Apollonius Problem: in Pursuit of a Natural Solution
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Exploding the Ellipse Arnold Good
Exploding the Ellipse Arnold Good Mathematics Teacher, March 1999, Volume 92, Number 3, pp. 186–188 Mathematics Teacher is a publication of the National Council of Teachers of Mathematics (NCTM). More than 200 books, videos, software, posters, and research reports are available through NCTM’S publication program. Individual members receive a 20% reduction off the list price. For more information on membership in the NCTM, please call or write: NCTM Headquarters Office 1906 Association Drive Reston, Virginia 20191-9988 Phone: (703) 620-9840 Fax: (703) 476-2970 Internet: http://www.nctm.org E-mail: [email protected] Article reprinted with permission from Mathematics Teacher, copyright May 1991 by the National Council of Teachers of Mathematics. All rights reserved. Arnold Good, Framingham State College, Framingham, MA 01701, is experimenting with a new approach to teaching second-year calculus that stresses sequences and series over integration techniques. eaders are advised to proceed with caution. Those with a weak heart may wish to consult a physician first. What we are about to do is explode an ellipse. This Rrisky business is not often undertaken by the professional mathematician, whose polytechnic endeavors are usually limited to encounters with administrators. Ellipses of the standard form of x2 y2 1 5 1, a2 b2 where a > b, are not suitable for exploding because they just move out of view as they explode. Hence, before the ellipse explodes, we must secure it in the neighborhood of the origin by translating the left vertex to the origin and anchoring the left focus to a point on the x-axis. -
2.3 Conic Sections: Ellipse
2.3 Conic Sections: Ellipse Ellipse: (locus definition) set of all points (x, y) in the plane such that the sum of each of the distances from F1 and F2 is d. Standard Form of an Ellipse: Horizontal Ellipse Vertical Ellipse 22 22 (xh−−) ( yk) (xh−−) ( yk) +=1 +=1 ab22 ba22 center = (hk, ) 2a = length of major axis 2b = length of minor axis c = distance from center to focus cab222=− c eccentricity e = ( 01<<e the closer to 0 the more circular) a 22 (xy+12) ( −) Ex. Graph +=1 925 Center: (−1, 2 ) Endpoints of Major Axis: (-1, 7) & ( -1, -3) Endpoints of Minor Axis: (-4, -2) & (2, 2) Foci: (-1, 6) & (-1, -2) Eccentricity: 4/5 Ex. Graph xyxy22+4224330−++= x2 + 4y2 − 2x + 24y + 33 = 0 x2 − 2x + 4y2 + 24y = −33 x2 − 2x + 4( y2 + 6y) = −33 x2 − 2x +12 + 4( y2 + 6y + 32 ) = −33+1+ 4(9) (x −1)2 + 4( y + 3)2 = 4 (x −1)2 + 4( y + 3)2 4 = 4 4 (x −1)2 ( y + 3)2 + = 1 4 1 Homework: In Exercises 1-8, graph the ellipse. Find the center, the lines that contain the major and minor axes, the vertices, the endpoints of the minor axis, the foci, and the eccentricity. x2 y2 x2 y2 1. + = 1 2. + = 1 225 16 36 49 (x − 4)2 ( y + 5)2 (x +11)2 ( y + 7)2 3. + = 1 4. + = 1 25 64 1 25 (x − 2)2 ( y − 7)2 (x +1)2 ( y + 9)2 5. + = 1 6. + = 1 14 7 16 81 (x + 8)2 ( y −1)2 (x − 6)2 ( y − 8)2 7. -
Device Constructions with Hyperbolas
Device Constructions with Hyperbolas Alfonso Croeze1 William Kelly1 William Smith2 1Department of Mathematics Louisiana State University Baton Rouge, LA 2Department of Mathematics University of Mississippi Oxford, MS July 8, 2011 Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas Hyperbola Definition Conic Section Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas Hyperbola Definition Conic Section Two Foci Focus and Directrix Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas The Project Basic constructions Constructing a Hyperbola Advanced constructions Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas Rusty Compass Theorem Given a circle centered at a point A with radius r and any point C different from A, it is possible to construct a circle centered at C that is congruent to the circle centered at A with a compass and straightedge. Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas X B C A Y Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas X D B C A Y Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas A B X Y Angle Duplication A X Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas Angle Duplication A X A B X Y Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas C Z A B X Y C Z A B X Y Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas C Z A B X Y C Z A B X Y Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas Constructing a Perpendicular C C A B Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas C C X X O A B A B Y Y Croeze, Kelly, Smith LSU&UoM Device Constructions with Hyperbolas We needed a way to draw a hyperbola. -
Apollonius of Pergaconics. Books One - Seven
APOLLONIUS OF PERGACONICS. BOOKS ONE - SEVEN INTRODUCTION A. Apollonius at Perga Apollonius was born at Perga (Περγα) on the Southern coast of Asia Mi- nor, near the modern Turkish city of Bursa. Little is known about his life before he arrived in Alexandria, where he studied. Certain information about Apollonius’ life in Asia Minor can be obtained from his preface to Book 2 of Conics. The name “Apollonius”(Apollonius) means “devoted to Apollo”, similarly to “Artemius” or “Demetrius” meaning “devoted to Artemis or Demeter”. In the mentioned preface Apollonius writes to Eudemus of Pergamum that he sends him one of the books of Conics via his son also named Apollonius. The coincidence shows that this name was traditional in the family, and in all prob- ability Apollonius’ ancestors were priests of Apollo. Asia Minor during many centuries was for Indo-European tribes a bridge to Europe from their pre-fatherland south of the Caspian Sea. The Indo-European nation living in Asia Minor in 2nd and the beginning of the 1st millennia B.C. was usually called Hittites. Hittites are mentioned in the Bible and in Egyptian papyri. A military leader serving under the Biblical king David was the Hittite Uriah. His wife Bath- sheba, after his death, became the wife of king David and the mother of king Solomon. Hittites had a cuneiform writing analogous to the Babylonian one and hi- eroglyphs analogous to Egyptian ones. The Czech historian Bedrich Hrozny (1879-1952) who has deciphered Hittite cuneiform writing had established that the Hittite language belonged to the Western group of Indo-European languages [Hro]. -
Deriving Kepler's Laws of Planetary Motion
DERIVING KEPLER’S LAWS OF PLANETARY MOTION By: Emily Davis WHO IS JOHANNES KEPLER? German mathematician, physicist, and astronomer Worked under Tycho Brahe Observation alone Founder of celestial mechanics WHAT ABOUT ISAAC NEWTON? “If I have seen further it is by standing on the shoulders of Giants.” Laws of Motion Universal Gravitation Explained Kepler’s laws The laws could be explained mathematically if his laws of motion and universal gravitation were true. Developed calculus KEPLER’S LAWS OF PLANETARY MOTION 1. Planets move around the Sun in ellipses, with the Sun at one focus. 2. The line connecting the Sun to a planet sweeps equal areas in equal times. 3. The square of the orbital period of a planet is proportional to the cube of the semimajor axis of the ellipse. INITIAL VALUES AND EQUATIONS Unit vectors of polar coordinates (1) INITIAL VALUES AND EQUATIONS From (1), (2) Differentiate with respect to time t (3) INITIAL VALUES AND EQUATIONS CONTINUED… Vectors follow the right-hand rule (8) INITIAL VALUES AND EQUATIONS CONTINUED… Force between the sun and a planet (9) F-force G-universal gravitational constant M-mass of sun Newton’s 2nd law of motion: F=ma m-mass of planet r-radius from sun to planet (10) INITIAL VALUES AND EQUATIONS CONTINUED… Planets accelerate toward the sun, and a is a scalar multiple of r. (11) INITIAL VALUES AND EQUATIONS CONTINUED… Derivative of (12) (11) and (12) together (13) INITIAL VALUES AND EQUATIONS CONTINUED… Integrates to a constant (14) INITIAL VALUES AND EQUATIONS CONTINUED… When t=0, 1. -
Geometry of Some Taxicab Curves
GEOMETRY OF SOME TAXICAB CURVES Maja Petrović 1 Branko Malešević 2 Bojan Banjac 3 Ratko Obradović 4 Abstract In this paper we present geometry of some curves in Taxicab metric. All curves of second order and trifocal ellipse in this metric are presented. Area and perimeter of some curves are also defined. Key words: Taxicab metric, Conics, Trifocal ellipse 1. INTRODUCTION In this paper, taxicab and standard Euclidean metrics for a visual representation of some planar curves are considered. Besides the term taxicab, also used are Manhattan, rectangular metric and city block distance [4], [5], [7]. This metric is a special case of the Minkowski 1 MSc Maja Petrović, assistant at Faculty of Transport and Traffic Engineering, University of Belgrade, Serbia, e-mail: [email protected] 2 PhD Branko Malešević, associate professor at Faculty of Electrical Engineering, Department of Applied Mathematics, University of Belgrade, Serbia, e-mail: [email protected] 3 MSc Bojan Banjac, student of doctoral studies of Software Engineering, Faculty of Electrical Engineering, University of Belgrade, Serbia, assistant at Faculty of Technical Sciences, Computer Graphics Chair, University of Novi Sad, Serbia, e-mail: [email protected] 4 PhD Ratko Obradović, full professor at Faculty of Technical Sciences, Computer Graphics Chair, University of Novi Sad, Serbia, e-mail: [email protected] 1 metrics of order 1, which is for distance between two points , and , determined by: , | | | | (1) Minkowski metrics contains taxicab metric for value 1 and Euclidean metric for 2. The term „taxicab geometry“ was first used by K. Menger in the book [9]. -
Mission to the Solar Gravity Lens Focus: Natural Highground for Imaging Earth-Like Exoplanets L
Planetary Science Vision 2050 Workshop 2017 (LPI Contrib. No. 1989) 8203.pdf MISSION TO THE SOLAR GRAVITY LENS FOCUS: NATURAL HIGHGROUND FOR IMAGING EARTH-LIKE EXOPLANETS L. Alkalai1, N. Arora1, M. Shao1, S. Turyshev1, L. Friedman8 ,P. C. Brandt3, R. McNutt3, G. Hallinan2, R. Mewaldt2, J. Bock2, M. Brown2, J. McGuire1, A. Biswas1, P. Liewer1, N. Murphy1, M. Desai4, D. McComas5, M. Opher6, E. Stone2, G. Zank7, 1Jet Propulsion Laboratory, Pasadena, CA 91109, USA, 2California Institute of Technology, Pasadena, CA 91125, USA, 3The Johns Hopkins University Applied Physics Laboratory, Laurel, MD 20723, USA,4Southwest Research Institute, San Antonio, TX 78238, USA, 5Princeton Plasma Physics Laboratory, Princeton, NJ 08543, USA, 6Boston University, Boston, MA 02215, USA, 7University of Alabama in Huntsville, Huntsville, AL 35899, USA, 8Emritus, The Planetary Society. Figure 1: A SGL Probe Mission is a first step in the goal to search and study potential habitable exoplanets. This figure was developed as a product of two Keck Institute for Space Studies (KISS) workshops on the topic of the “Science and Enabling Technologies for the Exploration of the Interstellar Medium” led by E. Stone, L. Alkalai and L. Friedman. Introduction: Recent data from Voyager 1, Kepler and New Horizons spacecraft have resulted in breath-taking discoveries that have excited the public and invigorated the space science community. Voyager 1, the first spacecraft to arrive at the Heliopause, discovered that Fig. 2. Imaging of an exo-Earth with solar gravitational Lens. The exo-Earth occupies (1km×1km) area at the image plane. Using a 1m the interstellar medium is far more complicated and telescope as a 1 pixel detector provides a (1000×1000) pixel image! turbulent than expected; the Kepler telescope According to Einstein’s general relativity, gravity discovered that exoplanets are not only ubiquitous but induces refractive properties of space-time causing a also diverse in our galaxy and that Earth-like exoplanets massive object to act as a lens by bending light. -
14. Mathematics for Orbits: Ellipses, Parabolas, Hyperbolas Michael Fowler
14. Mathematics for Orbits: Ellipses, Parabolas, Hyperbolas Michael Fowler Preliminaries: Conic Sections Ellipses, parabolas and hyperbolas can all be generated by cutting a cone with a plane (see diagrams, from Wikimedia Commons). Taking the cone to be xyz222+=, and substituting the z in that equation from the planar equation rp⋅= p, where p is the vector perpendicular to the plane from the origin to the plane, gives a quadratic equation in xy,. This translates into a quadratic equation in the plane—take the line of intersection of the cutting plane with the xy, plane as the y axis in both, then one is related to the other by a scaling xx′ = λ . To identify the conic, diagonalized the form, and look at the coefficients of xy22,. If they are the same sign, it is an ellipse, opposite, a hyperbola. The parabola is the exceptional case where one is zero, the other equates to a linear term. It is instructive to see how an important property of the ellipse follows immediately from this construction. The slanting plane in the figure cuts the cone in an ellipse. Two spheres inside the cone, having circles of contact with the cone CC, ′, are adjusted in size so that they both just touch the plane, at points FF, ′ respectively. It is easy to see that such spheres exist, for example start with a tiny sphere inside the cone near the point, and gradually inflate it, keeping it spherical and touching the cone, until it touches the plane. Now consider a point P on the ellipse. -
Orbital Mechanics Course Notes
Orbital Mechanics Course Notes David J. Westpfahl Professor of Astrophysics, New Mexico Institute of Mining and Technology March 31, 2011 2 These are notes for a course in orbital mechanics catalogued as Aerospace Engineering 313 at New Mexico Tech and Aerospace Engineering 362 at New Mexico State University. This course uses the text “Fundamentals of Astrodynamics” by R.R. Bate, D. D. Muller, and J. E. White, published by Dover Publications, New York, copyright 1971. The notes do not follow the book exclusively. Additional material is included when I believe that it is needed for clarity, understanding, historical perspective, or personal whim. We will cover the material recommended by the authors for a one-semester course: all of Chapter 1, sections 2.1 to 2.7 and 2.13 to 2.15 of Chapter 2, all of Chapter 3, sections 4.1 to 4.5 of Chapter 4, and as much of Chapters 6, 7, and 8 as time allows. Purpose The purpose of this course is to provide an introduction to orbital me- chanics. Students who complete the course successfully will be prepared to participate in basic space mission planning. By basic mission planning I mean the planning done with closed-form calculations and a calculator. Stu- dents will have to master additional material on numerical orbit calculation before they will be able to participate in detailed mission planning. There is a lot of unfamiliar material to be mastered in this course. This is one field of human endeavor where engineering meets astronomy and ce- lestial mechanics, two fields not usually included in an engineering curricu- lum. -
2.3 Conic Sections: Hyperbola ( ) ( ) ( )
2.3 Conic Sections: Hyperbola Hyperbola (locus definition) Set of all points (x, y) in the place such that the absolute value of the difference of each distances from F1 and F2 to (x, y) is a constant distance, d. In the figure above: The distance from F1 to (x1, y1 ) - the distance from F2 to (x1, y1 ) = d and The distance from F1 to (x2 , y2 ) - the distance from F2 to (x2 , y2 ) = d Standard Form of a Hyperbola: Horizontal Hyperbola Vertical Hyperbola 2 2 2 2 (x − h) (y − k) (y − k) (x − h) 2 − 2 = 1 2 − 2 = 1 a b a b center = (h,k) 2a = distance between vertices c = distance from center to focus c2 = a2 + b2 c eccentricity e = ( e > 1 for a hyperbola) a Conjugate axis = 2b Transverse axis = 2a Horizontal Asymptotes Vertical Asymptotes b a y − k = ± (x − h) y − k = ± (x − h) a b Show how d = 2a 2 (x − 2) y2 Ex. Graph − = 1 4 25 Center: (2, 0) Vertices (4, 0) & (0, 0) Foci (2 ± 29,0) 5 Asymptotes: y = ± (x − 2) 2 Ex. Graph 9y2 − x2 − 6x −10 = 0 9y2 − x2 − 6x = 10 9y2 −1(x2 + 6x + 9) = 10 − 9 2 9y2 −1(x + 3) = 1 2 9y2 1(x + 3) 1 − = 1 1 1 2 y2 x + 3 ( ) 1 1 − = 9 1 Center: (-3, 0) ⎛ 1⎞ ⎛ 1⎞ Vertices −3, & −3,− ⎝⎜ 3⎠⎟ ⎝⎜ 3⎠⎟ ⎛ 10 ⎞ Foci −3,± ⎝⎜ 3 ⎠⎟ 1 Asymptotes: y = ± (x + 3) 3 Hyperbolas can be used in so-called ‘trilateration’ or ‘positioning’ problems. The procedure outlined in the next example is the basis of the Long Range Aid to Navigation (LORAN) system, (outdated now due to GPS) Ex. -
From Circle to Hyperbola in Taxicab Geometry
Abstract: The purpose of this article is to provide insight into the shape of circles and related geometric figures in taxicab geometry. This will enable teachers to guide student explorations by designing interesting worksheets, leading knowledgeable class room discussions, and be aware of the different results that students can obtain if they decide to delve deeper into this fascinating subject. From Circle to Hyperbola in Taxicab Geometry Ruth I. Berger, Luther College How far is the shortest path from Grand Central Station to the Empire State building? A pigeon could fly there in a straight line, but a person is confined by the street grid. The geometry obtained from measuring the distance between points by the actual distance traveled on a square grid is known as taxicab geometry. This topic can engage students at all levels, from plotting points and observing surprising shapes, to examining the underlying reasons for why these figures take on this appearance. Having to work with a new distance measurement takes everyone out of their comfort zone of routine memorization and makes them think, even about definitions and facts that seemed obvious before. It can also generate lively group discussions. There are many good resources on taxicab geometry. The ideas from Krause’s classic book [Krause 1986] have been picked up in recent NCTM publications [Dreiling 2012] and [Smith 2013], the latter includes an extensive pedagogy discussion. [House 2005] provides nice worksheets. Definition: Let A and B be points with coordinates (푥1, 푦1) and (푥2, 푦2), respectively. The taxicab distance from A to B is defined as 푑푖푠푡(퐴, 퐵) = |푥1 − 푥2| + |푦1 − 푦2|. -
Big Astronomy Educator Guide
Show Summary 2 EDUCATOR GUIDE National Science Standards Supported 4 Main Questions and Answers 5 TABLE OF CONTENTS Glossary of Terms 9 Related Activities 10 Additional Resources 17 Credits 17 SHOW SUMMARY Big Astronomy: People, Places, Discoveries explores three observatories located in Chile, at extreme and remote places. It gives examples of the multitude of STEM careers needed to keep the great observatories working. The show is narrated by Barbara Rojas-Ayala, a Chilean astronomer. A great deal of astronomy is done in the nation of Energy Camera. Here we meet Marco Bonati, who is Chile, due to its special climate and location, which an Electronics Detector Engineer. He is responsible creates stable, dry air. With its high, dry, and dark for what happens inside the instrument. Marco tells sites, Chile is one of the best places in the world for us about this job, and needing to keep the instrument observational astronomy. The show takes you to three very clean. We also meet Jacoline Seron, who is a of the many telescopes along Chile’s mountains. Night Assistant at CTIO. Her job is to take care of the instrument, calibrate the telescope, and operate The first site we visit is the Cerro Tololo Inter-American the telescope at night. Finally, we meet Kathy Vivas, Observatory (CTIO), which is home to many who is part of the support team for the Dark Energy telescopes. The largest is the Victor M. Blanco Camera. She makes sure the camera is producing Telescope, which has a 4-meter primary mirror. The science-quality data.