Descriptive Geometry Section 10.1 Basic Descriptive Geometry and Board Drafting Section 10.2 Solving Descriptive Geometry Problems with CAD
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Mathematics Is a Gentleman's Art: Analysis and Synthesis in American College Geometry Teaching, 1790-1840 Amy K
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2000 Mathematics is a gentleman's art: Analysis and synthesis in American college geometry teaching, 1790-1840 Amy K. Ackerberg-Hastings Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Higher Education and Teaching Commons, History of Science, Technology, and Medicine Commons, and the Science and Mathematics Education Commons Recommended Citation Ackerberg-Hastings, Amy K., "Mathematics is a gentleman's art: Analysis and synthesis in American college geometry teaching, 1790-1840 " (2000). Retrospective Theses and Dissertations. 12669. https://lib.dr.iastate.edu/rtd/12669 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margwis, and improper alignment can adversely affect reproduction. in the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. -
Elements of Descriptive Geometry
Livre de Lyon Academic Works of Livre de Lyon Science and Mathematical Science 2020 Elements of Descriptive Geometry Francis Henney Smith Follow this and additional works at: https://academicworks.livredelyon.com/sci_math Part of the Geometry and Topology Commons Recommended Citation Smith, Francis Henney, "Elements of Descriptive Geometry" (2020). Science and Mathematical Science. 13. https://academicworks.livredelyon.com/sci_math/13 This Book is brought to you for free and open access by Livre de Lyon, an international publisher specializing in academic books and journals. Browse more titles on Academic Works of Livre de Lyon, hosted on Digital Commons, an Elsevier platform. For more information, please contact [email protected]. ELEMENTS OF Descriptive Geometry By Francis Henney Smith Geometry livredelyon.com ISBN: 978-2-38236-008-8 livredelyon livredelyon livredelyon 09_Elements of Descriptive Geometry.indd 1 09-08-2020 15:55:23 TO COLONEL JOHN T. L. PRESTON, Professor of Latin Language and English Literature, Vir- ginia Military Institute. I am sure my associate Professors will vindicate the grounds upon which you arc singled out, as one to whom I may appro- priately dedicate this work. As the originator of the scheme, by which the public guard of a State Arsenal was converted into a Military School, you have the proud distinction of being the “ Father of the Virginia Military Institute ” You were a member of the first Board of Visitors, which gave form to the organization of the Institution; you were my only colleague during the two first and trying years of its being; and you have, for a period of twenty-eight years, given your labors and your influence, in no stinted mea- sure, not only in directing the special department of instruc- tion assigned to you, but in promoting those general plans of development, which have given marked character and wide- spread reputation to the school. -
An Analytical Introduction to Descriptive Geometry
An analytical introduction to Descriptive Geometry Adrian B. Biran, Technion { Faculty of Mechanical Engineering Ruben Lopez-Pulido, CEHINAV, Polytechnic University of Madrid, Model Basin, and Spanish Association of Naval Architects Avraham Banai Technion { Faculty of Mathematics Prepared for Elsevier (Butterworth-Heinemann), Oxford, UK Samples - August 2005 Contents Preface x 1 Geometric constructions 1 1.1 Introduction . 2 1.2 Drawing instruments . 2 1.3 A few geometric constructions . 2 1.3.1 Drawing parallels . 2 1.3.2 Dividing a segment into two . 2 1.3.3 Bisecting an angle . 2 1.3.4 Raising a perpendicular on a given segment . 2 1.3.5 Drawing a triangle given its three sides . 2 1.4 The intersection of two lines . 2 1.4.1 Introduction . 2 1.4.2 Examples from practice . 2 1.4.3 Situations to avoid . 2 1.5 Manual drawing and computer-aided drawing . 2 i ii CONTENTS 1.6 Exercises . 2 Notations 1 2 Introduction 3 2.1 How we see an object . 3 2.2 Central projection . 4 2.2.1 De¯nition . 4 2.2.2 Properties . 5 2.2.3 Vanishing points . 17 2.2.4 Conclusions . 20 2.3 Parallel projection . 23 2.3.1 De¯nition . 23 2.3.2 A few properties . 24 2.3.3 The concept of scale . 25 2.4 Orthographic projection . 27 2.4.1 De¯nition . 27 2.4.2 The projection of a right angle . 28 2.5 The two-sheet method of Monge . 36 2.6 Summary . 39 2.7 Examples . 43 2.8 Exercises . -
1-1 Understanding Points, Lines, and Planes Lines, and Planes
Understanding Points, 1-11-1 Understanding Points, Lines, and Planes Lines, and Planes Holt Geometry 1-1 Understanding Points, Lines, and Planes Objectives Identify, name, and draw points, lines, segments, rays, and planes. Apply basic facts about points, lines, and planes. Holt Geometry 1-1 Understanding Points, Lines, and Planes Vocabulary undefined term point line plane collinear coplanar segment endpoint ray opposite rays postulate Holt Geometry 1-1 Understanding Points, Lines, and Planes The most basic figures in geometry are undefined terms, which cannot be defined by using other figures. The undefined terms point, line, and plane are the building blocks of geometry. Holt Geometry 1-1 Understanding Points, Lines, and Planes Holt Geometry 1-1 Understanding Points, Lines, and Planes Points that lie on the same line are collinear. K, L, and M are collinear. K, L, and N are noncollinear. Points that lie on the same plane are coplanar. Otherwise they are noncoplanar. K L M N Holt Geometry 1-1 Understanding Points, Lines, and Planes Example 1: Naming Points, Lines, and Planes A. Name four coplanar points. A, B, C, D B. Name three lines. Possible answer: AE, BE, CE Holt Geometry 1-1 Understanding Points, Lines, and Planes Holt Geometry 1-1 Understanding Points, Lines, and Planes Example 2: Drawing Segments and Rays Draw and label each of the following. A. a segment with endpoints M and N. N M B. opposite rays with a common endpoint T. T Holt Geometry 1-1 Understanding Points, Lines, and Planes Check It Out! Example 2 Draw and label a ray with endpoint M that contains N. -
Machine Drawing
2.4 LINES Lines of different types and thicknesses are used for graphical representation of objects. The types of lines and their applications are shown in Table 2.4. Typical applications of different types of lines are shown in Figs. 2.5 and 2.6. Table 2.4 Types of lines and their applications Line Description General Applications A Continuous thick A1 Visible outlines B Continuous thin B1 Imaginary lines of intersection (straight or curved) B2 Dimension lines B3 Projection lines B4 Leader lines B5 Hatching lines B6 Outlines of revolved sections in place B7 Short centre lines C Continuous thin, free-hand C1 Limits of partial or interrupted views and sections, if the limit is not a chain thin D Continuous thin (straight) D1 Line (see Fig. 2.5) with zigzags E Dashed thick E1 Hidden outlines G Chain thin G1 Centre lines G2 Lines of symmetry G3 Trajectories H Chain thin, thick at ends H1 Cutting planes and changes of direction J Chain thick J1 Indication of lines or surfaces to which a special requirement applies K Chain thin, double-dashed K1 Outlines of adjacent parts K2 Alternative and extreme positions of movable parts K3 Centroidal lines 2.4.2 Order of Priority of Coinciding Lines When two or more lines of different types coincide, the following order of priority should be observed: (i) Visible outlines and edges (Continuous thick lines, type A), (ii) Hidden outlines and edges (Dashed line, type E or F), (iii) Cutting planes (Chain thin, thick at ends and changes of cutting planes, type H), (iv) Centre lines and lines of symmetry (Chain thin line, type G), (v) Centroidal lines (Chain thin double dashed line, type K), (vi) Projection lines (Continuous thin line, type B). -
A Historical Introduction to Elementary Geometry
i MATH 119 – Fall 2012: A HISTORICAL INTRODUCTION TO ELEMENTARY GEOMETRY Geometry is an word derived from ancient Greek meaning “earth measure” ( ge = earth or land ) + ( metria = measure ) . Euclid wrote the Elements of geometry between 330 and 320 B.C. It was a compilation of the major theorems on plane and solid geometry presented in an axiomatic style. Near the beginning of the first of the thirteen books of the Elements, Euclid enumerated five fundamental assumptions called postulates or axioms which he used to prove many related propositions or theorems on the geometry of two and three dimensions. POSTULATE 1. Any two points can be joined by a straight line. POSTULATE 2. Any straight line segment can be extended indefinitely in a straight line. POSTULATE 3. Given any straight line segment, a circle can be drawn having the segment as radius and one endpoint as center. POSTULATE 4. All right angles are congruent. POSTULATE 5. (Parallel postulate) If two lines intersect a third in such a way that the sum of the inner angles on one side is less than two right angles, then the two lines inevitably must intersect each other on that side if extended far enough. The circle described in postulate 3 is tacitly unique. Postulates 3 and 5 hold only for plane geometry; in three dimensions, postulate 3 defines a sphere. Postulate 5 leads to the same geometry as the following statement, known as Playfair's axiom, which also holds only in the plane: Through a point not on a given straight line, one and only one line can be drawn that never meets the given line. -
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 -
13 Graphs 13.2D Lengths of Line Segments
MEP Pupil Text 13-19, Additional Material 13 Graphs 13.2D Lengths of Line Segments In a right-angled triangle the length of the hypotenuse may be calculated using Pythagoras' Theorem. c b cab222=+ a Worked Example 1 Determine the length of the line segment joining the points A (4, 1) and B (10, 9). Solution y (a) The diagram shows the two points and the line segment that joins them. 10 B A right-angled triangle has been 9 drawn under the line segment. The 8 length of the line segment AB (the 7 hypotenuse) may be found by using 6 Pythagoras' Theorem. 5 8 4 AB2 =+62 82 3 2 =+ 2 AB 36 64 A 6 1 AB2 = 100 0 12345678910 x AB = 100 AB = 10 Worked Example 2 y C Determine the length of the line 8 7 joining the points C (−48, ) 6 (−) and D 86, . 5 4 Solution 3 2 14 The diagram shows the two points 1 and a right-angled triangle that can –4 –3 –2 –1 0 12345678 x be used to determine the length of –1 the line segment CD. –2 –3 –4 –5 D –6 12 1 13.2D MEP Pupil Text 13-19, Additional Material Using Pythagoras' Theorem, CD2 =+142 122 CD2 =+196 144 CD2 = 340 CD = 340 CD = 18. 43908891 CD = 18. 4 (to 3 significant figures) Exercises 1. The diagram shows the three points y C A, B and C which are the vertices 11 of a triangle. 10 9 (a) State the length of the line 8 segment AB. -
Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (21St, Lahti, Finland, July 14-19, 1997)
DOCUMENT RESUME ED 416 082 SE 061 119 AUTHOR Pehkonen, Erkki, Ed. TITLE Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (21st, Lahti, Finland, July 14-19, 1997). Volume 1. INSTITUTION International Group for the Psychology of Mathematics Education. ISSN ISSN-0771-100X PUB DATE 1997-00-00 NOTE 335p.; For Volumes 2-4, see SE 061 120-122. PUB TYPE Collected Works Proceedings (021) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS Communications; *Educational Change; *Educational Technology; Elementary Secondary Education; Foreign Countries; Higher Education; *Mathematical Concepts; Mathematics Achievement; *Mathematics Education; Mathematics Skills; Number Concepts IDENTIFIERS *Psychology of Mathematics Education ABSTRACT The first volume of the proceedings of the 21st annual meeting of the International Group for the Psychology of Mathematics Education contains the following 13 full papers: (1) "Some Psychological Issues in the Assessment of Mathematical Performance"(0. Bjorkqvist); (2) "Neurcmagnetic Approach in Cognitive Neuroscience" (S. Levanen); (3) "Dilemmas in the Professional Education of Mathematics Teachers"(J. Mousley and P. Sullivan); (4) "Open Toolsets: New Ends and New Means in Learning Mathematics and Science with Computers"(A. A. diSessa); (5) "From Intuition to Inhibition--Mathematics, Education and Other Endangered Species" (S. Vinner); (6) "Distributed Cognition, Technology and Change: Themes for the Plenary Panel"(K. Crawford); (7) "Roles for Teachers, and Computers" (J. Ainley); (8) "Some Questions on Mathematical Learning Environments" (N. Balacheff); (9) "Deepening the Impact of Technology Beyond Assistance with Traditional Formalisms in Order To Democratize Access To Ideas Underlying Calculus"(J. J. Kaput and J. Roschelle); (10) "The Nature of the Object as an Integral Component of Numerical Processes"(E. -
Descriptive Geometry for CAD Users: Ribs Construction
Journal for Geometry and Graphics Volume 18 (2014), No. 1, 115–124. Descriptive Geometry for CAD Users: Ribs Construction Evgeniy Danilov Department of Graphics, Dnepropetrovsk National University of Railway Transport 2, Lazaryan str., Dnepropetrovsk, 49010, Ukraine email: [email protected] Abstract. In 3D modeling CAD users often face problems that can be success- fully analyzed and solved only by the methods of Descriptive Geometry. One such problem is considered in this paper: the construction of structural elements of machine parts known as stiffening ribs. In addition, a possible geometry of ribs is analyzed and a review is performed of tools for its modeling available in up-to- date CAD packages. Some features are shown that are useful in representing parts with ribs in technical drawing manuals. An innovative approach is developed for educational purposes. Key Words: stiffening rib, Descriptive Geometry, CAD MSC 2010: 51N05, 97U50 1. Introduction Most current curricula suggest that Descriptive Geometry training be done concurrently with practicing the use of one or more CAD packages. As students begin to use the powerful 3D modeling capabilities of these packages for solving problems of classical Descriptive Geom- etry, they also are mastering CAD. They often solve positional and metrical problems by modeling geometrical objects and their interaction in virtual 3D space [3, 6], thereby avoiding Descriptive Geometry methods. Afterward students do not see the necessity of spatial prob- lems being solved by using plane images and they lose interest in the study of Descriptive Geometry. That impedes their academic progress and their training as engineers. It can be argued that the study of Descriptive Geometry is not possible without clear examples of how its apparatus works in solving problems that arise in the process of 3D modeling. -
Line Geometry for 3D Shape Understanding and Reconstruction
Line Geometry for 3D Shape Understanding and Reconstruction Helmut Pottmann, Michael Hofer, Boris Odehnal, and Johannes Wallner Technische UniversitÄat Wien, A 1040 Wien, Austria. fpottmann,hofer,odehnal,[email protected] Abstract. We understand and reconstruct special surfaces from 3D data with line geometry methods. Based on estimated surface normals we use approximation techniques in line space to recognize and reconstruct rotational, helical, developable and other surfaces, which are character- ized by the con¯guration of locally intersecting surface normals. For the computational solution we use a modi¯ed version of the Klein model of line space. Obvious applications of these methods lie in Reverse Engi- neering. We have tested our algorithms on real world data obtained from objects as antique pottery, gear wheels, and a surface of the ankle joint. Introduction The geometric viewpoint turned out to be highly successful in dealing with a variety of problems in Computer Vision (see, e.g., [3, 6, 9, 15]). So far mainly methods of analytic geometry (projective, a±ne and Euclidean) and di®erential geometry have been used. The present paper suggests to employ line geometry as a tool which is both interesting and applicable to a number of problems in Computer Vision. Relations between vision and line geometry are not entirely new. Recent research on generalized cameras involves sets of projection rays which are more general than just bundles [1, 7, 18, 22]. A beautiful exposition of the close connections of this research area with line geometry has recently been given by T. Pajdla [17]. The present paper deals with the problem of understanding and reconstruct- ing 3D shapes from 3D data. -
Mel's 2019 Fishing Line Diameter Page
Welcome to Mel's 2019 Fishing Line Diameter page The line diameter tables below offer a comparison of more than 115 popular monofilament, copolymer, fluorocarbon fishing lines and braided superlines in tests from 6-pounds to 600-pounds If you like what you see, download a copy You can also visit our Fishing Line Page for more information and links to line manufacturers. The line diameters shown are compiled from manufacturer's web sites, product catalogs and labels on line spools. Background Information When selecting a fishing line, one must consider a number of factors. While knot strength, abrasion resistance, suppleness, shock resistance, castability, stretch and low spool memory are all important characteristics, the diameter of a line is probably the most important. As long as these other characteristics meet your satisfaction, then the smaller the diameter of the line the better. With smaller diameter lines: more line can be spooled onto the reel, they are usually less visible to the fish, will generally cast better, and provide better lure action. Line diameter measurements provided by manufacturers are expressed in thousandths of an inch (0.001 inch) and its metric system equivalent, hundredths of a millimeter (0.01 mm). However, not all manufacturers provide line diameter information, so if you don't see it in the tables, that's the likely reason why. And some manufacturers now provide line diameter measurements in ten-thousandths of an inch (0.0001 inch) and thousandths of a millimeter (0.001 mm). To give you an idea of just how small this is, one ten-thousandth of an inch is less than 3% of the diameter of an average human hair.