V : Introduction to Non – Euclidean Geometry
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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. -
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. -
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. -
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: 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. -
Page 1 of 1 Geometry, Student Text and Homework Helper 11/7/2016
Geometry, Student Text and Homework Helper Page 1 of 1 Skip Directly to Table of Contents | Skip Directly to Main Content Change text size Show/Hide TOC Page Unit 1 Logical Arguments and Constructions; Proof and Congruence > Topic 3 Parallel and Perpendicular Lines > 3-5 Parallel Lines and Triangles 3-5 Parallel Lines and Triangles Teks Focus TEKS (6)(D) Verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems. TEKS (1)(F) Analyze mathematical relationships to connect and communicate mathematical ideas. Additional TEKS (1)(G) Vocabulary • Auxiliary line – a line that you add to a diagram to help explain relationships in proofs • Exterior angle of a polygon – an angle formed by a side and an extension of an adjacent side • Remote interior angles – the two nonadjacent interior angles corresponding to each exterior angle of a triangle • Analyze – closely examine objects, ideas, or relationships to learn more about their nature ESSENTIAL UNDERSTANDING The sum of the angle measures of a triangle is always the same. take note Postulate 3-2 Parallel Postulate Through a point not on a line, there is one and only one line parallel to the given line. There is exactly one line through P parallel to ℓ. take note Theorem 3-11 Triangle Angle-Sum Theorem The sum of the measures of the angles of a triangle is 180. m∠A + m∠B + m∠C = 180 For a proof of Theorem 3-11, see Problem 1. -
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. -
Neutral Geometry
Neutral geometry And then we add Euclid’s parallel postulate Saccheri’s dilemma Options are: Summit angles are right Wants Summit angles are obtuse Was able to rule out, and we’ll see how Summit angles are acute The hypothesis of the acute angle is absolutely false, because it is repugnant to the nature of the straight line! Rule out obtuse angles: If we knew that a quadrilateral can’t have the sum of interior angles bigger than 360, we’d be fine. We’d know that if we knew that a triangle can’t have the sum of interior angles bigger than 180. Hold on! Isn’t the sum of the interior angles of a triangle EXACTLY180? Theorem: Angle sum of any triangle is less than or equal to 180º Suppose there is a triangle with angle sum greater than 180º, say anglfle sum of ABC i s 180º + p, w here p> 0. Goal: Construct a triangle that has the same angle sum, but one of its angles is smaller than p. Why is that enough? We would have that the remaining two angles add up to more than 180º: can that happen? Show that any two angles in a triangle add up to less than 180º. What do we know if we don’t have Para lle l Pos tul at e??? Alternate Interior Angle Theorem: If two lines cut by a transversal have a pair of congruent alternate interior angles, then the two lines are parallel. Converse of AIA Converse of AIA theorem: If two lines are parallel then the aliilblternate interior angles cut by a transversa l are congruent. -
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. -
Geometry Ch 5 Exterior Angles & Triangle Inequality December 01, 2014
Geometry Ch 5 Exterior Angles & Triangle Inequality December 01, 2014 The “Three Possibilities” Property: either a>b, a=b, or a<b The Transitive Property: If a>b and b>c, then a>c The Addition Property: If a>b, then a+c>b+c The Subtraction Property: If a>b, then a‐c>b‐c The Multiplication Property: If a>b and c>0, then ac>bc The Division Property: If a>b and c>0, then a/c>b/c The Addition Theorem of Inequality: If a>b and c>d, then a+c>b+d The “Whole Greater than Part” Theorem: If a>0, b>0, and a+b=c, then c>a and c>b Def: An exterior angle of a triangle is an angle that forms a linear pair with an angle of the triangle. A In ∆ABC, exterior ∠2 forms a linear pair with ∠ACB. The other two angles of the triangle, ∠1 (∠B) and ∠A are called remote interior angles with respect to ∠2. 1 2 B C Theorem 12: The Exterior Angle Theorem An Exterior angle of a triangle is greater than either remote interior angle. Find each of the following sums. 3 4 26. ∠1+∠2+∠3+∠4 2 1 6 7 5 8 27. ∠1+∠2+∠3+∠4+∠5+∠6+∠7+ 9 12 ∠8+∠9+∠10+∠11+∠12 11 10 28. ∠1+∠5+∠9 31. What does the result in exercise 30 indicate about the sum of the exterior 29. ∠3+∠7+∠11 angles of a triangle? 30. ∠2+∠4+∠6+∠8+∠10+∠12 1 Geometry Ch 5 Exterior Angles & Triangle Inequality December 01, 2014 After proving the Exterior Angle Theorem, Euclid proved that, in any triangle, the sum of any two angles is less than 180°.