Fundamental Concepts of Geometry
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Five-Dimensional Design
PERIODICA POLYTECHNICA SER. CIV. ENG. VOL. 50, NO. 1, PP. 35–41 (2006) FIVE-DIMENSIONAL DESIGN Elek TÓTH Department of Building Constructions Budapest University of Technology and Economics H–1521 Budapest, POB. 91. Hungary Received: April 3 2006 Abstract The method architectural and engineering design and construction apply for two-dimensional rep- resentation is geometry, the axioms of which were first outlined by Euclid. The proposition of his 5th postulate started on its course a problem of geometry that provoked perhaps the most mistaken demonstrations and that remained unresolved for two thousand years, the question if the axiom of parallels can be proved. The quest for the solution of this problem led Bolyai János to revolutionary conclusions in the wake of which he began to lay the foundations of a new (absolute) geometry in the system of which planes bend and become hyperbolic. It was Einstein’s relativity theory that eventually created the possibility of the recognition of new dimensions by discussing space as well as a curved, non-linear entity. Architectural creations exist in what Kant termed the dual form of intuition, that is in time and space, thus in four dimensions. In this context the fourth dimension is to be interpreted as the current time that may be actively experienced. On the other hand there has been a dichotomy in the concept of time since ancient times. The introduction of a time-concept into the activity of the architectural designer that comprises duration, the passage of time and cyclic time opens up a so-far unknown new direction, a fifth dimension, the perfection of which may be achieved through the comprehension and the synthesis of the coded messages of building diagnostics and building reconstruction. -
Downloaded from Bookstore.Ams.Org 30-60-90 Triangle, 190, 233 36-72
Index 30-60-90 triangle, 190, 233 intersects interior of a side, 144 36-72-72 triangle, 226 to the base of an isosceles triangle, 145 360 theorem, 96, 97 to the hypotenuse, 144 45-45-90 triangle, 190, 233 to the longest side, 144 60-60-60 triangle, 189 Amtrak model, 29 and (logical conjunction), 385 AA congruence theorem for asymptotic angle, 83 triangles, 353 acute, 88 AA similarity theorem, 216 included between two sides, 104 AAA congruence theorem in hyperbolic inscribed in a semicircle, 257 geometry, 338 inscribed in an arc, 257 AAA construction theorem, 191 obtuse, 88 AAASA congruence, 197, 354 of a polygon, 156 AAS congruence theorem, 119 of a triangle, 103 AASAS congruence, 179 of an asymptotic triangle, 351 ABCD property of rigid motions, 441 on a side of a line, 149 absolute value, 434 opposite a side, 104 acute angle, 88 proper, 84 acute triangle, 105 right, 88 adapted coordinate function, 72 straight, 84 adjacency lemma, 98 zero, 84 adjacent angles, 90, 91 angle addition theorem, 90 adjacent edges of a polygon, 156 angle bisector, 100, 147 adjacent interior angle, 113 angle bisector concurrence theorem, 268 admissible decomposition, 201 angle bisector proportion theorem, 219 algebraic number, 317 angle bisector theorem, 147 all-or-nothing theorem, 333 converse, 149 alternate interior angles, 150 angle construction theorem, 88 alternate interior angles postulate, 323 angle criterion for convexity, 160 alternate interior angles theorem, 150 angle measure, 54, 85 converse, 185, 323 between two lines, 357 altitude concurrence theorem, -
Lecture 3: Geometry
E-320: Teaching Math with a Historical Perspective Oliver Knill, 2010-2015 Lecture 3: Geometry Geometry is the science of shape, size and symmetry. While arithmetic dealt with numerical structures, geometry deals with metric structures. Geometry is one of the oldest mathemati- cal disciplines and early geometry has relations with arithmetics: we have seen that that the implementation of a commutative multiplication on the natural numbers is rooted from an inter- pretation of n × m as an area of a shape that is invariant under rotational symmetry. Number systems built upon the natural numbers inherit this. Identities like the Pythagorean triples 32 +42 = 52 were interpreted geometrically. The right angle is the most "symmetric" angle apart from 0. Symmetry manifests itself in quantities which are invariant. Invariants are one the most central aspects of geometry. Felix Klein's Erlanger program uses symmetry to classify geome- tries depending on how large the symmetries of the shapes are. In this lecture, we look at a few results which can all be stated in terms of invariants. In the presentation as well as the worksheet part of this lecture, we will work us through smaller miracles like special points in triangles as well as a couple of gems: Pythagoras, Thales,Hippocrates, Feuerbach, Pappus, Morley, Butterfly which illustrate the importance of symmetry. Much of geometry is based on our ability to measure length, the distance between two points. A modern way to measure distance is to determine how long light needs to get from one point to the other. This geodesic distance generalizes to curved spaces like the sphere and is also a practical way to measure distances, for example with lasers. -
Feb 23 Notes: Definition: Two Lines L and M Are Parallel If They Lie in The
Feb 23 Notes: Definition: Two lines l and m are parallel if they lie in the same plane and do not intersect. Terminology: When one line intersects each of two given lines, we call that line a transversal. We define alternate interior angles, corresponding angles, alternate exterior angles, and interior angles on the same side of the transversal using various betweeness and half-plane notions. Suppose line l intersects lines m and n at points B and E, respectively, with points A and C on line m and points D and F on line n such that A-B-C and D-E-F, with A and D on the same side of l. Suppose also that G and H are points such that H-E-B- G. Then pABE and pBEF are alternate interior angles, as are pCBE and pDEB. pABG and pFEH are alternate exterior angles, as are pCBG and pDEH. pGBC and pBEF are a pair of corresponding angles, as are pGBA & pBED, pCBE & pFEH, and pABE & pDEH. pCBE and pFEB are interior angles on the same side of the transversal, as are pABE and pDEB. Our Last Theorem in Absolute Geometry: If two lines in the same plane are cut by a transversal so that a pair of alternate interior angles are congruent, the lines are parallel. Proof: Let l intersect lines m and n at points A and B respectively. Let p1 p2. Suppose m and n meet at point C. Then either p1 is exterior to ªABC, or p2 is exterior to ªABC. In the first case, the exterior angle inequality gives p1 > p2; in the second, it gives p2 > p1. -
Geometry: Neutral MATH 3120, Spring 2016 Many Theorems of Geometry Are True Regardless of Which Parallel Postulate Is Used
Geometry: Neutral MATH 3120, Spring 2016 Many theorems of geometry are true regardless of which parallel postulate is used. A neutral geom- etry is one in which no parallel postulate exists, and the theorems of a netural geometry are true for Euclidean and (most) non-Euclidean geomteries. Spherical geometry is a special case of Non-Euclidean geometries where the great circles on the sphere are lines. This leads to spherical trigonometry where triangles have angle measure sums greater than 180◦. While this is a non-Euclidean geometry, spherical geometry develops along a separate path where the axioms and theorems of neutral geometry do not typically apply. The axioms and theorems of netural geometry apply to Euclidean and hyperbolic geometries. The theorems below can be proven using the SMSG axioms 1 through 15. In the SMSG axiom list, Axiom 16 is the Euclidean parallel postulate. A neutral geometry assumes only the first 15 axioms of the SMSG set. Notes on notation: The SMSG axioms refer to the length or measure of line segments and the measure of angles. Thus, we will use the notation AB to describe a line segment and AB to denote its length −−! −! or measure. We refer to the angle formed by AB and AC as \BAC (with vertex A) and denote its measure as m\BAC. 1 Lines and Angles Definitions: Congruence • Segments and Angles. Two segments (or angles) are congruent if and only if their measures are equal. • Polygons. Two polygons are congruent if and only if there exists a one-to-one correspondence between their vertices such that all their corresponding sides (line sgements) and all their corre- sponding angles are congruent. -
The Algebra of Projective Spheres on Plane, Sphere and Hemisphere
Journal of Applied Mathematics and Physics, 2020, 8, 2286-2333 https://www.scirp.org/journal/jamp ISSN Online: 2327-4379 ISSN Print: 2327-4352 The Algebra of Projective Spheres on Plane, Sphere and Hemisphere István Lénárt Eötvös Loránd University, Budapest, Hungary How to cite this paper: Lénárt, I. (2020) Abstract The Algebra of Projective Spheres on Plane, Sphere and Hemisphere. Journal of Applied Numerous authors studied polarities in incidence structures or algebrization Mathematics and Physics, 8, 2286-2333. of projective geometry [1] [2]. The purpose of the present work is to establish https://doi.org/10.4236/jamp.2020.810171 an algebraic system based on elementary concepts of spherical geometry, ex- tended to hyperbolic and plane geometry. The guiding principle is: “The Received: July 17, 2020 Accepted: October 27, 2020 point and the straight line are one and the same”. Points and straight lines are Published: October 30, 2020 not treated as dual elements in two separate sets, but identical elements with- in a single set endowed with a binary operation and appropriate axioms. It Copyright © 2020 by author(s) and consists of three sections. In Section 1 I build an algebraic system based on Scientific Research Publishing Inc. This work is licensed under the Creative spherical constructions with two axioms: ab= ba and (ab)( ac) = a , pro- Commons Attribution International viding finite and infinite models and proving classical theorems that are License (CC BY 4.0). adapted to the new system. In Section Two I arrange hyperbolic points and http://creativecommons.org/licenses/by/4.0/ straight lines into a model of a projective sphere, show the connection be- Open Access tween the spherical Napier pentagram and the hyperbolic Napier pentagon, and describe new synthetic and trigonometric findings between spherical and hyperbolic geometry. -
Saccheri and Lambert Quadrilateral in Hyperbolic Geometry
MA 408, Computer Lab Three Saccheri and Lambert Quadrilaterals in Hyperbolic Geometry Name: Score: Instructions: For this lab you will be using the applet, NonEuclid, developed by Castel- lanos, Austin, Darnell, & Estrada. You can either download it from Vista (Go to Labs, click on NonEuclid), or from the following web address: http://www.cs.unm.edu/∼joel/NonEuclid/NonEuclid.html. (Click on Download NonEuclid.Jar). Work through this lab independently or in pairs. You will have the opportunity to finish anything you don't get done in lab at home. Please, write the solutions of homework problems on a separate sheets of paper and staple them to the lab. 1 Introduction In the previous lab you observed that it is impossible to construct a rectangle in the Poincar´e disk model of hyperbolic geometry. In this lab you will study two types of quadrilaterals that exist in the hyperbolic geometry and have many properties of a rectangle. A Saccheri quadrilateral has two right angles adjacent to one of the sides, called the base. Two sides that are perpendicular to the base are of equal length. A Lambert quadrilateral is a quadrilateral with three right angles. In the Euclidean geometry a Saccheri or a Lambert quadrilateral has to be a rectangle, but the hyperbolic world is different ... 2 Saccheri Quadrilaterals Definition: A Saccheri quadrilateral is a quadrilateral ABCD such that \ABC and \DAB are right angles and AD ∼= BC. The segment AB is called the base of the Saccheri quadrilateral and the segment CD is called the summit. The two right angles are called the base angles of the Saccheri quadrilateral, and the angles \CDA and \BCD are called the summit angles of the Saccheri quadrilateral. -
The Role of Definitions in Geometry for Prospective Middle and High School Teachers
2018 HAWAII UNIVERSITY INTERNATIONAL CONFERENCES STEAM - SCIENCE, TECHNOLOGY & ENGINEERING, ARTS, MATHEMATICS & EDUCATION JUNE 6 - 8, 2018 PRINCE WAIKIKI, HONOLULU, HAWAII THE ROLE OF DEFINITIONS IN GEOMETRY FOR PROSPECTIVE MIDDLE AND HIGH SCHOOL TEACHERS SZABO, TAMAS DEPARTMENT OF MATHEMATICS UNIVERSITY OF WISCONSIN WHITEWATER, WISCONSIN Dr. Tamas Szabo Department of Mathematics University of Wisconsin Whitewater, Wisconsin THE ROLE OF DEFINITIONS IN GEOMETRY FOR PROSPECTIVE MIDDLE AND HIGH SCHOOL TEACHERS ABSTRACT. Does verbalizing a key definition before solving a related problem help students solving the problem? Perhaps surprisingly, the answers turns out to be NO, based on this yearlong experiment conducted with mathematics education majors and minors in two geometry classes. This article describes the experiment, the results, suggests possible explanations, and derives some peda-gogical conclusions that are useful for teachers of any mathematics or science course. Keywords: concept definition, concept image, proof writing, problem solving, secondary mathematics teachers. 1. INTRODUCTION Definitions play a very important role in mathematics, the learning of mathematics, and the teaching of mathematics alike. However, knowing a definition is not equivalent with knowing a concept. To become effective problem solvers, students need to develop an accurate concept image. The formal definition is only a small part of the concept image, which also includes examples and non-examples, properties and connections to other concepts. The distinction between concept definition and concept image has been examined by many research studies (e.g., Edwards, 1997; Vinner and Dreyfus, 1989; Tall, 1992; Vinner, 1991). Another group of articles analyze, argue for, and provide examples of engaging students in the construction of definitions (e.g., Zandieh and Rasmussen, 2010; Herbst et al., 2005; Johnson et al., 2014; Zaslavski and Shir, 2005). -
Volume 6 (2006) 1–16
FORUM GEOMETRICORUM A Journal on Classical Euclidean Geometry and Related Areas published by Department of Mathematical Sciences Florida Atlantic University b bbb FORUM GEOM Volume 6 2006 http://forumgeom.fau.edu ISSN 1534-1178 Editorial Board Advisors: John H. Conway Princeton, New Jersey, USA Julio Gonzalez Cabillon Montevideo, Uruguay Richard Guy Calgary, Alberta, Canada Clark Kimberling Evansville, Indiana, USA Kee Yuen Lam Vancouver, British Columbia, Canada Tsit Yuen Lam Berkeley, California, USA Fred Richman Boca Raton, Florida, USA Editor-in-chief: Paul Yiu Boca Raton, Florida, USA Editors: Clayton Dodge Orono, Maine, USA Roland Eddy St. John’s, Newfoundland, Canada Jean-Pierre Ehrmann Paris, France Chris Fisher Regina, Saskatchewan, Canada Rudolf Fritsch Munich, Germany Bernard Gibert St Etiene, France Antreas P. Hatzipolakis Athens, Greece Michael Lambrou Crete, Greece Floor van Lamoen Goes, Netherlands Fred Pui Fai Leung Singapore, Singapore Daniel B. Shapiro Columbus, Ohio, USA Steve Sigur Atlanta, Georgia, USA Man Keung Siu Hong Kong, China Peter Woo La Mirada, California, USA Technical Editors: Yuandan Lin Boca Raton, Florida, USA Aaron Meyerowitz Boca Raton, Florida, USA Xiao-Dong Zhang Boca Raton, Florida, USA Consultants: Frederick Hoffman Boca Raton, Floirda, USA Stephen Locke Boca Raton, Florida, USA Heinrich Niederhausen Boca Raton, Florida, USA Table of Contents Khoa Lu Nguyen and Juan Carlos Salazar, On the mixtilinear incircles and excircles,1 Juan Rodr´ıguez, Paula Manuel and Paulo Semi˜ao, A conic associated with the Euler line,17 Charles Thas, A note on the Droz-Farny theorem,25 Paris Pamfilos, The cyclic complex of a cyclic quadrilateral,29 Bernard Gibert, Isocubics with concurrent normals,47 Mowaffaq Hajja and Margarita Spirova, A characterization of the centroid using June Lester’s shape function,53 Christopher J. -
Tightening Curves on Surfaces Monotonically with Applications
Tightening Curves on Surfaces Monotonically with Applications † Hsien-Chih Chang∗ Arnaud de Mesmay March 3, 2020 Abstract We prove the first polynomial bound on the number of monotonic homotopy moves required to tighten a collection of closed curves on any compact orientable surface, where the number of crossings in the curve is not allowed to increase at any time during the process. The best known upper bound before was exponential, which can be obtained by combining the algorithm of de Graaf and Schrijver [J. Comb. Theory Ser. B, 1997] together with an exponential upper bound on the number of possible surface maps. To obtain the new upper bound we apply tools from hyperbolic geometry, as well as operations in graph drawing algorithms—the cluster and pipe expansions—to the study of curves on surfaces. As corollaries, we present two efficient algorithms for curves and graphs on surfaces. First, we provide a polynomial-time algorithm to convert any given multicurve on a surface into minimal position. Such an algorithm only existed for single closed curves, and it is known that previous techniques do not generalize to the multicurve case. Second, we provide a polynomial-time algorithm to reduce any k-terminal plane graph (and more generally, surface graph) using degree-1 reductions, series-parallel reductions, and ∆Y -transformations for arbitrary integer k. Previous algorithms only existed in the planar setting when k 4, and all of them rely on extensive case-by-case analysis based on different values of k. Our algorithm≤ makes use of the connection between electrical transformations and homotopy moves, and thus solves the problem in a unified fashion. -
Saccheri Quadrilaterals Definition: Let Be Any Line Segment, and Erect Two
Saccheri Quadrilaterals Definition: Let be any line segment, and erect two perpendiculars at the endpoints A and B. Mark off points C and D on these perpendiculars so that C and D lie on the same side of the line , and BC = AD. Join C and D. The resulting quadrilateral is a Saccheri Quadrilateral. Side is called the base, and the legs, and side the summit. The angles at C and D are called the summit angles. Lemma: A Saccheri Quadrilateral is convex. ~ By construction, D and C are on the same side of the line , and by PSP, will be as well. If intersected at a point F, one of the triangles ªADF or ªBFC would have two angles of at least measure 90, a contradiction (one of the linear pair of angles at F must be obtuse or right). Finally, if and met at a point E then ªABE would be a triangle with two right angles. Thus and must lie entirely on one side of each other. So, GABCD is convex. Theorem: The summit angles of a Saccheri Quadrilateral are congruent. ~ The SASAS version of using SAS to prove the base angles of an isosceles triangle are congruent. GDABC GCBAD, by SASAS, so pD pC. Corollaries: • The diagonals of a Saccheri Quadrilateral are congruent. (Proof: ªABC ªBAD by SAS; CPCF gives AC = BD.) • The line joining the midpoints of the base and summit of a quadrilateral is the perpendicular bisector of both the base and summit. (Proof: Let N and M be the midpoints of summit and base, respectively. -
A Survey of the Development of Geometry up to 1870
A Survey of the Development of Geometry up to 1870∗ Eldar Straume Department of mathematical sciences Norwegian University of Science and Technology (NTNU) N-9471 Trondheim, Norway September 4, 2014 Abstract This is an expository treatise on the development of the classical ge- ometries, starting from the origins of Euclidean geometry a few centuries BC up to around 1870. At this time classical differential geometry came to an end, and the Riemannian geometric approach started to be developed. Moreover, the discovery of non-Euclidean geometry, about 40 years earlier, had just been demonstrated to be a ”true” geometry on the same footing as Euclidean geometry. These were radically new ideas, but henceforth the importance of the topic became gradually realized. As a consequence, the conventional attitude to the basic geometric questions, including the possible geometric structure of the physical space, was challenged, and foundational problems became an important issue during the following decades. Such a basic understanding of the status of geometry around 1870 enables one to study the geometric works of Sophus Lie and Felix Klein at the beginning of their career in the appropriate historical perspective. arXiv:1409.1140v1 [math.HO] 3 Sep 2014 Contents 1 Euclideangeometry,thesourceofallgeometries 3 1.1 Earlygeometryandtheroleoftherealnumbers . 4 1.1.1 Geometric algebra, constructivism, and the real numbers 7 1.1.2 Thedownfalloftheancientgeometry . 8 ∗This monograph was written up in 2008-2009, as a preparation to the further study of the early geometrical works of Sophus Lie and Felix Klein at the beginning of their career around 1870. The author apologizes for possible historiographic shortcomings, errors, and perhaps lack of updated information on certain topics from the history of mathematics.