Triangle and Its Circles from the Standpol T of Modern
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Tetrahedra and Relative Directions in Space Using 2 and 3-Space Simplexes for 3-Space Localization
Tetrahedra and Relative Directions in Space Using 2 and 3-Space Simplexes for 3-Space Localization Kevin T. Acres and Jan C. Barca Monash Swarm Robotics Laboratory Faculty of Information Technology Monash University, Victoria, Australia Abstract This research presents a novel method of determining relative bearing and elevation measurements, to a remote signal, that is suitable for implementation on small embedded systems – potentially in a GPS denied environment. This is an important, currently open, problem in a number of areas, particularly in the field of swarm robotics, where rapid updates of positional information are of great importance. We achieve our solution by means of a tetrahedral phased array of receivers at which we measure the phase difference, or time difference of arrival, of the signal. We then perform an elegant and novel, albeit simple, series of direct calculations, on this information, in order to derive the relative bearing and elevation to the signal. This solution opens up a number of applications where rapidly updated and accurate directional awareness in 3-space is of importance and where the available processing power is limited by energy or CPU constraints. 1. Introduction Motivated, in part, by the currently open, and important, problem of GPS free 3D localisation, or pose recognition, in swarm robotics as mentioned in (Cognetti, M. et al., 2012; Spears, W. M. et al. 2007; Navarro-serment, L. E. et al.1999; Pugh, J. et al. 2009), we derive a method that provides relative elevation and bearing information to a remote signal. An efficient solution to this problem opens up a number of significant applications, including such implementations as space based X/Gamma ray source identification, airfield based aircraft location, submerged black box location, formation control in aerial swarm robotics, aircraft based anti-collision aids and spherical sonar systems. -
Theta Circles and Polygons Test #112
Theta Circles and Polygons Test #112 Directions: 1. Fill out the top section of the Round 1 Google Form answer sheet and select Theta- Circles and Polygons as the test. Do not abbreviate your school name. Enter an email address that will accept outside emails (some school email addresses do not). 2. Scoring for this test is 5 times the number correct plus the number omitted. 3. TURN OFF ALL CELL PHONES. 4. No calculators may be used on this test. 5. Any inappropriate behavior or any form of cheating will lead to a ban of the student and/or school from future National Conventions, disqualification of the student and/or school from this Convention, at the discretion of the Mu Alpha Theta Governing Council. 6. If a student believes a test item is defective, select “E) NOTA” and file a dispute explaining why. 7. If an answer choice is incomplete, it is considered incorrect. For example, if an equation has three solutions, an answer choice containing only two of those solutions is incorrect. 8. If a problem has wording like “which of the following could be” or “what is one solution of”, an answer choice providing one of the possibilities is considered to be correct. Do not select “E) NOTA” in that instance. 9. If a problem has multiple equivalent answers, any of those answers will be counted as correct, even if one answer choice is in a simpler format than another. Do not select “E) NOTA” in that instance. 10. Unless a question asks for an approximation or a rounded answer, give the exact answer. -
Circles in Areals
Circles in areals 23 December 2015 This paper has been accepted for publication in the Mathematical Gazette, and copyright is assigned to the Mathematical Association (UK). This preprint may be read or downloaded, and used for any non-profit making educational or research purpose. Introduction August M¨obiusintroduced the system of barycentric or areal co-ordinates in 1827[1, 2]. The idea is that one may attach weights to points, and that a system of weights determines a centre of mass. Given a triangle ABC, one obtains a co-ordinate system for the plane by placing weights x; y and z at the vertices (with x + y + z = 1) to describe the point which is the centre of mass. The vertices have co-ordinates A = (1; 0; 0), B = (0; 1; 0) and C = (0; 0; 1). By scaling so that triangle ABC has area [ABC] = 1, we can take the co-ordinates of P to be ([P BC]; [PCA]; [P AB]), provided that we take area to be signed. Our convention is that anticlockwise triangles have positive area. Points inside the triangle have strictly positive co-ordinates, and points outside the triangle must have at least one negative co-ordinate (we are allowed negative masses). The equation of a line looks like the equation of a plane in Cartesian co-ordinates, but note that the equation lx + ly + lz = 0 (with l 6= 0) is not satisfied by any point (x; y; z) of the Euclidean plane. We use such equations to describe the line at infinity when doing projective geometry. -
A Generalization of the Conway Circle
Forum Geometricorum b Volume 13 (2013) 191–195. b b FORUM GEOM ISSN 1534-1178 A Generalization of the Conway Circle Francisco Javier Garc´ıa Capitan´ Abstract. For any point in the plane of the triangle we show a conic that be- comes the Conway circle in the case of the incenter. We give some properties of the conic and of the configuration of the six points that define it. Let ABC be a triangle and I its incenter. Call Ba the point on line CA in the opposite direction to AC such that ABa = BC = a and Ca the point on line BA in the opposite direction to AB such that ACa = a. Define Cb, Ab and Ac, Bc cyclically. The six points Ab, Ac, Bc, Ba, Ca, Cb lie in a circle called the Conway circle with I as center and squared radius r2 + s2 as indicated in Figure 1. This configuration also appeared in Problem 6 in the 1992 Iberoamerican Mathematical Olympiad. The problem asks to establish that the area of the hexagon CaBaAbCbBcAc is at least 13∆(ABC) (see [4]). Ca Ca Ba Ba a a a a A A C0 B0 I I r Ab Ac Ab Ac b B s − b s − c C c b B s − b s − c C c c c Bc Bc Cb Cb Figure 1. The Conway circle Figure 2 Figure 2 shows a construction of these points which can be readily generalized. The lines BI and CI intersect the parallel of BC through A at B0 and C0. -
Coaxal Pencil of Circles and Spheres in the Pavillet Tetrahedron
17TH INTERNATIONAL CONFERENCE ON GEOMETRY AND GRAPHICS ©2016 ISGG 4–8 AUGUST, 2016, BEIJING, CHINA COAXAL PENCILS OF CIRCLES AND SPHERES IN THE PAVILLET TETRAHEDRON Axel PAVILLET [email protected] ABSTRACT: After a brief review of the properties of the Pavillet tetrahedron, we recall a theorem about the trace of a coaxal pencil of spheres on a plane. Then we use this theorem to show a re- markable correspondence between the circles of the base and those of the upper triangle of a Pavillet tetrahedron. We also give new proofs and new point of view of some properties of the Bevan point of a triangle using solid triangle geometry. Keywords: Tetrahedron, orthocentric, coaxal pencil, circles, spheres polar 2 Known properties We first recall the notations and properties (with 1 Introduction. their reference) we will use in this paper (Fig.1). • The triangle ABC is called the base trian- gle and defines the base plane (horizontal). The orthocentric tetrahedron of a scalene tri- angle [12], named the Pavillet tetrahedron by • The incenter, I, is called the apex of the Richard Guy [8, Ch. 5] and Gunther Weiss [16], tetrahedron. is formed by drawing from the vertices A, B and 0 0 0 C of a triangle ABC, on an horizontal plane, • The other three vertices (A ,B ,C ) form a three vertical segments AA0 = AM = AL = x, triangle called the upper triangle and define BB0 = BK = BM = y, CC0 = CL = CK = z, a plane called the upper plane. where KLM is the contact triangle of ABC. We As a standard notation, all points lying on the denote I the incenter of ABC, r its in-radius, base plane will have (as much as possible) a 0 0 0 and consider the tetrahedron IA B C . -
On a Construction of Hagge
Forum Geometricorum b Volume 7 (2007) 231–247. b b FORUM GEOM ISSN 1534-1178 On a Construction of Hagge Christopher J. Bradley and Geoff C. Smith Abstract. In 1907 Hagge constructed a circle associated with each cevian point P of triangle ABC. If P is on the circumcircle this circle degenerates to a straight line through the orthocenter which is parallel to the Wallace-Simson line of P . We give a new proof of Hagge’s result by a method based on reflections. We introduce an axis associated with the construction, and (via an areal anal- ysis) a conic which generalizes the nine-point circle. The precise locus of the orthocenter in a Brocard porism is identified by using Hagge’s theorem as a tool. Other natural loci associated with Hagge’s construction are discussed. 1. Introduction One hundred years ago, Karl Hagge wrote an article in Zeitschrift fur¨ Mathema- tischen und Naturwissenschaftliche Unterricht entitled (in loose translation) “The Fuhrmann and Brocard circles as special cases of a general circle construction” [5]. In this paper he managed to find an elegant extension of the Wallace-Simson theorem when the generating point is not on the circumcircle. Instead of creating a line, one makes a circle through seven important points. In 2 we give a new proof of the correctness of Hagge’s construction, extend and appl§ y the idea in various ways. As a tribute to Hagge’s beautiful insight, we present this work as a cente- nary celebration. Note that the name Hagge is also associated with other circles [6], but here we refer only to the construction just described. -
Volume 6 (2006) 1–16
FORUM GEOMETRICORUM A Journal on Classical Euclidean Geometry and Related Areas published by Department of Mathematical Sciences Florida Atlantic University b bbb FORUM GEOM Volume 6 2006 http://forumgeom.fau.edu ISSN 1534-1178 Editorial Board Advisors: John H. Conway Princeton, New Jersey, USA Julio Gonzalez Cabillon Montevideo, Uruguay Richard Guy Calgary, Alberta, Canada Clark Kimberling Evansville, Indiana, USA Kee Yuen Lam Vancouver, British Columbia, Canada Tsit Yuen Lam Berkeley, California, USA Fred Richman Boca Raton, Florida, USA Editor-in-chief: Paul Yiu Boca Raton, Florida, USA Editors: Clayton Dodge Orono, Maine, USA Roland Eddy St. John’s, Newfoundland, Canada Jean-Pierre Ehrmann Paris, France Chris Fisher Regina, Saskatchewan, Canada Rudolf Fritsch Munich, Germany Bernard Gibert St Etiene, France Antreas P. Hatzipolakis Athens, Greece Michael Lambrou Crete, Greece Floor van Lamoen Goes, Netherlands Fred Pui Fai Leung Singapore, Singapore Daniel B. Shapiro Columbus, Ohio, USA Steve Sigur Atlanta, Georgia, USA Man Keung Siu Hong Kong, China Peter Woo La Mirada, California, USA Technical Editors: Yuandan Lin Boca Raton, Florida, USA Aaron Meyerowitz Boca Raton, Florida, USA Xiao-Dong Zhang Boca Raton, Florida, USA Consultants: Frederick Hoffman Boca Raton, Floirda, USA Stephen Locke Boca Raton, Florida, USA Heinrich Niederhausen Boca Raton, Florida, USA Table of Contents Khoa Lu Nguyen and Juan Carlos Salazar, On the mixtilinear incircles and excircles,1 Juan Rodr´ıguez, Paula Manuel and Paulo Semi˜ao, A conic associated with the Euler line,17 Charles Thas, A note on the Droz-Farny theorem,25 Paris Pamfilos, The cyclic complex of a cyclic quadrilateral,29 Bernard Gibert, Isocubics with concurrent normals,47 Mowaffaq Hajja and Margarita Spirova, A characterization of the centroid using June Lester’s shape function,53 Christopher J. -
Circles JV Practice 1/26/20 Matthew Shi
Western PA ARML January 26, 2020 Circles JV Practice 1/26/20 Matthew Shi 1 Warm-up Questions 1. A square of area 40 is inscribed in a semicircle as shown: Find the radius of the semicircle. 2. The number of inches in the perimeter of an equilateral triangle equals the number of square inches in the area of its circumscribed circle. What is the radius, in inches, of the circle? 3. Two distinct lines pass through the center of three concentric circles of radii 3, 2, and 1. The 8 area of the shaded region in the diagram is 13 of the area of the unshaded region. What is the radian measure of the acute angle formed by the two lines? (Note: π radians is 180 degrees.) 4. Let C1 and C2 be circles of radius 1 that are in the same plane and tangent to each other. How many circles of radius 3 are in this plane and tangent to both C1 and C2? 1 Western PA ARML January 26, 2020 2 Problems 1. Each of the small circles in the figure has radius one. The innermost circle is tangent to the six circles that surround it, and each of those circles is tangent to the large circle and to its small-circle neighbors. Find the area of the shaded region. 2. A square has sides of length 10, and a circle centered at one of its vertices has radius 10. What is the area of the union of the regions enclosed by the square and the circle? 3. -
Talking Geometry: a Classroom Episode
Learning and Teaching Mathematics, No. 6 Page 3 Talking Geometry: a Classroom Episode Erna Lampen Wits School of Education The Geometry course forms part of the first year early in the course and they used the programme mathematics offering for education students at to investigate their conjectures in an informal way Wits School of Education. The course is outside class time. The course has a distinctly compulsory for all first years who want to major problem-centred approach. Students did not get in mathematics education at FET level. Most of demonstrations of the constructions or guidelines these students obtained about 60% on standard that show “How to construct a line perpendicular grade for mathematics at Grade 12 level and to another line.” Instead, we discussed what it many confessed not to have done geometry means to ask “spatial” questions, and decided beyond Grade 9 level. A few students who together that spatial questions involve questions specialize in Foundation Phase as well as about shape, structure, size and position. The Intermediate and Senior Phase also attended. This course is dedicated to asking and seeking answers class consisted of 85 students of whom close to to spatial questions. We started by investigating 70 attended regularly. All eleven official languages relative positions of points and lines in a plane. were represented in the class. There was also a We did constructions to answer questions like: deaf student and a Chinese student who “Where are all points that are equidistant from a immigrated in 2005 – imagine the need to have given point A? Where are all points that are shared objects to refer to when we discussed the equidistant from two given points A and B?” and mathematics! There was always a tutor, a fellow so on. -
Steiner's Theorems on the Complete Quadrilateral
Forum Geometricorum b Volume 4 (2004) 35–52. bbb FORUM GEOM ISSN 1534-1178 Steiner’s Theorems on the Complete Quadrilateral Jean-Pierre Ehrmann Abstract. We give a translation of Jacob Steiner’s 1828 note on the complete quadrilateral, with complete proofs and annotations in barycentric coordinates. 1. Steiner’s note on the complete quadrilateral In 1828, Jakob Steiner published in Gergonne’s Annales a very short note [9] listing ten interesting and important theorems on the complete quadrilateral. The purpose of this paper is to provide a translation of the note, to prove these theorems, along with annotations in barycentric coordinates. We begin with a translation of Steiner’s note. Suppose four lines intersect two by two at six points. (1) These four lines, taken three by three, form four triangles whose circum- circles pass through the same point F . (2) The centers of the four circles (and the point F ) lie on the same circle. (3) The perpendicular feet from F to the four lines lie on the same line R, and F is the only point with this property. (4) The orthocenters of the four triangles lie on the same line R. (5) The lines R and R are parallel, and the line R passes through the midpoint of the segment joining F to its perpendicular foot on R. (6) The midpoints of the diagonals of the complete quadrilateral formed by the four given lines lie on the same line R (Newton). (7) The line R is a common perpendicular to the lines R and R. (8) Each of the four triangles in (1) has an incircle and three excircles. -
The Radii by R, Ra, Rb,Rc
The Orthopole, by R. GOORMAGHTIGH,La Louviero, Belgium. Introduction. 1. In this little work are presented the more important resear- ches on one of the newest chapters in the modern Geometry of the triangle, and whose origin is, the following theorem due to. Professor J. Neuberg: Let ƒ¿, ƒÀ, y be the projections of A, B, C on a straight line m; the perpendiculars from a on BC, ƒÀ on CA, ƒÁ on ABare concurrent(1). The point of concurrence. M is called the orthopole of m for the triangle ABC. The following general conventions will now be observed : the sides of the triangle of reference ABC will be denoted by a, b, c; the centre and radius of the circumcircle by 0 and R; the orthocentre by H; the centroid by G; the in- and ex-centresby I, Ia 1b, Ic and the radii by r, ra, rb,rc;the mid-points of BC, CA, AB by Am, Bm, Cm;the feet of the perpendiculars AH, BH, OH from A, B, C on BO, CA, AB by An,Bn, Cn; the contact points of the incircle with BC, CA, AB by D, E, F; the corresponding points for the circles Ia, Ib, Ic, by Da, Ea,Fa, Dc, Eb, F0, Dc, Ec, Fc; the area of ABC by 4; the centre of the nine-point circle by 0g; the Lemoine . point by K; the Brocard points by theGergonne and Nagel points by and N(2); further 2s=a+b+c. Two points whose joins to A, B, C are isogonal conjugate in the angles A, B, C are counterpoints. -
A History of Elementary Mathematics, with Hints on Methods of Teaching
;-NRLF I 1 UNIVERSITY OF CALIFORNIA PEFARTMENT OF CIVIL ENGINEERING BERKELEY, CALIFORNIA Engineering Library A HISTORY OF ELEMENTARY MATHEMATICS THE MACMILLAN COMPANY NEW YORK BOSTON CHICAGO DALLAS ATLANTA SAN FRANCISCO MACMILLAN & CO., LIMITED LONDON BOMBAY CALCUTTA MELBOURNE THE MACMILLAN CO. OF CANADA, LTD. TORONTO A HISTORY OF ELEMENTARY MATHEMATICS WITH HINTS ON METHODS OF TEACHING BY FLORIAN CAJORI, PH.D. PROFESSOR OF MATHEMATICS IN COLORADO COLLEGE REVISED AND ENLARGED EDITION THE MACMILLAN COMPANY LONDON : MACMILLAN & CO., LTD. 1917 All rights reserved Engineering Library COPYRIGHT, 1896 AND 1917, BY THE MACMILLAN COMPANY. Set up and electrotyped September, 1896. Reprinted August, 1897; March, 1905; October, 1907; August, 1910; February, 1914. Revised and enlarged edition, February, 1917. o ^ PREFACE TO THE FIRST EDITION "THE education of the child must accord both in mode and arrangement with the education of mankind as consid- ered in other the of historically ; or, words, genesis knowledge in the individual must follow the same course as the genesis of knowledge in the race. To M. Comte we believe society owes the enunciation of this doctrine a doctrine which we may accept without committing ourselves to his theory of 1 the genesis of knowledge, either in its causes or its order." If this principle, held also by Pestalozzi and Froebel, be correct, then it would seem as if the knowledge of the history of a science must be an effectual aid in teaching that science. Be this doctrine true or false, certainly the experience of many instructors establishes the importance 2 of mathematical history in teaching. With the hope of being of some assistance to my fellow-teachers, I have pre- pared this book and have interlined my narrative with occasional remarks and suggestions on methods of teaching.