Non-Euclidean Geometry
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Models of 2-Dimensional Hyperbolic Space and Relations Among Them; Hyperbolic Length, Lines, and Distances
Models of 2-dimensional hyperbolic space and relations among them; Hyperbolic length, lines, and distances Cheng Ka Long, Hui Kam Tong 1155109623, 1155109049 Course Teacher: Prof. Yi-Jen LEE Department of Mathematics, The Chinese University of Hong Kong MATH4900E Presentation 2, 5th October 2020 Outline Upper half-plane Model (Cheng) A Model for the Hyperbolic Plane The Riemann Sphere C Poincar´eDisc Model D (Hui) Basic properties of Poincar´eDisc Model Relation between D and other models Length and distance in the upper half-plane model (Cheng) Path integrals Distance in hyperbolic geometry Measurements in the Poincar´eDisc Model (Hui) M¨obiustransformations of D Hyperbolic length and distance in D Conclusion Boundary, Length, Orientation-preserving isometries, Geodesics and Angles Reference Upper half-plane model H Introduction to Upper half-plane model - continued Hyperbolic geometry Five Postulates of Hyperbolic geometry: 1. A straight line segment can be drawn joining any two points. 2. Any straight line segment can be extended indefinitely in a straight line. 3. A circle may be described with any given point as its center and any distance as its radius. 4. All right angles are congruent. 5. For any given line R and point P not on R, in the plane containing both line R and point P there are at least two distinct lines through P that do not intersect R. Some interesting facts about hyperbolic geometry 1. Rectangles don't exist in hyperbolic geometry. 2. In hyperbolic geometry, all triangles have angle sum < π 3. In hyperbolic geometry if two triangles are similar, they are congruent. -
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. -
Lesson 3: Rectangles Inscribed in Circles
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5 GEOMETRY Lesson 3: Rectangles Inscribed in Circles Student Outcomes . Inscribe a rectangle in a circle. Understand the symmetries of inscribed rectangles across a diameter. Lesson Notes Have students use a compass and straightedge to locate the center of the circle provided. If necessary, remind students of their work in Module 1 on constructing a perpendicular to a segment and of their work in Lesson 1 in this module on Thales’ theorem. Standards addressed with this lesson are G-C.A.2 and G-C.A.3. Students should be made aware that figures are not drawn to scale. Classwork Scaffolding: Opening Exercise (9 minutes) Display steps to construct a perpendicular line at a point. Students follow the steps provided and use a compass and straightedge to find the center of a circle. This exercise reminds students about constructions previously . Draw a segment through the studied that are needed in this lesson and later in this module. point, and, using a compass, mark a point equidistant on Opening Exercise each side of the point. Using only a compass and straightedge, find the location of the center of the circle below. Label the endpoints of the Follow the steps provided. segment 퐴 and 퐵. Draw chord 푨푩̅̅̅̅. Draw circle 퐴 with center 퐴 . Construct a chord perpendicular to 푨푩̅̅̅̅ at and radius ̅퐴퐵̅̅̅. endpoint 푩. Draw circle 퐵 with center 퐵 . Mark the point of intersection of the perpendicular chord and the circle as point and radius ̅퐵퐴̅̅̅. 푪. Label the points of intersection . -
Squaring the Circle a Case Study in the History of Mathematics the Problem
Squaring the Circle A Case Study in the History of Mathematics The Problem Using only a compass and straightedge, construct for any given circle, a square with the same area as the circle. The general problem of constructing a square with the same area as a given figure is known as the Quadrature of that figure. So, we seek a quadrature of the circle. The Answer It has been known since 1822 that the quadrature of a circle with straightedge and compass is impossible. Notes: First of all we are not saying that a square of equal area does not exist. If the circle has area A, then a square with side √A clearly has the same area. Secondly, we are not saying that a quadrature of a circle is impossible, since it is possible, but not under the restriction of using only a straightedge and compass. Precursors It has been written, in many places, that the quadrature problem appears in one of the earliest extant mathematical sources, the Rhind Papyrus (~ 1650 B.C.). This is not really an accurate statement. If one means by the “quadrature of the circle” simply a quadrature by any means, then one is just asking for the determination of the area of a circle. This problem does appear in the Rhind Papyrus, but I consider it as just a precursor to the construction problem we are examining. The Rhind Papyrus The papyrus was found in Thebes (Luxor) in the ruins of a small building near the Ramesseum.1 It was purchased in 1858 in Egypt by the Scottish Egyptologist A. -
More on Parallel and Perpendicular Lines
More on Parallel and Perpendicular Lines By Ma. Louise De Las Peñas et’s look at more problems on parallel and perpendicular lines. The following results, presented Lin the article, “About Slope” will be used to solve the problems. Theorem 1. Let L1 and L2 be two distinct nonvertical lines with slopes m1 and m2, respectively. Then L1 is parallel to L2 if and only if m1 = m2. Theorem 2. Let L1 and L2 be two distinct nonvertical lines with slopes m1 and m2, respectively. Then L1 is perpendicular to L2 if and only if m1m2 = -1. Example 1. The perpendicular bisector of a segment is the line which is perpendicular to the segment at its midpoint. Find equations of the three perpendicular bisectors of the sides of a triangle with vertices at A(-4,1), B(4,5) and C(4,-3). Solution: Consider the triangle with vertices A(-4,1), B(4,5) and C(4,-3), and the midpoints E, F, G of sides AB, BC, and AC, respectively. TATSULOK FirstSecond Year Year Vol. Vol. 12 No.12 No. 1a 2a e-Pages 1 In this problem, our aim is to fi nd the equations of the lines which pass through the midpoints of the sides of the triangle and at the same time are perpendicular to the sides of the triangle. Figure 1 The fi rst step is to fi nd the midpoint of every side. The next step is to fi nd the slope of the lines containing every side. The last step is to obtain the equations of the perpendicular bisectors. -
P. 1 Math 490 Notes 7 Zero Dimensional Spaces for (SΩ,Τo)
p. 1 Math 490 Notes 7 Zero Dimensional Spaces For (SΩ, τo), discussed in our last set of notes, we can describe a basis B for τo as follows: B = {[λ, λ] ¯ λ is a non-limit ordinal } ∪ {[µ + 1, λ] ¯ λ is a limit ordinal and µ < λ}. ¯ ¯ The sets in B are τo-open, since they form a basis for the order topology, but they are also closed by the previous Prop N7.1 from our last set of notes. Sets which are simultaneously open and closed relative to the same topology are called clopen sets. A topology with a basis of clopen sets is defined to be zero-dimensional. As we have just discussed, (SΩ, τ0) is zero-dimensional, as are the discrete and indiscrete topologies on any set. It can also be shown that the Sorgenfrey line (R, τs) is zero-dimensional. Recall that a basis for τs is B = {[a, b) ¯ a, b ∈R and a < b}. It is easy to show that each set [a, b) is clopen relative to τs: ¯ each [a, b) itself is τs-open by definition of τs, and the complement of [a, b)is(−∞,a)∪[b, ∞), which can be written as [ ¡[a − n, a) ∪ [b, b + n)¢, and is therefore open. n∈N Closures and Interiors of Sets As you may know from studying analysis, subsets are frequently neither open nor closed. However, for any subset A in a topological space, there is a certain closed set A and a certain open set Ao associated with A in a natural way: Clτ A = A = \{B ¯ B is closed and A ⊆ B} (Closure of A) ¯ o Iτ A = A = [{U ¯ U is open and U ⊆ A}. -
Molecular Symmetry
Molecular Symmetry Symmetry helps us understand molecular structure, some chemical properties, and characteristics of physical properties (spectroscopy) – used with group theory to predict vibrational spectra for the identification of molecular shape, and as a tool for understanding electronic structure and bonding. Symmetrical : implies the species possesses a number of indistinguishable configurations. 1 Group Theory : mathematical treatment of symmetry. symmetry operation – an operation performed on an object which leaves it in a configuration that is indistinguishable from, and superimposable on, the original configuration. symmetry elements – the points, lines, or planes to which a symmetry operation is carried out. Element Operation Symbol Identity Identity E Symmetry plane Reflection in the plane σ Inversion center Inversion of a point x,y,z to -x,-y,-z i Proper axis Rotation by (360/n)° Cn 1. Rotation by (360/n)° Improper axis S 2. Reflection in plane perpendicular to rotation axis n Proper axes of rotation (C n) Rotation with respect to a line (axis of rotation). •Cn is a rotation of (360/n)°. •C2 = 180° rotation, C 3 = 120° rotation, C 4 = 90° rotation, C 5 = 72° rotation, C 6 = 60° rotation… •Each rotation brings you to an indistinguishable state from the original. However, rotation by 90° about the same axis does not give back the identical molecule. XeF 4 is square planar. Therefore H 2O does NOT possess It has four different C 2 axes. a C 4 symmetry axis. A C 4 axis out of the page is called the principle axis because it has the largest n . By convention, the principle axis is in the z-direction 2 3 Reflection through a planes of symmetry (mirror plane) If reflection of all parts of a molecule through a plane produced an indistinguishable configuration, the symmetry element is called a mirror plane or plane of symmetry . -
History of Mathematics
Georgia Department of Education History of Mathematics K-12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by using manipulatives and a variety of representations, working independently and cooperatively to solve problems, estimating and computing efficiently, and conducting investigations and recording findings. There is a shift towards applying mathematical concepts and skills in the context of authentic problems and for the student to understand concepts rather than merely follow a sequence of procedures. In mathematics classrooms, students will learn to think critically in a mathematical way with an understanding that there are many different ways to a solution and sometimes more than one right answer in applied mathematics. Mathematics is the economy of information. The central idea of all mathematics is to discover how knowing some things well, via reasoning, permit students to know much else—without having to commit the information to memory as a separate fact. It is the reasoned, logical connections that make mathematics coherent. The implementation of the Georgia Standards of Excellence in Mathematics places a greater emphasis on sense making, problem solving, reasoning, representation, connections, and communication. History of Mathematics History of Mathematics is a one-semester elective course option for students who have completed AP Calculus or are taking AP Calculus concurrently. It traces the development of major branches of mathematics throughout history, specifically algebra, geometry, number theory, and methods of proofs, how that development was influenced by the needs of various cultures, and how the mathematics in turn influenced culture. The course extends the numbers and counting, algebra, geometry, and data analysis and probability strands from previous courses, and includes a new history strand. -
And Are Congruent Chords, So the Corresponding Arcs RS and ST Are Congruent
9-3 Arcs and Chords ALGEBRA Find the value of x. 3. SOLUTION: 1. In the same circle or in congruent circles, two minor SOLUTION: arcs are congruent if and only if their corresponding Arc ST is a minor arc, so m(arc ST) is equal to the chords are congruent. Since m(arc AB) = m(arc CD) measure of its related central angle or 93. = 127, arc AB arc CD and . and are congruent chords, so the corresponding arcs RS and ST are congruent. m(arc RS) = m(arc ST) and by substitution, x = 93. ANSWER: 93 ANSWER: 3 In , JK = 10 and . Find each measure. Round to the nearest hundredth. 2. SOLUTION: Since HG = 4 and FG = 4, and are 4. congruent chords and the corresponding arcs HG and FG are congruent. SOLUTION: m(arc HG) = m(arc FG) = x Radius is perpendicular to chord . So, by Arc HG, arc GF, and arc FH are adjacent arcs that Theorem 10.3, bisects arc JKL. Therefore, m(arc form the circle, so the sum of their measures is 360. JL) = m(arc LK). By substitution, m(arc JL) = or 67. ANSWER: 67 ANSWER: 70 eSolutions Manual - Powered by Cognero Page 1 9-3 Arcs and Chords 5. PQ ALGEBRA Find the value of x. SOLUTION: Draw radius and create right triangle PJQ. PM = 6 and since all radii of a circle are congruent, PJ = 6. Since the radius is perpendicular to , bisects by Theorem 10.3. So, JQ = (10) or 5. 7. Use the Pythagorean Theorem to find PQ. -
Descriptive Geometry Section 10.1 Basic Descriptive Geometry and Board Drafting Section 10.2 Solving Descriptive Geometry Problems with CAD
10 Descriptive Geometry Section 10.1 Basic Descriptive Geometry and Board Drafting Section 10.2 Solving Descriptive Geometry Problems with CAD Chapter Objectives • Locate points in three-dimensional (3D) space. • Identify and describe the three basic types of lines. • Identify and describe the three basic types of planes. • Solve descriptive geometry problems using board-drafting techniques. • Create points, lines, planes, and solids in 3D space using CAD. • Solve descriptive geometry problems using CAD. Plane Spoken Rutan’s unconventional 202 Boomerang aircraft has an asymmetrical design, with one engine on the fuselage and another mounted on a pod. What special allowances would need to be made for such a design? 328 Drafting Career Burt Rutan, Aeronautical Engineer Effi cient travel through space has become an ambi- tion of aeronautical engineer, Burt Rutan. “I want to go high,” he says, “because that’s where the view is.” His unconventional designs have included every- thing from crafts that can enter space twice within a two week period, to planes than can circle the Earth without stopping to refuel. Designed by Rutan and built at his company, Scaled Composites LLC, the 202 Boomerang aircraft is named for its forward-swept asymmetrical wing. The design allows the Boomerang to fl y faster and farther than conventional twin-engine aircraft, hav- ing corrected aerodynamic mistakes made previously in twin-engine design. It is hailed as one of the most beautiful aircraft ever built. Academic Skills and Abilities • Algebra, geometry, calculus • Biology, chemistry, physics • English • Social studies • Humanities • Computer use Career Pathways Engineers should be creative, inquisitive, ana- lytical, detail oriented, and able to work as part of a team and to communicate well. -
1-1 Understanding Points, Lines, and Planes Lines, and Planes
Understanding Points, 1-11-1 Understanding Points, Lines, and Planes Lines, and Planes Holt Geometry 1-1 Understanding Points, Lines, and Planes Objectives Identify, name, and draw points, lines, segments, rays, and planes. Apply basic facts about points, lines, and planes. Holt Geometry 1-1 Understanding Points, Lines, and Planes Vocabulary undefined term point line plane collinear coplanar segment endpoint ray opposite rays postulate Holt Geometry 1-1 Understanding Points, Lines, and Planes The most basic figures in geometry are undefined terms, which cannot be defined by using other figures. The undefined terms point, line, and plane are the building blocks of geometry. Holt Geometry 1-1 Understanding Points, Lines, and Planes Holt Geometry 1-1 Understanding Points, Lines, and Planes Points that lie on the same line are collinear. K, L, and M are collinear. K, L, and N are noncollinear. Points that lie on the same plane are coplanar. Otherwise they are noncoplanar. K L M N Holt Geometry 1-1 Understanding Points, Lines, and Planes Example 1: Naming Points, Lines, and Planes A. Name four coplanar points. A, B, C, D B. Name three lines. Possible answer: AE, BE, CE Holt Geometry 1-1 Understanding Points, Lines, and Planes Holt Geometry 1-1 Understanding Points, Lines, and Planes Example 2: Drawing Segments and Rays Draw and label each of the following. A. a segment with endpoints M and N. N M B. opposite rays with a common endpoint T. T Holt Geometry 1-1 Understanding Points, Lines, and Planes Check It Out! Example 2 Draw and label a ray with endpoint M that contains N. -
Chapter 1 – Symmetry of Molecules – P. 1
Chapter 1 – Symmetry of Molecules – p. 1 - 1. Symmetry of Molecules 1.1 Symmetry Elements · Symmetry operation: Operation that transforms a molecule to an equivalent position and orientation, i.e. after the operation every point of the molecule is coincident with an equivalent point. · Symmetry element: Geometrical entity (line, plane or point) which respect to which one or more symmetry operations can be carried out. In molecules there are only four types of symmetry elements or operations: · Mirror planes: reflection with respect to plane; notation: s · Center of inversion: inversion of all atom positions with respect to inversion center, notation i · Proper axis: Rotation by 2p/n with respect to the axis, notation Cn · Improper axis: Rotation by 2p/n with respect to the axis, followed by reflection with respect to plane, perpendicular to axis, notation Sn Formally, this classification can be further simplified by expressing the inversion i as an improper rotation S2 and the reflection s as an improper rotation S1. Thus, the only symmetry elements in molecules are Cn and Sn. Important: Successive execution of two symmetry operation corresponds to another symmetry operation of the molecule. In order to make this statement a general rule, we require one more symmetry operation, the identity E. (1.1: Symmetry elements in CH4, successive execution of symmetry operations) 1.2. Systematic classification by symmetry groups According to their inherent symmetry elements, molecules can be classified systematically in so called symmetry groups. We use the so-called Schönfliess notation to name the groups, Chapter 1 – Symmetry of Molecules – p. 2 - which is the usual notation for molecules.