The Euler Line and the Nine-Point-Circle Theorems

Total Page:16

File Type:pdf, Size:1020Kb

The Euler Line and the Nine-Point-Circle Theorems Mathematical Exploration: The Euler Line and the Nine-Point-Circle Theorems Student A Introduction The Euler Line Theorem was first founded by Leonhard Euler in 1765 and the Nine- Point-Circle Theorem was first proven by Jean- Victor Poncelet and Charles Brianchon in 1821. The two theorems explore the geometrical aspects of any triangle, except an equilateral triangle, using dilations and three theorems that are more well-known than the two theorems being explored. The three theorems are: the perpendicular bisects of the sides of a triangle intersect at the center of the circumscribed circle called the circumcenter, the medians intersect at a point that is two-thirds the distance from any vertex to the midpoint of the opposite side called the centriod, and the lines containing the altitudes of the triangle intersect at the orthocenter. This topic was chosen so that I could gain more mathematical insight on geometry that I had overlooked and not learned in the past. Through this exploration I hope to pass on the knowledge I obtained about the Euler Line Theorem and the Nine-Point-Circle Theorem, because the theorems will help further understanding the role of geometric functions. Definition of dilation: A dilation is a type of transformation, where the image is similar to the preimage, because a dilation shrinks or stretches the preimage. A dilation has a center of dilation, one point about which all the other points are transformed, and a scale factor, which shows how much the image is shrunken or stretched. Dilations are written in this notation: DA,r (P)=P’, in which A is the center of dilation, r is the scale factor, and P is the point being dilated. If r > 1, then the image is a stretch of the preimage, and if r < 1 the image is a shrink of the preimage. We first look at the Euler Line Theorem and in order to understand the theorem, we will examine dilations and their effect on triangles. When given two points P and A and a real number r, if P≠A the dilation DA,r (P)=P’ such that the distance of APrAP' = , DA,r (A)=A, and if r>0 then P’ lies on AP but if r<0 then P’ lies on a ray in the opposite direction of AP . To help understand dilations better, we can visualize three dilations using the diagrams below. 1 In Figure 1, the dilation causes AB ' to be one-half of AB , so r = . In Figure 2, AB ' is 2 twice as AB , so B' is on a ray that exceeds AB and r = 2 . In Figure 3, the dilation causes B' to 1 be on a ray in the opposite direction of AB and AB' is one-half of AB , so r =− . 2 Using similar triangles, we can also visualize dilation. As shown by Figure 4 below, in a CA'' BA triangle, ABC, the points B and C are dilated, DA,r. Since = = r , ΔABC is similar CA BA to ΔABC'' , because both triangles share< A. From this we are able to conclude that the images are parallel to the preimages and in any given dilation DA,r, if DA,r (B)=B’ and DA,r (C)=C’, then B''CrBC= . We are able to apply the concept of dilations to prove that dilations map segments, rays, and lines so that the images are also segments, rays, and lines as well as preserve angles measures, parallelism, and perpendicularity. Using segments, as shown above by Figures 1, 2, and 3, when we dilated the point B, a new segment AB ' is formed. Let us say that there is a point X lying on a segment BC and DA,r (X)=X’, then X’ is on B ''C , because BX''+= XC '' BC ''. This can be proven by Figure 5 or using the theorem, in any given dilation DA,r, if DA,r (B)=B’ and DA,r (C)=C’, then B''CrBC= : BX''+=+⇒ XC '' rBX rCB BX''+= XC '' r ( BX +⇒ XC ) BX''+=⇒ XC '' rBC rBC=⇒ BC'' BX''+= XC '' BC '' As a result, we conclude that the dilation image of BC was BC'', and since X’ lies on BC'', the dilation image of a segment is also a segment. Using the same method, we can prove that the dilation image of a ray and a line are also a ray and a line. As shown by Figure 6, there are two triangles, ΔPBC and ΔPBC'''. The two triangles PC'' PB '' CB '' are similar triangles, because ===r . Because ΔPBC~'''Δ P B C , the PC PB CB corresponding angle measures within the two triangles are equal. Since dilations preserve angle measures, they also preserve parallelism and perpendicularity, because parallelism and perpendicularity depend on angles. When polygons are dilated, the image is also a polygon. This can be proven using a square and the dilation image of the square inside a triangle as shown by Figure 7. In Figure 7, DA,r (P1)=P1’, DA,r (P2)=P2’, DA,r (P3)=P3’, and DA,r (P4)=P4‘ and since it is given that P1P2P3P4 is a square, the angles of P1’P2’P3’P4’ are all right angles, because of what we proved in the previous page. Since all the angles are right angles, we conclude that the image is a square, so all the sides of the image are congruent. Therefore, the image of a square is a similar square, so the image of a polygon is a similar polygon. Now that we understand dilations, we can combine the conclusions made from dilations in order to understand the Euler Line Theorem. In Figure 8, ΔABC with centriod P has ΔEFG as its image under the dilation DP,-1/2. The dilation causes B to be mapped onto F, A to be mapped 1 on to E, and C to be mapped on to G, because r = − so the F, E, and G are on the ray opposite 2 of PA, PB , and PC respectively. Since the preimage is a triangle, the image is a similar triangle, so ΔΔABC~ EFG . A centriod is two-thirds the distance from a vertex to the midpoint of the opposite side, so G is the midpoint of AB and PG is one-half of CP , F is the midpoint of AC and FP is one-half of PB , and E is the midpoint of BC and PE is one-half of AP . Also, since the medians intersect at the centriod, CG intersects AE and BF at P. Using Figure 9 we can prove the Euler Line Theorem which states that in any triangle, the circumcenter , the centriod, and the orthocenter are collinear and the distance from the centriod to the orthocenter is twice the distance from the centriod to the circumcenter. As shown by Figure 9, ΔABC has a centriod of P, where the mediansCG , BF , and AE intersect and an orthocenter of O, where the altitudes BK and CH intersect. ΔABC undergoes a dilation DP,-1/2 and as proven above in the previous pages, the image of a triangle under a dilation transformation is a similar triangle, so ΔABC~ Δ EFG . Since G is the midpoint of AB , HG' is perpendicular to FE , and FE is parallel to AB , HG' is the perpendicular bisector of AB . In the same way, FK ' is the perpendicular bisector of AC . Since FK ' intersects HG' atO' , O' is where the perpendicular bisectors intersect, the circumcenter. Therefore, the DP,-1/2 maps the orthocenter onto the circumcenter. Because an image, the dilation center, and the preimage are all collinear, the centriod P, the orthocenter O, and the circumcenter 1 O' are all collinear and r = , OP' is one-half ofOP . Therefore, ΔABC completely proves the 2 Euler Line Theorem. Now using the Euler Line Theorem, we are able to prove the Nine-Point-Circle Theorem which states that in any triangle, the midpoints of the sides, the feet of the altitudes, and the midpoints of the segments joining the vertices to the orthocenter all lie on the circle with radius one-half the radius of the circumscribed circle and centered at the midpoint of the segment joining the orthocenter to the circumcenter. Using Figure 10 below, we can visualize and understand the Nine-Point-Circle Theorem. As proven before by the Euler Line Theorem, orthocenter O, centriod P, and circumcenter Q are collinear. We are able to construct the nine- point circle using the Euler line and several other defined points. Above on the circle lie E, F, and G, which are the midpoints of the sides BC , AC , and AB respectively. There are points T, H, and I that are the feet of the altitudes of the triangle. The segments that connect the orthocenter with the vertices, AO , CO , and BO , have midpoints J, K, and L respectively, which also lie on the circle. In order to prove the Nine-Point-Circle Theorem, we have to prove that N, the midpoint ofOQ , is the center of the circle, on which the nine points stated above lie. Since N is the midpoint of OQ and QP is one- 1 OQ 111 NP 1 third ofOQ , we know that NP is one-sixth ofQP , because − = , and thus ==6 , 1 236 NQ OQ 2 3 so NP is one-half of NQ . When we perform the dilation, DP,-1/2, then DP,-1/2 (C) = G and DP,-1/2 1 1 (Q) = N. Thus, NG is the image ofQC , so NG= QC , because r = . Since CG is the radius 2 2 of the circumscribed circle, so NG is one-half the radius of the circumscribed circle.
Recommended publications
  • 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}.
    [Show full text]
  • 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 .
    [Show full text]
  • The Motion of Point Particles in Curved Spacetime
    Living Rev. Relativity, 14, (2011), 7 LIVINGREVIEWS http://www.livingreviews.org/lrr-2011-7 (Update of lrr-2004-6) in relativity The Motion of Point Particles in Curved Spacetime Eric Poisson Department of Physics, University of Guelph, Guelph, Ontario, Canada N1G 2W1 email: [email protected] http://www.physics.uoguelph.ca/ Adam Pound Department of Physics, University of Guelph, Guelph, Ontario, Canada N1G 2W1 email: [email protected] Ian Vega Department of Physics, University of Guelph, Guelph, Ontario, Canada N1G 2W1 email: [email protected] Accepted on 23 August 2011 Published on 29 September 2011 Abstract This review is concerned with the motion of a point scalar charge, a point electric charge, and a point mass in a specified background spacetime. In each of the three cases the particle produces a field that behaves as outgoing radiation in the wave zone, and therefore removes energy from the particle. In the near zone the field acts on the particle and gives rise toa self-force that prevents the particle from moving on a geodesic of the background spacetime. The self-force contains both conservative and dissipative terms, and the latter are responsible for the radiation reaction. The work done by the self-force matches the energy radiated away by the particle. The field’s action on the particle is difficult to calculate because of its singular nature:the field diverges at the position of the particle. But it is possible to isolate the field’s singular part and show that it exerts no force on the particle { its only effect is to contribute to the particle's inertia.
    [Show full text]
  • Searching for the Center
    Searching For The Center Brief Overview: This is a three-lesson unit that discovers and applies points of concurrency of a triangle. The lessons are labs used to introduce the topics of incenter, circumcenter, centroid, circumscribed circles, and inscribed circles. The lesson is intended to provide practice and verification that the incenter must be constructed in order to find a point equidistant from the sides of any triangle, a circumcenter must be constructed in order to find a point equidistant from the vertices of a triangle, and a centroid must be constructed in order to distribute mass evenly. The labs provide a way to link this knowledge so that the students will be able to recall this information a month from now, 3 months from now, and so on. An application is included in each of the three labs in order to demonstrate why, in a real life situation, a person would want to create an incenter, a circumcenter and a centroid. NCTM Content Standard/National Science Education Standard: • Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships. • Use visualization, spatial reasoning, and geometric modeling to solve problems. Grade/Level: These lessons were created as a linking/remembering device, especially for a co-taught classroom, but can be adapted or used for a regular ed, or even honors level in 9th through 12th Grade. With more modification, these lessons might be appropriate for middle school use as well. Duration/Length: Lesson #1 45 minutes Lesson #2 30 minutes Lesson #3 30 minutes Student Outcomes: Students will: • Define and differentiate between perpendicular bisector, angle bisector, segment, triangle, circle, radius, point, inscribed circle, circumscribed circle, incenter, circumcenter, and centroid.
    [Show full text]
  • Geometry Course Outline
    GEOMETRY COURSE OUTLINE Content Area Formative Assessment # of Lessons Days G0 INTRO AND CONSTRUCTION 12 G-CO Congruence 12, 13 G1 BASIC DEFINITIONS AND RIGID MOTION Representing and 20 G-CO Congruence 1, 2, 3, 4, 5, 6, 7, 8 Combining Transformations Analyzing Congruency Proofs G2 GEOMETRIC RELATIONSHIPS AND PROPERTIES Evaluating Statements 15 G-CO Congruence 9, 10, 11 About Length and Area G-C Circles 3 Inscribing and Circumscribing Right Triangles G3 SIMILARITY Geometry Problems: 20 G-SRT Similarity, Right Triangles, and Trigonometry 1, 2, 3, Circles and Triangles 4, 5 Proofs of the Pythagorean Theorem M1 GEOMETRIC MODELING 1 Solving Geometry 7 G-MG Modeling with Geometry 1, 2, 3 Problems: Floodlights G4 COORDINATE GEOMETRY Finding Equations of 15 G-GPE Expressing Geometric Properties with Equations 4, 5, Parallel and 6, 7 Perpendicular Lines G5 CIRCLES AND CONICS Equations of Circles 1 15 G-C Circles 1, 2, 5 Equations of Circles 2 G-GPE Expressing Geometric Properties with Equations 1, 2 Sectors of Circles G6 GEOMETRIC MEASUREMENTS AND DIMENSIONS Evaluating Statements 15 G-GMD 1, 3, 4 About Enlargements (2D & 3D) 2D Representations of 3D Objects G7 TRIONOMETRIC RATIOS Calculating Volumes of 15 G-SRT Similarity, Right Triangles, and Trigonometry 6, 7, 8 Compound Objects M2 GEOMETRIC MODELING 2 Modeling: Rolling Cups 10 G-MG Modeling with Geometry 1, 2, 3 TOTAL: 144 HIGH SCHOOL OVERVIEW Algebra 1 Geometry Algebra 2 A0 Introduction G0 Introduction and A0 Introduction Construction A1 Modeling With Functions G1 Basic Definitions and Rigid
    [Show full text]
  • Name: Introduction to Geometry: Points, Lines and Planes Euclid
    Name: Introduction to Geometry: Points, Lines and Planes Euclid: “What’s the point of Geometry?- Euclid” http://www.youtube.com/watch?v=_KUGLOiZyK8&safe=active When do historians believe that Euclid completed his work? What key topic did Euclid build on to create all of Geometry? What is an axiom? Why do you think that Euclid’s ideas have lasted for thousands of years? *Point – is a ________ in space. A point has ___ dimension. A point is name by a single capital letter. (ex) *Line – consists of an __________ number of points which extend in ___________ directions. A line is ___-dimensional. A line may be named by using a single lower case letter OR by any two points on the line. (ex) *Plane – consists of an __________ number of points which form a flat surface that extends in all directions. A plane is _____-dimensional. A plane may be named using a single capital letter OR by using three non- collinear points. (ex) *Line segment – consists of ____ points on a line, called the endpoints and all of the points between them. (ex) *Ray – consists of ___ point on a line (called an endpoint or the initial point) and all of the points on one side of the point. (ex) *Opposite rays – share the same initial point and extend in opposite directions on the same line. *Collinear points – (ex) *Coplanar points – (ex) *Two or more geometric figures intersect if they have one or more points in common. The intersection of the figures is the set of elements that the figures have in common.
    [Show full text]
  • 1 Line Symmetry
    Name: ______________________________________________________________ Date: _________________________ Period: _____ Chapter 4: Transformations Topic 10: Symmetry There are three types of symmetry that we will consider. #1 Line Symmetry: A line of symmetry not only cuts a figure in___________________, it creates a mirror image. In order to determine if a figure has line symmetry, a figure needs to be able to be divided into two “mirror image halves.” The line of symmetry is ____________________________from all corresponding pairs of points. Another way to think about line symmetry: If the image is reflected of the line of symmetry, it will return the same image. Examples: In the figures below, sketch all the lines of symmetry (if any): Think critically: Some have one, some have many, some have none! Remember, if the image is reflected over the line you draw, it should be identical to how it started! More Examples: Letters and numbers can also have lines of symmetry! Sketch as many lines of symmetry as you can (if any): Name: ______________________________________________________________ Date: _________________________ Period: _____ #2 Rotational Symmetry: RECALL! The total measure of degrees around a point is: _____________ A rotational symmetry of a figure is a rotation of the plane that maps the figure back to itself such that the rotation is greater than , but less than ___________________. In regular polygons (polygons in which all sides are congruent), the number of rotational symmetries equals the number of sides of the figure. If a polygon is not regular, it may have fewer rotational symmetries. We can consider increments of like coordinate plane rotations. Examples of Regular Polygons: A rotation of will always map a figure back onto itself.
    [Show full text]
  • Arxiv:2101.02592V1 [Math.HO] 6 Jan 2021 in His Seminal Paper [10]
    International Journal of Computer Discovered Mathematics (IJCDM) ISSN 2367-7775 ©IJCDM Volume 5, 2020, pp. 13{41 Received 6 August 2020. Published on-line 30 September 2020 web: http://www.journal-1.eu/ ©The Author(s) This article is published with open access1. Arrangement of Central Points on the Faces of a Tetrahedron Stanley Rabinowitz 545 Elm St Unit 1, Milford, New Hampshire 03055, USA e-mail: [email protected] web: http://www.StanleyRabinowitz.com/ Abstract. We systematically investigate properties of various triangle centers (such as orthocenter or incenter) located on the four faces of a tetrahedron. For each of six types of tetrahedra, we examine over 100 centers located on the four faces of the tetrahedron. Using a computer, we determine when any of 16 con- ditions occur (such as the four centers being coplanar). A typical result is: The lines from each vertex of a circumscriptible tetrahedron to the Gergonne points of the opposite face are concurrent. Keywords. triangle centers, tetrahedra, computer-discovered mathematics, Eu- clidean geometry. Mathematics Subject Classification (2020). 51M04, 51-08. 1. Introduction Over the centuries, many notable points have been found that are associated with an arbitrary triangle. Familiar examples include: the centroid, the circumcenter, the incenter, and the orthocenter. Of particular interest are those points that Clark Kimberling classifies as \triangle centers". He notes over 100 such points arXiv:2101.02592v1 [math.HO] 6 Jan 2021 in his seminal paper [10]. Given an arbitrary tetrahedron and a choice of triangle center (for example, the circumcenter), we may locate this triangle center in each face of the tetrahedron.
    [Show full text]
  • Points, Lines, and Planes a Point Is a Position in Space. a Point Has No Length Or Width Or Thickness
    Points, Lines, and Planes A Point is a position in space. A point has no length or width or thickness. A point in geometry is represented by a dot. To name a point, we usually use a (capital) letter. A A (straight) line has length but no width or thickness. A line is understood to extend indefinitely to both sides. It does not have a beginning or end. A B C D A line consists of infinitely many points. The four points A, B, C, D are all on the same line. Postulate: Two points determine a line. We name a line by using any two points on the line, so the above line can be named as any of the following: ! ! ! ! ! AB BC AC AD CD Any three or more points that are on the same line are called colinear points. In the above, points A; B; C; D are all colinear. A Ray is part of a line that has a beginning point, and extends indefinitely to one direction. A B C D A ray is named by using its beginning point with another point it contains. −! −! −−! −−! In the above, ray AB is the same ray as AC or AD. But ray BD is not the same −−! ray as AD. A (line) segment is a finite part of a line between two points, called its end points. A segment has a finite length. A B C D B C In the above, segment AD is not the same as segment BC Segment Addition Postulate: In a line segment, if points A; B; C are colinear and point B is between point A and point C, then AB + BC = AC You may look at the plus sign, +, as adding the length of the segments as numbers.
    [Show full text]
  • Barycentric Coordinates in Olympiad Geometry
    Barycentric Coordinates in Olympiad Geometry Max Schindler∗ Evan Cheny July 13, 2012 I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail. Abstract In this paper we present a powerful computational approach to large class of olympiad geometry problems{ barycentric coordinates. We then extend this method using some of the techniques from vector computations to greatly extend the scope of this technique. Special thanks to Amir Hossein and the other olympiad moderators for helping to get this article featured: I certainly did not have such ambitious goals in mind when I first wrote this! ∗Mewto55555, Missouri. I can be contacted at igoroogenfl[email protected]. yv Enhance, SFBA. I can be reached at [email protected]. 1 Contents Title Page 1 1 Preliminaries 4 1.1 Advantages of barycentric coordinates . .4 1.2 Notations and Conventions . .5 1.3 How to Use this Article . .5 2 The Basics 6 2.1 The Coordinates . .6 2.2 Lines . .6 2.2.1 The Equation of a Line . .6 2.2.2 Ceva and Menelaus . .7 2.3 Special points in barycentric coordinates . .7 3 Standard Strategies 9 3.1 EFFT: Perpendicular Lines . .9 3.2 Distance Formula . 11 3.3 Circles . 11 3.3.1 Equation of the Circle . 11 4 Trickier Tactics 12 4.1 Areas and Lines . 12 4.2 Non-normalized Coordinates . 13 4.3 O, H, and Strong EFFT . 13 4.4 Conway's Formula . 14 4.5 A Few Final Lemmas . 15 5 Example Problems 16 5.1 USAMO 2001/2 .
    [Show full text]
  • The Euler Line in Non-Euclidean Geometry
    California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2003 The Euler Line in non-Euclidean geometry Elena Strzheletska Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Mathematics Commons Recommended Citation Strzheletska, Elena, "The Euler Line in non-Euclidean geometry" (2003). Theses Digitization Project. 2443. https://scholarworks.lib.csusb.edu/etd-project/2443 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. THE EULER LINE IN NON-EUCLIDEAN GEOMETRY A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in Mathematics by Elena Strzheletska December 2003 THE EULER LINE IN NON-EUCLIDEAN GEOMETRY A Thesis Presented to the Faculty of California State University, San Bernardino by Elena Strzheletska December 2003 Approved by: Robert Stein, Committee Member Susan Addington, Committee Member Peter Williams, Chair Terry Hallett, Department of Mathematics Graduate Coordinator Department of Mathematics ABSTRACT In Euclidean geometry, the circumcenter and the centroid of a nonequilateral triangle determine a line called the Euler line. The orthocenter of the triangle, the point of intersection of the altitudes, also belongs to this line. The main purpose of this thesis is to explore the conditions of the existence and the properties of the Euler line of a triangle in the hyperbolic plane.
    [Show full text]
  • Lecture 2: Analyzing Algorithms: the 2-D Maxima Problem
    Lecture Notes CMSC 251 Lecture 2: Analyzing Algorithms: The 2-d Maxima Problem (Thursday, Jan 29, 1998) Read: Chapter 1 in CLR. Analyzing Algorithms: In order to design good algorithms, we must first agree the criteria for measuring algorithms. The emphasis in this course will be on the design of efficient algorithm, and hence we will measure algorithms in terms of the amount of computational resources that the algorithm requires. These resources include mostly running time and memory. Depending on the application, there may be other elements that are taken into account, such as the number disk accesses in a database program or the communication bandwidth in a networking application. In practice there are many issues that need to be considered in the design algorithms. These include issues such as the ease of debugging and maintaining the final software through its life-cycle. Also, one of the luxuries we will have in this course is to be able to assume that we are given a clean, fully- specified mathematical description of the computational problem. In practice, this is often not the case, and the algorithm must be designed subject to only partial knowledge of the final specifications. Thus, in practice it is often necessary to design algorithms that are simple, and easily modified if problem parameters and specifications are slightly modified. Fortunately, most of the algorithms that we will discuss in this class are quite simple, and are easy to modify subject to small problem variations. Model of Computation: Another goal that we will have in this course is that our analyses be as independent as possible of the variations in machine, operating system, compiler, or programming language.
    [Show full text]