The Project Gutenberg Ebook of Spherical Trigonometry, by I
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Proofs with Perpendicular Lines
3.4 Proofs with Perpendicular Lines EEssentialssential QQuestionuestion What conjectures can you make about perpendicular lines? Writing Conjectures Work with a partner. Fold a piece of paper D in half twice. Label points on the two creases, as shown. a. Write a conjecture about AB— and CD — . Justify your conjecture. b. Write a conjecture about AO— and OB — . AOB Justify your conjecture. C Exploring a Segment Bisector Work with a partner. Fold and crease a piece A of paper, as shown. Label the ends of the crease as A and B. a. Fold the paper again so that point A coincides with point B. Crease the paper on that fold. b. Unfold the paper and examine the four angles formed by the two creases. What can you conclude about the four angles? B Writing a Conjecture CONSTRUCTING Work with a partner. VIABLE a. Draw AB — , as shown. A ARGUMENTS b. Draw an arc with center A on each To be prof cient in math, side of AB — . Using the same compass you need to make setting, draw an arc with center B conjectures and build a on each side of AB— . Label the C O D logical progression of intersections of the arcs C and D. statements to explore the c. Draw CD — . Label its intersection truth of your conjectures. — with AB as O. Write a conjecture B about the resulting diagram. Justify your conjecture. CCommunicateommunicate YourYour AnswerAnswer 4. What conjectures can you make about perpendicular lines? 5. In Exploration 3, f nd AO and OB when AB = 4 units. -
1 Chapter 3 Plane and Spherical Trigonometry 3.1
1 CHAPTER 3 PLANE AND SPHERICAL TRIGONOMETRY 3.1 Introduction It is assumed in this chapter that readers are familiar with the usual elementary formulas encountered in introductory trigonometry. We start the chapter with a brief review of the solution of a plane triangle. While most of this will be familiar to readers, it is suggested that it be not skipped over entirely, because the examples in it contain some cautionary notes concerning hidden pitfalls. This is followed by a quick review of spherical coordinates and direction cosines in three- dimensional geometry. The formulas for the velocity and acceleration components in two- dimensional polar coordinates and three-dimensional spherical coordinates are developed in section 3.4. Section 3.5 deals with the trigonometric formulas for solving spherical triangles. This is a fairly long section, and it will be essential reading for those who are contemplating making a start on celestial mechanics. Sections 3.6 and 3.7 deal with the rotation of axes in two and three dimensions, including Eulerian angles and the rotation matrix of direction cosines. Finally, in section 3.8, a number of commonly encountered trigonometric formulas are gathered for reference. 3.2 Plane Triangles . This section is to serve as a brief reminder of how to solve a plane triangle. While there may be a temptation to pass rapidly over this section, it does contain a warning that will become even more pertinent in the section on spherical triangles. Conventionally, a plane triangle is described by its three angles A, B, C and three sides a, b, c, with a being opposite to A, b opposite to B, and c opposite to C. -
Using Non-Euclidean Geometry to Teach Euclidean Geometry to K–12 Teachers
Using non-Euclidean Geometry to teach Euclidean Geometry to K–12 teachers David Damcke Department of Mathematics, University of Portland, Portland, OR 97203 [email protected] Tevian Dray Department of Mathematics, Oregon State University, Corvallis, OR 97331 [email protected] Maria Fung Mathematics Department, Western Oregon University, Monmouth, OR 97361 [email protected] Dianne Hart Department of Mathematics, Oregon State University, Corvallis, OR 97331 [email protected] Lyn Riverstone Department of Mathematics, Oregon State University, Corvallis, OR 97331 [email protected] January 22, 2008 Abstract The Oregon Mathematics Leadership Institute (OMLI) is an NSF-funded partner- ship aimed at increasing mathematics achievement of students in partner K–12 schools through the creation of sustainable leadership capacity. OMLI’s 3-week summer in- stitute offers content and leadership courses for in-service teachers. We report here on one of the content courses, entitled Comparing Different Geometries, which en- hances teachers’ understanding of the (Euclidean) geometry in the K–12 curriculum by studying two non-Euclidean geometries: taxicab geometry and spherical geometry. By confronting teachers from mixed grade levels with unfamiliar material, while mod- eling protocol-based pedagogy intended to emphasize a cooperative, risk-free learning environment, teachers gain both content knowledge and insight into the teaching of mathematical thinking. Keywords: Cooperative groups, Euclidean geometry, K–12 teachers, Norms and protocols, Rich mathematical tasks, Spherical geometry, Taxicab geometry 1 1 Introduction The Oregon Mathematics Leadership Institute (OMLI) is a Mathematics/Science Partner- ship aimed at increasing mathematics achievement of K–12 students by providing professional development opportunities for in-service teachers. -
And Are Lines on Sphere B That Contain Point Q
11-5 Spherical Geometry Name each of the following on sphere B. 3. a triangle SOLUTION: are examples of triangles on sphere B. 1. two lines containing point Q SOLUTION: and are lines on sphere B that contain point Q. ANSWER: 4. two segments on the same great circle SOLUTION: are segments on the same great circle. ANSWER: and 2. a segment containing point L SOLUTION: is a segment on sphere B that contains point L. ANSWER: SPORTS Determine whether figure X on each of the spheres shown is a line in spherical geometry. 5. Refer to the image on Page 829. SOLUTION: Notice that figure X does not go through the pole of ANSWER: the sphere. Therefore, figure X is not a great circle and so not a line in spherical geometry. ANSWER: no eSolutions Manual - Powered by Cognero Page 1 11-5 Spherical Geometry 6. Refer to the image on Page 829. 8. Perpendicular lines intersect at one point. SOLUTION: SOLUTION: Notice that the figure X passes through the center of Perpendicular great circles intersect at two points. the ball and is a great circle, so it is a line in spherical geometry. ANSWER: yes ANSWER: PERSEVERANC Determine whether the Perpendicular great circles intersect at two points. following postulate or property of plane Euclidean geometry has a corresponding Name two lines containing point M, a segment statement in spherical geometry. If so, write the containing point S, and a triangle in each of the corresponding statement. If not, explain your following spheres. reasoning. 7. The points on any line or line segment can be put into one-to-one correspondence with real numbers. -
(12) Patent Application Publication (10) Pub. No.: US 2015/0260527 A1 Fink (43) Pub
US 20150260527A1 (19) United States (12) Patent Application Publication (10) Pub. No.: US 2015/0260527 A1 Fink (43) Pub. Date: Sep. 17, 2015 (54) SYSTEMAND METHOD OF DETERMINING (52) U.S. Cl. A POSITION OF A REMOTE OBJECT VA CPC ...................................... G0IC 2 1/20 (2013.01) ONE ORMORE IMAGE SENSORS (57) ABSTRACT (71) Applicant: Ian Michael Fink, Austin, TX (US) In one or more embodiments, one or more systems, methods (72) Inventor: Ian Michael Fink, Austin, TX (US) and/or processes may determine a location of a remote object (e.g., a point and/or area of interest, landmark, structure that (21) Appl. No.: 14/716,817 “looks interesting, buoy, anchored boat, etc.). For example, the location of a remote object may be determined via a first (22) Filed: May 19, 2015 bearing, at a first location, and a second bearing, at a second O O location, to the remote object. For instance, the first and Related U.S. Application Data second locations can be determined via a position device, (63) Continuation of application No. 13/837,853, filed on Such as a global positioning system device. In one or more Mar. 15, 2013, now Pat. No. 9,074,892. embodiments, the location of the remote object may be based on the first location, the second location, the first bearing, and Publication Classification the second bearing. For example, the location of the remote object may be provided to a user via a map. For instance, (51) Int. Cl. turn-by-turn direction to the location of the remote object GOIC 2L/20 (2006.01) may be provided to the user. -
Spherical Geometry
Spherical Geometry Eric Lehman february-april 2012 2 Table of content 1 Spherical biangles and spherical triangles 3 § 1. The unit sphere . .3 § 2. Biangles . .6 § 3. Triangles . .7 2 Coordinates on a sphere 13 § 1. Cartesian versus spherical coordinates . 13 § 2. Basic astronomy . 16 § 3. Geodesics . 16 3 Spherical trigonometry 23 § 1. Pythagoras’ theorem . 23 § 2. The three laws of spherical trigonometry . 24 4 Stereographic projection 29 § 1. Definition . 29 § 2. The stereographic projection preserves the angles . 34 § 3. Images of circles . 36 5 Projective geometry 49 § 1. First description of the real projective plane . 49 § 2. The real projective plane . 52 § 3. Generalisations . 59 3 4 TABLE OF CONTENT TABLE OF CONTENT 1 Introduction The aim of this course is to show different aspects of spherical geometry for itself, in relation to applications and in relation to other geometries and other parts of mathematics. The chapters will be (mostly) independant from each other. To begin, we’l work on the sphere as Euclid did in the plane looking at triangles. Many things look alike, but there are some striking differences. The second viewpoint will be the introduction of coordinates and the application to basic astronomy. The theorem of Pytha- goras has a very nice and simple shape in spherical geometry. To contemplate spherical trigonometry will give us respect for our ancestors and navigators, but we shall skip the computations! and let the GPS do them. The stereographic projection is a marvellous tool to understand the pencils of coaxial circles and many aspects of the relation between the spherical geometry, the euclidean affine plane, the complex projective line, the real projec- tive plane, the Möbius strip and even the hyperbolic plane. -
Geometry: Euclid and Beyond, by Robin Hartshorne, Springer-Verlag, New York, 2000, Xi+526 Pp., $49.95, ISBN 0-387-98650-2
BULLETIN (New Series) OF THE AMERICAN MATHEMATICAL SOCIETY Volume 39, Number 4, Pages 563{571 S 0273-0979(02)00949-7 Article electronically published on July 9, 2002 Geometry: Euclid and beyond, by Robin Hartshorne, Springer-Verlag, New York, 2000, xi+526 pp., $49.95, ISBN 0-387-98650-2 1. Introduction The first geometers were men and women who reflected on their experiences while doing such activities as building small shelters and bridges, making pots, weaving cloth, building altars, designing decorations, or gazing into the heavens for portentous signs or navigational aides. Main aspects of geometry emerged from three strands of early human activity that seem to have occurred in most cultures: art/patterns, navigation/stargazing, and building structures. These strands developed more or less independently into varying studies and practices that eventually were woven into what we now call geometry. Art/Patterns: To produce decorations for their weaving, pottery, and other objects, early artists experimented with symmetries and repeating patterns. Later the study of symmetries of patterns led to tilings, group theory, crystallography, finite geometries, and in modern times to security codes and digital picture com- pactifications. Early artists also explored various methods of representing existing objects and living things. These explorations led to the study of perspective and then projective geometry and descriptive geometry, and (in the 20th century) to computer-aided graphics, the study of computer vision in robotics, and computer- generated movies (for example, Toy Story ). Navigation/Stargazing: For astrological, religious, agricultural, and other purposes, ancient humans attempted to understand the movement of heavenly bod- ies (stars, planets, Sun, and Moon) in the apparently hemispherical sky. -
Spherical Trigonometry
Spherical trigonometry 1 The spherical Pythagorean theorem Proposition 1.1 On a sphere of radius R, any right triangle 4ABC with \C being the right angle satisfies cos(c=R) = cos(a=R) cos(b=R): (1) Proof: Let O be the center of the sphere, we may assume its coordinates are (0; 0; 0). We may rotate −! the sphere so that A has coordinates OA = (R; 0; 0) and C lies in the xy-plane, see Figure 1. Rotating z B y O(0; 0; 0) C A(R; 0; 0) x Figure 1: The Pythagorean theorem for a spherical right triangle around the z axis by β := AOC takes A into C. The edge OA moves in the xy-plane, by β, thus −−!\ the coordinates of C are OC = (R cos(β);R sin(β); 0). Since we have a right angle at C, the plane of 4OBC is perpendicular to the plane of 4OAC and it contains the z axis. An orthonormal basis −−! −! of the plane of 4OBC is given by 1=R · OC = (cos(β); sin(β); 0) and the vector OZ := (0; 0; 1). A rotation around O in this plane by α := \BOC takes C into B: −−! −−! −! OB = cos(α) · OC + sin(α) · R · OZ = (R cos(β) cos(α);R sin(β) cos(α);R sin(α)): Introducing γ := \AOB, we have −! −−! OA · OB R2 cos(α) cos(β) cos(γ) = = : R2 R2 The statement now follows from α = a=R, β = b=R and γ = c=R. ♦ To prove the rest of the formulas of spherical trigonometry, we need to show the following. -
Project 2: Euclidean & Spherical Geometry Applied to Course Topics
Project 2: Euclidean & Spherical Geometry Applied to Course Topics You may work alone or with one other person. During class you will write down your top problems (unranked) and from this you will be assigned one problem. In this project, we will use intuition from previous Euclidean geometry knowledge along with experiences from hands-on models and/or research. The purpose of this assignment is an introduction to the concepts in the course syllabus as we explore diverse geometric perspectives. Project Components: a) Review content related to your problem that applies to the geometry of the plane / Euclidean geometry / flat geometry. For example, if you have Problem 1 then you might review the definitions of lines and how to calculate them, for Problem 9 you might review some information related to area and surface area, for Problem 10 you might review coordinate systems... You may use our book, the internet, or other sources. b) Why the topic is important in mathematics and the real-world? Conduct searches like \trian- gles are important" or a search word related to your problem and then (with and without quotations) words like important, interesting, useful, or real-life applications. You might also pick some specific fields to see if there are applications such as: Pythagorean theorem chemistry c) Summarize diverse spherical perspectives. You do not need to prove an answer or completely resolve the issue on the sphere. You should look for various perspectives related to spherical geometry, and summarize those in your own words. Try different combinations of search terms related to your problem along with words like sphere, spherical, earth, or spherical geometry. -
Spherical Geometry
987023 2473 < % 52873 52 59 3 1273 ¼4 14 578 2 49873 3 4 7∆��≌ ≠ 3 δ � 2 1 2 7 5 8 4 3 23 5 1 ⅓β ⅝Υ � VCAA-AMSI maths modules 5 1 85 34 5 45 83 8 8 3 12 5 = 2 38 95 123 7 3 7 8 x 3 309 �Υβ⅓⅝ 2 8 13 2 3 3 4 1 8 2 0 9 756 73 < 1 348 2 5 1 0 7 4 9 9 38 5 8 7 1 5 812 2 8 8 ХФУШ 7 δ 4 x ≠ 9 3 ЩЫ � Ѕ � Ђ 4 � ≌ = ⅙ Ё ∆ ⊚ ϟϝ 7 0 Ϛ ό ¼ 2 ύҖ 3 3 Ҧδ 2 4 Ѽ 3 5 ᴂԅ 3 3 Ӡ ⍰1 ⋓ ӓ 2 7 ӕ 7 ⟼ ⍬ 9 3 8 Ӂ 0 ⤍ 8 9 Ҷ 5 2 ⋟ ҵ 4 8 ⤮ 9 ӛ 5 ₴ 9 4 5 € 4 ₦ € 9 7 3 ⅘ 3 ⅔ 8 2 2 0 3 1 ℨ 3 ℶ 3 0 ℜ 9 2 ⅈ 9 ↄ 7 ⅞ 7 8 5 2 ∭ 8 1 8 2 4 5 6 3 3 9 8 3 8 1 3 2 4 1 85 5 4 3 Ӡ 7 5 ԅ 5 1 ᴂ - 4 �Υβ⅓⅝ 0 Ѽ 8 3 7 Ҧ 6 2 3 Җ 3 ύ 4 4 0 Ω 2 = - Å 8 € ℭ 6 9 x ℗ 0 2 1 7 ℋ 8 ℤ 0 ∬ - √ 1 ∜ ∱ 5 ≄ 7 A guide for teachers – Years 11 and 12 ∾ 3 ⋞ 4 ⋃ 8 6 ⑦ 9 ∭ ⋟ 5 ⤍ ⅞ Geometry ↄ ⟼ ⅈ ⤮ ℜ ℶ ⍬ ₦ ⍰ ℨ Spherical Geometry ₴ € ⋓ ⊚ ⅙ ӛ ⋟ ⑦ ⋃ Ϛ ό ⋞ 5 ∾ 8 ≄ ∱ 3 ∜ 8 7 √ 3 6 ∬ ℤ ҵ 4 Ҷ Ӂ ύ ӕ Җ ӓ Ӡ Ҧ ԅ Ѽ ᴂ 8 7 5 6 Years DRAFT 11&12 DRAFT Spherical Geometry – A guide for teachers (Years 11–12) Andrew Stewart, Presbyterian Ladies’ College, Melbourne Illustrations and web design: Catherine Tan © VCAA and The University of Melbourne on behalf of AMSI 2015. -
The Sphere of the Earth Description and Technical Manual
The Sphere of the Earth Description and Technical Manual December 20, 2012 Daniel Ramos ∗ MMACA (Museu de Matem`atiquesde Catalunya) 1 The exhibit The exhibit we are presenting explores the science of cartography and the geometry of the sphere. Althoug this subject has been widely treated on science exhibitions and fairs, our proposal aims to be a more comprehensive and complete treatment on the subject, as well as to be a fully open source, documented material that both museographers and public can experience, learn and modify. The key concept comes from the problem of representing the spherical surface of the Earth onto a flat map. Studying this problem is the subject of cartography, and has been an important mathematical problem in History (navigation, position, frontiers, land ownership...). An essential theorem in Geometry (Gauss' Egregium theorem) ensures that there is no perfect map, that is, there is no way of repre- senting the Earth keeping distances at scale. However, this is exactly what makes cartography a discipline: developing several different maps that try to solve well enough the problem of representing the Earth. A common activity is comparing an Earth globe with a (Mercator) map, observ- ing that distances are not preserved. Our module explores far beyond that. We present: • Several different maps, currently 6 map projections are used, each one featuring different special properties. Printed at nominal scale 1:1 of a model globe. • The script programs that generate these pictures. Generating a map takes less than 50 lines of code, anyone could generate his own. ∗E-mail: [email protected] 1 • A collection of tools and models: a flexible ruler to be used over the globe, plane and spherical protractors, models showing longitude and latitude.. -
Primer of Celestial Navigation
LIFEBOAT MANUAL By Lt. Comdr. A. E. Redifer, U.S.M.S. Lifeboat Training Officer, Avalon, Calif., Training Station *Indispensable to ordinary seamen preparing for the Lifeboat Examination. *A complete guide for anyone who may have to use a lifeboat. Construction, equipment, operation of lifeboats and other buoyant apparatus are here, along with the latest Government regulations which you need to know. 163 Pages More than 150 illustrations Indexed $2.00 METEOROLOGY WORKBOOK with Problems By Peter E. Kraght Senior Meteorologist, American Airlines, Inc. *Embodies author's experience in teaching hundreds of aircraft flight crews. *For self-examination and for classroom use. *For student navigator or meteorologist or weather hobbyist. *A good companion book to Mr. Kraght's Meteorology for Ship and Aircraft Operation, 0r any other standard reference work. 141 Illustrations Cloud form photographs Weather maps 148 Pages W$T x tl" Format $2.25 MERCHANT MARBMI OFFICERS' HANDBOOK By E. A. Turpin and W. A. MacEwen, Master Mariners "A valuable guide for both new candidates for . officer's license and the older, more experienced officers." Marine Engi- neering and Shipping Re$etu. An unequalled guide to ship's officers' duties, navigation, meteorology, shiphandling and cargo, ship construction and sta- bility, rules of the road, first aid and ship sanitation, and enlist- ments in the Naval Reserve all in one volume. 03 086 3rd Edition "This book will be a great help to not only beginners but to practical navigating officers." Harold Kildall, Instructor in Charge, Navigation School of the Washing- ton Technical Institute, "Lays bare the mysteries of navigation with a firm and sure touch .