On Area and Volume in Spherical and Hyperbolic Geometry Elena Frenkel
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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. -
Hyperbolic Geometry
Hyperbolic Geometry David Gu Yau Mathematics Science Center Tsinghua University Computer Science Department Stony Brook University [email protected] September 12, 2020 David Gu (Stony Brook University) Computational Conformal Geometry September 12, 2020 1 / 65 Uniformization Figure: Closed surface uniformization. David Gu (Stony Brook University) Computational Conformal Geometry September 12, 2020 2 / 65 Hyperbolic Structure Fundamental Group Suppose (S; g) is a closed high genus surface g > 1. The fundamental group is π1(S; q), represented as −1 −1 −1 −1 π1(S; q) = a1; b1; a2; b2; ; ag ; bg a1b1a b ag bg a b : h ··· j 1 1 ··· g g i Universal Covering Space universal covering space of S is S~, the projection map is p : S~ S.A ! deck transformation is an automorphism of S~, ' : S~ S~, p ' = '. All the deck transformations form the Deck transformation! group◦ DeckS~. ' Deck(S~), choose a pointq ~ S~, andγ ~ S~ connectsq ~ and '(~q). The 2 2 ⊂ projection γ = p(~γ) is a loop on S, then we obtain an isomorphism: Deck(S~) π1(S; q);' [γ] ! 7! David Gu (Stony Brook University) Computational Conformal Geometry September 12, 2020 3 / 65 Hyperbolic Structure Uniformization The uniformization metric is ¯g = e2ug, such that the K¯ 1 everywhere. ≡ − 2 Then (S~; ¯g) can be isometrically embedded on the hyperbolic plane H . The On the hyperbolic plane, all the Deck transformations are isometric transformations, Deck(S~) becomes the so-called Fuchsian group, −1 −1 −1 −1 Fuchs(S) = α1; β1; α2; β2; ; αg ; βg α1β1α β αg βg α β : h ··· j 1 1 ··· g g i The Fuchsian group generators are global conformal invariants, and form the coordinates in Teichm¨ullerspace. -
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. -
Cross-Ratio Dynamics on Ideal Polygons
Cross-ratio dynamics on ideal polygons Maxim Arnold∗ Dmitry Fuchsy Ivan Izmestievz Serge Tabachnikovx Abstract Two ideal polygons, (p1; : : : ; pn) and (q1; : : : ; qn), in the hyperbolic plane or in hyperbolic space are said to be α-related if the cross-ratio [pi; pi+1; qi; qi+1] = α for all i (the vertices lie on the projective line, real or complex, respectively). For example, if α = 1, the respec- − tive sides of the two polygons are orthogonal. This relation extends to twisted ideal polygons, that is, polygons with monodromy, and it descends to the moduli space of M¨obius-equivalent polygons. We prove that this relation, which is, generically, a 2-2 map, is completely integrable in the sense of Liouville. We describe integrals and invari- ant Poisson structures, and show that these relations, with different values of the constants α, commute, in an appropriate sense. We inves- tigate the case of small-gons, describe the exceptional ideal polygons, that possess infinitely many α-related polygons, and study the ideal polygons that are α-related to themselves (with a cyclic shift of the indices). Contents 1 Introduction 3 ∗Department of Mathematics, University of Texas, 800 West Campbell Road, Richard- son, TX 75080; [email protected] yDepartment of Mathematics, University of California, Davis, CA 95616; [email protected] zDepartment of Mathematics, University of Fribourg, Chemin du Mus´ee 23, CH-1700 Fribourg; [email protected] xDepartment of Mathematics, Pennsylvania State University, University Park, PA 16802; [email protected] 1 1.1 Motivation: iterations of evolutes . .3 1.2 Plan of the paper and main results . -
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. -
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. -
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. -
MATH32052 Hyperbolic Geometry
MATH32052 Hyperbolic Geometry Charles Walkden 12th January, 2019 MATH32052 Contents Contents 0 Preliminaries 3 1 Where we are going 6 2 Length and distance in hyperbolic geometry 13 3 Circles and lines, M¨obius transformations 18 4 M¨obius transformations and geodesics in H 23 5 More on the geodesics in H 26 6 The Poincar´edisc model 39 7 The Gauss-Bonnet Theorem 44 8 Hyperbolic triangles 52 9 Fixed points of M¨obius transformations 56 10 Classifying M¨obius transformations: conjugacy, trace, and applications to parabolic transformations 59 11 Classifying M¨obius transformations: hyperbolic and elliptic transforma- tions 62 12 Fuchsian groups 66 13 Fundamental domains 71 14 Dirichlet polygons: the construction 75 15 Dirichlet polygons: examples 79 16 Side-pairing transformations 84 17 Elliptic cycles 87 18 Generators and relations 92 19 Poincar´e’s Theorem: the case of no boundary vertices 97 20 Poincar´e’s Theorem: the case of boundary vertices 102 c The University of Manchester 1 MATH32052 Contents 21 The signature of a Fuchsian group 109 22 Existence of a Fuchsian group with a given signature 117 23 Where we could go next 123 24 All of the exercises 126 25 Solutions 138 c The University of Manchester 2 MATH32052 0. Preliminaries 0. Preliminaries 0.1 Contact details § The lecturer is Dr Charles Walkden, Room 2.241, Tel: 0161 27 55805, Email: [email protected]. My office hour is: WHEN?. If you want to see me at another time then please email me first to arrange a mutually convenient time. 0.2 Course structure § 0.2.1 MATH32052 § MATH32052 Hyperbolic Geoemtry is a 10 credit course. -
Of Rigid Motions) to Make the Simplest Possible Analogies Between Euclidean, Spherical,Toroidal and Hyperbolic Geometry
SPHERICAL, TOROIDAL AND HYPERBOLIC GEOMETRIES MICHAEL D. FRIED, 231 MSTB These notes use groups (of rigid motions) to make the simplest possible analogies between Euclidean, Spherical,Toroidal and hyperbolic geometry. We start with 3- space figures that relate to the unit sphere. With spherical geometry, as we did with Euclidean geometry, we use a group that preserves distances. The approach of these notes uses the geometry of groups to show the relation between various geometries, especially spherical and hyperbolic. It has been in the background of mathematics since Klein’s Erlangen program in the late 1800s. I imagine Poincar´e responded to Klein by producing hyperbolic geometry in the style I’ve done here. Though the group approach of these notes differs philosophically from that of [?], it owes much to his discussion of spherical geometry. I borrowed the picture of a spherical triangle’s area directly from there. I especially liked how Henle has stereographic projection allow the magic multiplication of complex numbers to work for him. While one doesn’t need the rotation group in 3-space to understand spherical geometry, I used it gives a direct analogy between spherical and hyperbolic geometry. It is the comparison of the four types of geometry that is ultimately most inter- esting. A problem from my Problem Sheet has the name World Wallpaper. Map making is a subject that has attracted many. In our day of Landsat photos that cover the whole world in its great spherical presence, the still mysterious relation between maps and the real thing should be an easy subject for the classroom. -
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Arxiv:1808.05573V2 [Math.GT] 13 May 2020 A.K.A
THE MAXIMAL INJECTIVITY RADIUS OF HYPERBOLIC SURFACES WITH GEODESIC BOUNDARY JASON DEBLOIS AND KIM ROMANELLI Abstract. We give sharp upper bounds on the injectivity radii of complete hyperbolic surfaces of finite area with some geodesic boundary components. The given bounds are over all such surfaces with any fixed topology; in particular, boundary lengths are not fixed. This extends the first author's earlier result to the with-boundary setting. In the second part of the paper we comment on another direction for extending this result, via the systole of loops function. The main results of this paper relate to maximal injectivity radius among hyperbolic surfaces with geodesic boundary. For a point p in the interior of a hyperbolic surface F , by the injectivity radius of F at p we mean the supremum injrad p(F ) of all r > 0 such that there is a locally isometric embedding of an open metric neighborhood { a disk { of radius r into F that takes 1 the disk's center to p. If F is complete and without boundary then injrad p(F ) = 2 sysp(F ) at p, where sysp(F ) is the systole of loops at p, the minimal length of a non-constant geodesic arc in F with both endpoints at p. But if F has boundary then injrad p(F ) is bounded above by the distance from p to the boundary, so it approaches 0 as p approaches @F (and we extend it continuously to @F as 0). On the other hand, sysp(F ) does not approach 0 as p @F .