the determination of which polyhedra possess Petrie polygons that are simple closed curves. The current work explores combinatorial structures in abstract polytopes, called Petrie schemes, that generalize the notion of a Petrie polygon. It is established that all of the regular convex polytopes and honeycombs in Euclidean spaces, as well as all of the Grunbaum–Dress¨ polyhedra, pos- sess Petrie schemes that are not self-intersecting and thus have Petrie polygons that are simple closed curves. Partial results are obtained for several other classes of less symmetric polytopes. 1 Introduction Historically, polyhedra have been conceived of either as closed surfaces (usually topo- logical spheres) made up of planar polygons joined edge to edge or as solids enclosed by such a surface. In recent times, mathematicians have considered polyhedra to be convex polytopes, simplicial spheres, or combinatorial structures such as abstract polytopes or incidence complexes. A Petrie polygon of a polyhedron is a sequence of edges of the polyhedron where any two consecutive elements of the sequence have a vertex and face in common, but no three consecutive edges share a commonface. For the regular polyhedra, the Petrie polygons form the equatorial skew polygons. Petrie polygons may be defined analogously for polytopes as well. Petrie polygons have been very useful in the study of polyhedra and polytopes, especially regular polytopes. -
Fourth Lecture
Fourth Knowledge Lecture of the New Hermetics The Symbol Of Venus and The Tree Of Life It embraces all ten Sephiroth on the Tree. It is a fitting emblem of the Isis of Nature. Since it contains all the Sephiroth its circle should be made larger then that of Mercury shown in a previous diagram. The Geomantic figures and their Zodiacal Attributions Planets, Colors, Lineal Figures Etc. No. Planet Color Shape Odor 3. Saturn Black Triangle Myrrh 4. Jupiter Blue Square Cedar 5. Mars Red Pentagram Pepper 6. Sun Yellow Hexagram Frankincense 7. Venus Green Septagram Benzoin 8. Mercury Orange Octagram Sandalwood 9. Moon Violet Enneagram Camphor Element Color Odor Fire Red Cinnamon Water Blue Cedar Air Yellow Sandalwood Earth Black Myrrh DIAGRAM 66 The Triangle The first linear shape, associated with the sephirah Binah and the planet Saturn. Medieval sorcerers used triangles to bind spirits because they believed the limiting force of the triangle would confine the spirit. The triangle may be used in any effort to restrict, structure or limit anything. The number three also indicates cycles and therefore time, also a limiting factor appropriate to Saturn. The Square The square is related to Chesed, whose number is four. A square implies the form of a castle or walled structure, society, prestige, rulership and other Jupiterean qualities. The square also symbolizes structure beyond walls, it represents a completion or perfection; a "square deal" and three "square meals" a day illustrate the archetypal idea verbally. Also the four elements working in balanced harmony. The Pentagram The pentagram is the Force of Mars, and the sephira Geburah. -
Capillary Self-Alignment of Polygonal Chips: a Generalization for the Shift-Restoring Force J
Capillary self-alignment of polygonal chips: A generalization for the shift-restoring force J. Berthier,1 S. Mermoz,2 K. Brakke,3 L. Sanchez,4 C. Fr´etigny,5 and L. Di Cioccio4 1)Biotechnology Department, CEA-Leti, 17 avenue des Martyrs, 38054 Grenoble, France 2)STMicroelectronics, 850 rue Jean Monnet, 38926 Crolles Cedex, France 3)Mathematics Department, Susquehana University, 514 University avenue, Selingrove, PA 17870, USA 4)Microelectronic Department, CEA-Leti, 17 avenue des Martyrs, 38054 Grenoble, France 5)ESPCI, 10 rue Vauquelin, 75005, Paris, France (Dated: 6 May 2012) Capillary-driven self-alignment using droplets is currently extensively investigated for self-assembly and mi- croassembly technology. In this technique, surface tension forces associated to capillary pinning create restor- ing forces and torques that tend to bring the moving part into alignment. So far, most studies have addressed the problem of square chip alignment on a dedicated patch of a wafer, aiming to achieve 3D microelectronics. In this work, we investigate the shift-restoring forces for more complex moving parts such as regular { convex and non-convex { polygons and regular polygons with regular polygonal cavities. A closed-form approximate expression is derived for each of these polygonal geometries; this expression agrees with the numerical results obtained with the Surface Evolver software. For small shifts, it is found that the restoring force does not depend on the shift direction or on the polygonal shape. In order to tackle the problem of microsystem pack- aging, an extension of the theory is done for polygonal shapes pierced with connection vias (channels) and a closed form of the shift-restoring force is derived for these geometries and again checked against the numerical model. -
Rectangles with the Same Numerical Area and Perimeter
Rectangles with the Same Numerical Area and Perimeter About Illustrations: Illustrations of the Standards for Mathematical Practice (SMP) consist of several pieces, including a mathematics task, student dialogue, mathematical overview, teacher reflection questions, and student materials. While the primary use of Illustrations is for teacher learning about the SMP, some components may be used in the classroom with students. These include the mathematics task, student dialogue, and student materials. For additional Illustrations or to learn about a professional development curriculum centered around the use of Illustrations, please visit mathpractices.edc.org. About the Rectangles with the Same Numerical Area and Perimeter Illustration: This Illustration’s student dialogue shows the conversation among three students who are trying to find all rectangles that have the same numerical area and perimeter. After trying different rectangles of specific dimensions, students finally develop an equation that describes the relationship between the width and length of a rectangle with equal area and perimeter. Highlighted Standard(s) for Mathematical Practice (MP) MP 1: Make sense of problems and persevere in solving them. MP 2: Reason abstractly and quantitatively. MP 7: Look for and make use of structure. MP 8: Look for and express regularity in repeated reasoning. Target Grade Level: Grades 8–9 Target Content Domain: Creating Equations (Algebra Conceptual Category) Highlighted Standard(s) for Mathematical Content A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. -
The Order in Creation in Number and Geometry
THE ORDER IN CREATION IN NUMBER AND GEOMETRY Tontyn Hopman www.adhikara.com/number_and_geometry.html Illustrations by the author 2 About the origin of “The Order in Creation in Number and Geometry”. The author, Frederik (Tontyn) Hopman, was born in Holland in 1914, where he studied to become an architect. At the age of 18, after the death of his father, he had a powerful experience that led to his subsequent study of Oriental esoteric teachings. This was to become a life-long fascination. Responding to the call of the East, at the age of 21, he travelled to India by car. In those days this adventurous journey took many weeks. Once in India he married his travelling companion and settled down in Kashmir, where he lived with his young family for 12 years until in 1947 the invasion from Pakistan forced them to flee. Still in Asia, at the age of 38, Tontyn Hopman had a profound Kundalini awakening that gave his life a new dimension. It was during this awakening that he had a vision of Genesis, which revealed to him the ‘Order in Creation in Number and Geometry’. Around this time, however, Tontyn Hopman decided to return to Europe to enable his children to have a good education and he settled in Switzerland to practise his profession as an architect. Later he occupied himself with astrology and art therapy. Here, in Switzerland, after almost half a century, the memory of his vision came up again, with great clarity. Tontyn Hopman experienced a strong impulse to work on, and present the images that had been dormant for such a long time to the wider public. -
A Regular Octagon Is Inscribed Inside a Square. Another Square Is Inscribed Inside the Octagon
This brainteaser was written by Derrick Niederman. A regular octagon is inscribed inside a square. Another square is inscribed inside the octagon. What is the ratio of the area of the smaller square to the area of the larger square? © 2009 National Council of Teachers of Mathematics, Inc. Resources for Teaching Math http://illuminations.nctm.org Solution: ½. One way to see this is to rotate the blue triangles onto the top of the red trapezoids, with the hypotenuse of the triangle flush with the shorter base of the trapezoid. Then it’s pretty easy to see that if the four red and blue triangles are folded over, they’d completely cover the yellow square. In other words, the area of the yellow square is equal to the area of red trapezoids and blue triangles combined, so the ratio of the smaller square to the larger square is ½. It is also possible to calculate the area of the larger and smaller squares. Start by assuming that the length of the shorter sides of the triangles is 1 unit, as shown below. Then the hypotenuse of each triangle is 2 , and since the hypotenuse is also a side of the regular octagon, then all sides of the octagon are 2 . Consequently, the side length of the larger square is 2+ 2, and the side length of the smaller square is 1+ 2, so their 2 2 respective areas are (22+=+) 642 and (12+=+) 322. Dividing the area of the smaller square by that of the larger yields ½. If those calculations are a little too messy for you, then here is an alternative solution.