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Letter from Descartes to Desargues 1 (19 June 1639)
Appendix 1 Letter from Descartes to Desargues 1 (19 June 1639) Sir, The openness I have observed in your temperament, and my obligations to you, invite me to write to you freely what I can conjecture of the Treatise on Conic Sections, of which the R[everend] F[ather] M[ersenne] sent me the Draft. 2 You may have two designs, which are very good and very praiseworthy, but which do not both require the same course of action. One is to write for the learned, and to instruct them about some new properties of conics with which they are not yet familiar; the other is to write for people who are interested but not learned, and make this subject, which until now has been understood by very few people, but which is nevertheless very useful for Perspective, Architecture etc., accessible to the common people and easily understood by anyone who studies it from your book. If you have the first of these designs, it does not seem to me that you have any need to use new terms: for the learned, being already accustomed to the terms used by Apollonius, will not easily exchange them for others, even better ones, and thus your terms will only have the effect of making your proofs more difficult for them and discourage them from reading them. If you have the second design, your terms, being French, and showing wit and elegance in their invention, will certainly be better received than those of the Ancients by people who have no preconceived ideas; and they might even serve to attract some people to read your work, as they read works on Heraldry, Hunting, Architecture etc., without any wish to become hunters or architects but only to learn to talk about them correctly. -
Theorems and Postulates
Theorems and Postulates JJJG Given AB and a number r between 0 and 180, there Postulate 1-A is exactly one JrayJJG with endpoint A , extending on Protractor Postulate either side of AB , such that the measure of the angle formed is r . ∠A is a right angle if mA∠ is 90. Definition of Right, Acute ∠A is an acute angle if mA∠ is less than 90. and Obtuse Angles ∠A is an obtuse angle if mA∠ is greater than 90 and less than 180. Postulate 1-B If R is in the interior of ∠PQS , then mPQRmRQSmPQS∠ +∠ =∠ . Angle Addition If mP∠+∠=∠QRmRQSmPQS, then R is in the interior of ∠PQS. Vertical angles are congruent. The sum of the measures of the angles in a linear pair is 180˚. The sum of the measures of complementary angles is 90˚. Two points on a line can be paired with real numbers so that, given Postulate 2-A any two points R and S on the line, R corresponds to zero, and S Ruler corresponds to a positive number. Point R could be paired with 0, and S could be paired with 10. R S -2 -1 0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 9 10 Postulate 2-B If N is between M and P, then MN + NP = MP. Segment Addition Conversely, if MN + NP = MP, then N is between M and P. Theorem 2-A In a right triangle, the sum of the squares of the measures Pythagorean of the legs equals the square of the measure of the Theorem hypotenuse. -
A One-Page Primer the Centers and Circles of a Triangle
1 The Triangle: A One-Page Primer (Date: March 15, 2004 ) An angle is formed by two intersecting lines. A right angle has 90◦. An angle that is less (greater) than a right angle is called acute (obtuse). Two angles whose sum is 90◦ (180◦) are called complementary (supplementary). Two intersecting perpendicular lines form right angles. The angle bisectors are given by the locus of points equidistant from its two lines. The internal and external angle bisectors are perpendicular to each other. The vertically opposite angles formed by the intersection of two lines are equal. In triangle ABC, the angles are denoted A, B, C; the sides are denoted a = BC, b = AC, c = AB; the semi- 1 ◦ perimeter (s) is 2 the perimeter (a + b + c). A + B + C = 180 . Similar figures are equiangular and their corresponding components are proportional. Two triangles are similar if they share two equal angles. Euclid's VI.19, 2 ∆ABC a the areas of similar triangles are proportional to the second power of their corresponding sides ( ∆A0B0C0 = a02 ). An acute triangle has three acute angles. An obtuse triangle has one obtuse angle. A scalene triangle has all its sides unequal. An isosceles triangle has two equal sides. I.5 (pons asinorum): The angles at the base of an isosceles triangle are equal. An equilateral triangle has all its sides congruent. A right triangle has one right angle (at C). The hypotenuse of a right triangle is the side opposite the 90◦ angle and the catheti are its other legs. In a opp adj opp adj hyp hyp right triangle, sin = , cos = , tan = , cot = , sec = , csc = . -
The Stoics and the Practical: a Roman Reply to Aristotle
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 8-2013 The Stoics and the practical: a Roman reply to Aristotle Robin Weiss DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Weiss, Robin, "The Stoics and the practical: a Roman reply to Aristotle" (2013). College of Liberal Arts & Social Sciences Theses and Dissertations. 143. https://via.library.depaul.edu/etd/143 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. THE STOICS AND THE PRACTICAL: A ROMAN REPLY TO ARISTOTLE A Thesis Presented in Partial Fulfillment of the Degree of Doctor of Philosophy August, 2013 BY Robin Weiss Department of Philosophy College of Liberal Arts and Social Sciences DePaul University Chicago, IL - TABLE OF CONTENTS - Introduction……………………..............................................................................................................p.i Chapter One: Practical Knowledge and its Others Technê and Natural Philosophy…………………………….....……..……………………………….....p. 1 Virtue and technical expertise conflated – subsequently distinguished in Plato – ethical knowledge contrasted with that of nature in -
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. -
Thales of Miletus Sources and Interpretations Miletli Thales Kaynaklar Ve Yorumlar
Thales of Miletus Sources and Interpretations Miletli Thales Kaynaklar ve Yorumlar David Pierce October , Matematics Department Mimar Sinan Fine Arts University Istanbul http://mat.msgsu.edu.tr/~dpierce/ Preface Here are notes of what I have been able to find or figure out about Thales of Miletus. They may be useful for anybody interested in Thales. They are not an essay, though they may lead to one. I focus mainly on the ancient sources that we have, and on the mathematics of Thales. I began this work in preparation to give one of several - minute talks at the Thales Meeting (Thales Buluşması) at the ruins of Miletus, now Milet, September , . The talks were in Turkish; the audience were from the general popu- lation. I chose for my title “Thales as the originator of the concept of proof” (Kanıt kavramının öncüsü olarak Thales). An English draft is in an appendix. The Thales Meeting was arranged by the Tourism Research Society (Turizm Araştırmaları Derneği, TURAD) and the office of the mayor of Didim. Part of Aydın province, the district of Didim encompasses the ancient cities of Priene and Miletus, along with the temple of Didyma. The temple was linked to Miletus, and Herodotus refers to it under the name of the family of priests, the Branchidae. I first visited Priene, Didyma, and Miletus in , when teaching at the Nesin Mathematics Village in Şirince, Selçuk, İzmir. The district of Selçuk contains also the ruins of Eph- esus, home town of Heraclitus. In , I drafted my Miletus talk in the Math Village. Since then, I have edited and added to these notes. -
The Golden Ratio and the Diagonal of the Square
Bridges Finland Conference Proceedings The Golden Ratio and the Diagonal of the Square Gabriele Gelatti Genoa, Italy [email protected] www.mosaicidiciottoli.it Abstract An elegant geometric 4-step construction of the Golden Ratio from the diagonals of the square has inspired the pattern for an artwork applying a general property of nested rotated squares to the Golden Ratio. A 4-step Construction of the Golden Ratio from the Diagonals of the Square For convenience, we work with the reciprocal of the Golden Ratio that we define as: φ = √(5/4) – (1/2). Let ABCD be a unit square, O being the intersection of its diagonals. We obtain O' by symmetry, reflecting O on the line segment CD. Let C' be the point on BD such that |C'D| = |CD|. We now consider the circle centred at O' and having radius |C'O'|. Let C" denote the intersection of this circle with the line segment AD. We claim that C" cuts AD in the Golden Ratio. B C' C' O O' O' A C'' C'' E Figure 1: Construction of φ from the diagonals of the square and demonstration. Demonstration In Figure 1 since |CD| = 1, we have |C'D| = 1 and |O'D| = √(1/2). By the Pythagorean Theorem: |C'O'| = √(3/2) = |C''O'|, and |O'E| = 1/2 = |ED|, so that |DC''| = √(5/4) – (1/2) = φ. Golden Ratio Pattern from the Diagonals of Nested Squares The construction of the Golden Ratio from the diagonal of the square has inspired the research of a pattern of squares where the Golden Ratio is generated only by the diagonals. -
IJR-1, Mathematics for All ... Syed Samsul Alam
January 31, 2015 [IISRR-International Journal of Research ] MATHEMATICS FOR ALL AND FOREVER Prof. Syed Samsul Alam Former Vice-Chancellor Alaih University, Kolkata, India; Former Professor & Head, Department of Mathematics, IIT Kharagpur; Ch. Md Koya chair Professor, Mahatma Gandhi University, Kottayam, Kerala , Dr. S. N. Alam Assistant Professor, Department of Metallurgical and Materials Engineering, National Institute of Technology Rourkela, Rourkela, India This article briefly summarizes the journey of mathematics. The subject is expanding at a fast rate Abstract and it sometimes makes it essential to look back into the history of this marvelous subject. The pillars of this subject and their contributions have been briefly studied here. Since early civilization, mathematics has helped mankind solve very complicated problems. Mathematics has been a common language which has united mankind. Mathematics has been the heart of our education system right from the school level. Creating interest in this subject and making it friendlier to students’ right from early ages is essential. Understanding the subject as well as its history are both equally important. This article briefly discusses the ancient, the medieval, and the present age of mathematics and some notable mathematicians who belonged to these periods. Mathematics is the abstract study of different areas that include, but not limited to, numbers, 1.Introduction quantity, space, structure, and change. In other words, it is the science of structure, order, and relation that has evolved from elemental practices of counting, measuring, and describing the shapes of objects. Mathematicians seek out patterns and formulate new conjectures. They resolve the truth or falsity of conjectures by mathematical proofs, which are arguments sufficient to convince other mathematicians of their validity. -
9 · the Growth of an Empirical Cartography in Hellenistic Greece
9 · The Growth of an Empirical Cartography in Hellenistic Greece PREPARED BY THE EDITORS FROM MATERIALS SUPPLIED BY GERMAINE AUJAe There is no complete break between the development of That such a change should occur is due both to po cartography in classical and in Hellenistic Greece. In litical and military factors and to cultural developments contrast to many periods in the ancient and medieval within Greek society as a whole. With respect to the world, we are able to reconstruct throughout the Greek latter, we can see how Greek cartography started to be period-and indeed into the Roman-a continuum in influenced by a new infrastructure for learning that had cartographic thought and practice. Certainly the a profound effect on the growth of formalized know achievements of the third century B.C. in Alexandria had ledge in general. Of particular importance for the history been prepared for and made possible by the scientific of the map was the growth of Alexandria as a major progress of the fourth century. Eudoxus, as we have seen, center of learning, far surpassing in this respect the had already formulated the geocentric hypothesis in Macedonian court at Pella. It was at Alexandria that mathematical models; and he had also translated his Euclid's famous school of geometry flourished in the concepts into celestial globes that may be regarded as reign of Ptolemy II Philadelphus (285-246 B.C.). And it anticipating the sphairopoiia. 1 By the beginning of the was at Alexandria that this Ptolemy, son of Ptolemy I Hellenistic period there had been developed not only the Soter, a companion of Alexander, had founded the li various celestial globes, but also systems of concentric brary, soon to become famous throughout the Mediter spheres, together with maps of the inhabited world that ranean world. -
Geometry by Its History
Undergraduate Texts in Mathematics Geometry by Its History Bearbeitet von Alexander Ostermann, Gerhard Wanner 1. Auflage 2012. Buch. xii, 440 S. Hardcover ISBN 978 3 642 29162 3 Format (B x L): 15,5 x 23,5 cm Gewicht: 836 g Weitere Fachgebiete > Mathematik > Geometrie > Elementare Geometrie: Allgemeines Zu Inhaltsverzeichnis schnell und portofrei erhältlich bei Die Online-Fachbuchhandlung beck-shop.de ist spezialisiert auf Fachbücher, insbesondere Recht, Steuern und Wirtschaft. Im Sortiment finden Sie alle Medien (Bücher, Zeitschriften, CDs, eBooks, etc.) aller Verlage. Ergänzt wird das Programm durch Services wie Neuerscheinungsdienst oder Zusammenstellungen von Büchern zu Sonderpreisen. Der Shop führt mehr als 8 Millionen Produkte. 2 The Elements of Euclid “At age eleven, I began Euclid, with my brother as my tutor. This was one of the greatest events of my life, as dazzling as first love. I had not imagined that there was anything as delicious in the world.” (B. Russell, quoted from K. Hoechsmann, Editorial, π in the Sky, Issue 9, Dec. 2005. A few paragraphs later K. H. added: An innocent look at a page of contemporary the- orems is no doubt less likely to evoke feelings of “first love”.) “At the age of 16, Abel’s genius suddenly became apparent. Mr. Holmbo¨e, then professor in his school, gave him private lessons. Having quickly absorbed the Elements, he went through the In- troductio and the Institutiones calculi differentialis and integralis of Euler. From here on, he progressed alone.” (Obituary for Abel by Crelle, J. Reine Angew. Math. 4 (1829) p. 402; transl. from the French) “The year 1868 must be characterised as [Sophus Lie’s] break- through year. -
Euclid Transcript
Euclid Transcript Date: Wednesday, 16 January 2002 - 12:00AM Location: Barnard's Inn Hall Euclid Professor Robin Wilson In this sequence of lectures I want to look at three great mathematicians that may or may not be familiar to you. We all know the story of Isaac Newton and the apple, but why was it so important? What was his major work (the Principia Mathematica) about, what difficulties did it raise, and how were they resolved? Was Newton really the first to discover the calculus, and what else did he do? That is next time a fortnight today and in the third lecture I will be talking about Leonhard Euler, the most prolific mathematician of all time. Well-known to mathematicians, yet largely unknown to anyone else even though he is the mathematical equivalent of the Enlightenment composer Haydn. Today, in the immortal words of Casablanca, here's looking at Euclid author of the Elements, the best-selling mathematics book of all time, having been used for more than 2000 years indeed, it is quite possibly the most printed book ever, apart than the Bible. Who was Euclid, and why did his writings have such influence? What does the Elements contain, and why did one feature of it cause so much difficulty over the years? Much has been written about the Elements. As the philosopher Immanuel Kant observed: There is no book in metaphysics such as we have in mathematics. If you want to know what mathematics is, just look at Euclid's Elements. The Victorian mathematician Augustus De Morgan, of whom I told you last October, said: The thirteen books of Euclid must have been a tremendous advance, probably even greater than that contained in the Principia of Newton. -
Curriculum Management System
Curriculum Management System MONROE TOWNSHIP SCHOOLS Course Name: Dynamics of Geometry Grade: High School Grades 10-12 For adoption by all regular education programs Board Approved: November 2014 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220. Table of Contents Monroe Township Schools Administration and Board of Education Members Page 3 Mission, Vision, Beliefs, and Goals Page 4 Core Curriculum Content Standards Page 5 Scope and Sequence Pages 6-9 Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-102 Quarterly Benchmark Assessment Pages 103-106 Monroe Township Schools Administration and Board of Education Members ADMINISTRATION Mr. Dennis Ventrillo, Interim Superintendent Ms. Dori Alvich, Assistant Superintendent BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President Mr. Doug Poye, Board Vice President Ms. Amy Antelis Ms. Michele Arminio Mr. Marvin I. Braverman Mr. Ken Chiarella Mr. Lew Kaufman Mr. Tom Nothstein Mr. Anthony Prezioso Jamesburg Representative Mr. Robert Czarneski WRITERS NAME Ms. Samantha Grimaldi CURRICULUM SUPERVISOR Ms. Susan Gasko Mission, Vision, Beliefs, and Goals Mission Statement The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment. Vision Statement The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education. Beliefs 1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population.