Space Sextic Curves with Six Bitangents, and Some Geometry of the Diagonal Cubic Surface
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
The Many Lives of the Twisted Cubic
Mathematical Assoc. of America American Mathematical Monthly 121:1 February 10, 2018 11:32 a.m. TwistedMonthly.tex page 1 The many lives of the twisted cubic Abstract. We trace some of the history of the twisted cubic curves in three-dimensional affine and projective spaces. These curves have reappeared many times in many different guises and at different times they have served as primary objects of study, as motivating examples, and as hidden underlying structures for objects considered in mathematics and its applications. 1. INTRODUCTION Because of its simple coordinate functions, the humble (affine) 3 twisted cubic curve in R , given in the parametric form ~x(t) = (t; t2; t3) (1.1) is staple of computational problems in many multivariable calculus courses. (See Fig- ure 1.) We and our students compute its intersections with planes, find its tangent vectors and lines, approximate the arclength of segments of the curve, derive its cur- vature and torsion functions, and so forth. But in many calculus books, the curve is not even identified by name and no indication of its protean nature and rich history is given. This essay is (semi-humorously) in part an attempt to remedy that situation, and (more seriously) in part a meditation on the ways that the things mathematicians study often seem to have existences of their own. Basic structures can reappear at many times in many different contexts and under different names. According to the current consensus view of mathematical historiography, historians of mathematics do well to keep these different avatars of the underlying structure separate because it is almost never correct to attribute our understanding of the sorts of connections we will be con- sidering to the thinkers of the past. -
Geometry Notes G.2 Parallel Lines, Transversals, Angles Mrs. Grieser Name: Date
Geometry Notes G.2 Parallel Lines, Transversals, Angles Mrs. Grieser Name: ________________________________________ Date: ______________ Block: ________ Identifying Pairs of Lines and Angles Lines that intersect are coplanar Lines that do not intersect o are parallel (coplanar) OR o are skew (not coplanar) In the figure, name: o intersecting lines:___________ o parallel lines:_______________ o skew lines:________________ o parallel planes:_____________ Example: Think of each segment in the figure as part of a line. Find: Line(s) parallel to CD and containing point A _________ Line(s) skew to and containing point A _________ Line(s) perpendicular to and containing point A _________ Plane(s) parallel to plane EFG and containing point A _________ Parallel and Perpendicular Lines If two lines are in the same plane, then they are either parallel or intersect a point. There exist how many lines through a point not on a line? __________ Only __________ of them is parallel to the line. Parallel Postulate If there is a line and a point not on a line, then there is exactly one line through the point parallel to the given line. Perpendicular Postulate If there is a line and a point not on a line, then there is exactly one line through the point parallel to the given line. Angles and Transversals Interior angles are on the INSIDE of the two lines Exterior angles are on the OUTSIDE of the two lines Alternate angles are on EITHER SIDE of the transversal Consecutive angles are on the SAME SIDE of the transversal Corresponding angles are in the same position on each of the two lines Alternate interior angles lie on either side of the transversal inside the two lines Alternate exterior angles lie on either side of the transversal outside the two lines Consecutive interior angles lie on the same side of the transversal inside the two lines (same side interior) Geometry Notes G.2 Parallel Lines, Transversals, Angles Mrs. -
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. -
A Three-Dimensional Laguerre Geometry and Its Visualization
A Three-Dimensional Laguerre Geometry and Its Visualization Hans Havlicek and Klaus List, Institut fur¨ Geometrie, TU Wien 3 We describe and visualize the chains of the 3-dimensional chain geometry over the ring R("), " = 0. MSC 2000: 51C05, 53A20. Keywords: chain geometry, Laguerre geometry, affine space, twisted cubic. 1 Introduction The aim of the present paper is to discuss in some detail the Laguerre geometry (cf. [1], [6]) which arises from the 3-dimensional real algebra L := R("), where "3 = 0. This algebra generalizes the algebra of real dual numbers D = R("), where "2 = 0. The Laguerre geometry over D is the geometry on the so-called Blaschke cylinder (Figure 1); the non-degenerate conics on this cylinder are called chains (or cycles, circles). If one generator of the cylinder is removed then the remaining points of the cylinder are in one-one correspon- dence (via a stereographic projection) with the points of the plane of dual numbers, which is an isotropic plane; the chains go over R" to circles and non-isotropic lines. So the point space of the chain geometry over the real dual numbers can be considered as an affine plane with an extra “improper line”. The Laguerre geometry based on L has as point set the projective line P(L) over L. It can be seen as the real affine 3-space on L together with an “improper affine plane”. There is a point model R for this geometry, like the Blaschke cylinder, but it is more compli- cated, and belongs to a 7-dimensional projective space ([6, p. -
Real Rank Two Geometry Arxiv:1609.09245V3 [Math.AG] 5
Real Rank Two Geometry Anna Seigal and Bernd Sturmfels Abstract The real rank two locus of an algebraic variety is the closure of the union of all secant lines spanned by real points. We seek a semi-algebraic description of this set. Its algebraic boundary consists of the tangential variety and the edge variety. Our study of Segre and Veronese varieties yields a characterization of tensors of real rank two. 1 Introduction Low-rank approximation of tensors is a fundamental problem in applied mathematics [3, 6]. We here approach this problem from the perspective of real algebraic geometry. Our goal is to give an exact semi-algebraic description of the set of tensors of real rank two and to characterize its boundary. This complements the results on tensors of non-negative rank two presented in [1], and it offers a generalization to the setting of arbitrary varieties, following [2]. A familiar example is that of 2 × 2 × 2-tensors (xijk) with real entries. Such a tensor lies in the closure of the real rank two tensors if and only if the hyperdeterminant is non-negative: 2 2 2 2 2 2 2 2 x000x111 + x001x110 + x010x101 + x011x100 + 4x000x011x101x110 + 4x001x010x100x111 −2x000x001x110x111 − 2x000x010x101x111 − 2x000x011x100x111 (1) −2x001x010x101x110 − 2x001x011x100x110 − 2x010x011x100x101 ≥ 0: If this inequality does not hold then the tensor has rank two over C but rank three over R. To understand this example geometrically, consider the Segre variety X = Seg(P1 × P1 × P1), i.e. the set of rank one tensors, regarded as points in the projective space P7 = 2 2 2 7 arXiv:1609.09245v3 [math.AG] 5 Apr 2017 P(C ⊗ C ⊗ C ). -
Parallel Lines and Transversals
5.5 Parallel Lines and Transversals How can you use STATES properties of parallel lines to solve real-life problems? STANDARDS MA.8.G.2.2 1 ACTIVITY: A Property of Parallel Lines Work with a partner. ● Talk about what it means for two lines 12 1 cm 56789 to be parallel. Decide on a strategy for 1234 drawing two parallel lines. 01 91 8 9 9 9 9 10 11 12 13 10 10 10 10 ● Use your strategy to carefully draw 7 67 two lines that are parallel. 14 15 5 16 17 18 19 20 3421 22 23 2 24 25 26 1 ● Now, draw a third line 27 28 in. parallel that intersects the two 29 30 lines parallel lines. This line is called a transversal. 2 1 3 4 6 ● The two parallel lines and 5 7 8 the transversal form eight angles. Which of these angles have equal measures? transversal Explain your reasoning. 2 ACTIVITY: Creating Parallel Lines Work with a partner. a. If you were building the house in the photograph, how could you make sure that the studs are parallel to each other? b. Identify sets of parallel lines and transversals in the Studs photograph. 212 Chapter 5 Angles and Similarity 3 ACTIVITY: Indirect Measurement Work with a partner. F a. Use the fact that two rays from the Sun are parallel to explain why △ABC and △DEF are similar. b. Explain how to use similar triangles to fi nd the height of the fl agpole. x ft Sun’s ray C Sun’s ray 5 ft AB3 ft DE36 ft 4. -
Hyperbolic Monopoles and Rational Normal Curves
HYPERBOLIC MONOPOLES AND RATIONAL NORMAL CURVES Nigel Hitchin (Oxford) Edinburgh April 20th 2009 204 Research Notes A NOTE ON THE TANGENTS OF A TWISTED CUBIC B Y M. F. ATIYAH Communicated by J. A. TODD Received 8 May 1951 1. Consider a rational normal cubic C3. In the Klein representation of the lines of $3 by points of a quadric Q in Ss, the tangents of C3 are represented by the points of a rational normal quartic O4. It is the object of this note to examine some of the consequences of this correspondence, in terms of the geometry associated with the two curves. 2. C4 lies on a Veronese surface V, which represents the congruence of chords of O3(l). Also C4 determines a 4-space 2 meeting D. in Qx, say; and since the surface of tangents of O3 is a developable, consecutive tangents intersect, and therefore the tangents to C4 lie on Q, and so on £lv Hence Qx, containing the sextic surface of tangents to C4, must be the quadric threefold / associated with C4, i.e. the quadric determining the same polarity as C4 (2). We note also that the tangents to C4 correspond in #3 to the plane pencils with vertices on O3, and lying in the corresponding osculating planes. 3. We shall prove that the surface U, which is the locus of points of intersection of pairs of osculating planes of C4, is the projection of the Veronese surface V from L, the pole of 2, on to 2. Let P denote a point of C3, and t, n the tangent line and osculating plane at P, and let T, T, w denote the same for the corresponding point of C4. -
Triangles and Transversals Triangles
Triangles and Transversals Triangles A three-sided polygon. Symbol → ▵ You name it ▵ ABC. Total Angle Sum of a Triangle The interior angles of a triangle add up to 180 degrees. Symbol = Acute Triangle A triangle that contains only angles that are less than 90 degrees. Obtuse Triangle A triangle with one angle greater than 90 degrees (an obtuse angle). Right Triangle A triangle with one right angle (90 degrees). Vertex The common endpoint of two or more rays or line segments. Complementary Angles Two angles whose measures have a sum of 90 degrees. Supplementary Angles Two angles whose measures have a sum of 180 degrees. Perpendicular Lines Lines that intersect to form a right angle (90 degrees). Symbol = Parallel Lines Lines that never intersect. Arrows are used to indicate lines are parallel. Symbol = || Transversal Lines A line that cuts across two or more (usually parallel) lines. Intersect The point where two lines meet or cross. Vertical Angles Angles opposite one another at the intersection of two lines. Vertical angles have the same angle measurements. Interior Angles An angle inside a shape. Exterior Angles Angles outside of a shape. Alternate Interior Angles The pairs of angles on opposite sides of the transversal but inside the two lines. Alternate Exterior Angles Each pair of these angles are outside the lines, and on opposite sides of the transversal. Corresponding Angles The angles in matching corners. Reflexive Angles An angle whose measure is greater than 180 degrees and less that 360 degrees. Straight Angles An angle that measures exactly 180 degrees. Adjacent Angles Angles with common side and common vertex without overlapping. -
Finite Projective Geometries 243
FINITE PROJECTÎVEGEOMETRIES* BY OSWALD VEBLEN and W. H. BUSSEY By means of such a generalized conception of geometry as is inevitably suggested by the recent and wide-spread researches in the foundations of that science, there is given in § 1 a definition of a class of tactical configurations which includes many well known configurations as well as many new ones. In § 2 there is developed a method for the construction of these configurations which is proved to furnish all configurations that satisfy the definition. In §§ 4-8 the configurations are shown to have a geometrical theory identical in most of its general theorems with ordinary projective geometry and thus to afford a treatment of finite linear group theory analogous to the ordinary theory of collineations. In § 9 reference is made to other definitions of some of the configurations included in the class defined in § 1. § 1. Synthetic definition. By a finite projective geometry is meant a set of elements which, for sugges- tiveness, are called points, subject to the following five conditions : I. The set contains a finite number ( > 2 ) of points. It contains subsets called lines, each of which contains at least three points. II. If A and B are distinct points, there is one and only one line that contains A and B. HI. If A, B, C are non-collinear points and if a line I contains a point D of the line AB and a point E of the line BC, but does not contain A, B, or C, then the line I contains a point F of the line CA (Fig. -
Structural Forms 1
Key principles The hyperboloid of revolution is a Surface and may be generated by revolving a Hyperbola about its conjugate axis. The outline of the elevation will be a Hyperbola. When the conjugate axis is vertical all horizontal sections are circles. The horizontal section at the mid point of the conjugate axis is known as the Throat. The diagram shows the incomplete construction for drawing a hyperbola in a rectangle. (a) Draw the outline of the both branches of the double hyperbola in the rectangle. The diagram shows the incomplete Elevation of a hyperboloid of revolution. (a) Determine the position of the throat circle in elevation. (b) Draw the outline of the both branches of the double hyperbola in elevation. DESIGN & COMMUNICATION GRAPHICS Structural forms 1 NAME: ______________________________ DATE: _____________ The diagram shows the plan and incomplete elevation of an object based on the hyperboloid of revolution. The focal points and transverse axis of the hyperbola are also shown. (a) Using the given information draw the outline of the elevation.. F The diagram shows the axis, focal points and transverse axis of a double hyperbola. (a) Draw the outline of both branches of the double hyperbola. (b) The difference between the focal distances for any point on a double hyperbola is constant and equal to the length of the transverse axis. (c) Indicate this principle on the drawing below. DESIGN & COMMUNICATION GRAPHICS Structural forms 2 NAME: ______________________________ DATE: _____________ Key principles The diagram shows the plan and incomplete elevation of a hyperboloid of revolution. The hyperboloid of revolution may also be generated by revolving one skew line about another. -
Understand the Principles and Properties of Axiomatic (Synthetic
Michael Bonomi Understand the principles and properties of axiomatic (synthetic) geometries (0016) Euclidean Geometry: To understand this part of the CST I decided to start off with the geometry we know the most and that is Euclidean: − Euclidean geometry is a geometry that is based on axioms and postulates − Axioms are accepted assumptions without proofs − In Euclidean geometry there are 5 axioms which the rest of geometry is based on − Everybody had no problems with them except for the 5 axiom the parallel postulate − This axiom was that there is only one unique line through a point that is parallel to another line − Most of the geometry can be proven without the parallel postulate − If you do not assume this postulate, then you can only prove that the angle measurements of right triangle are ≤ 180° Hyperbolic Geometry: − We will look at the Poincare model − This model consists of points on the interior of a circle with a radius of one − The lines consist of arcs and intersect our circle at 90° − Angles are defined by angles between the tangent lines drawn between the curves at the point of intersection − If two lines do not intersect within the circle, then they are parallel − Two points on a line in hyperbolic geometry is a line segment − The angle measure of a triangle in hyperbolic geometry < 180° Projective Geometry: − This is the geometry that deals with projecting images from one plane to another this can be like projecting a shadow − This picture shows the basics of Projective geometry − The geometry does not preserve length -
Parallel Lines Cut by a Transversal
Parallel Lines Cut by a Transversal I. UNIT OVERVIEW & PURPOSE: The goal of this unit is for students to understand the angle theorems related to parallel lines. This is important not only for the mathematics course, but also in connection to the real world as parallel lines are used in designing buildings, airport runways, roads, railroad tracks, bridges, and so much more. Students will work cooperatively in groups to apply the angle theorems to prove lines parallel, to practice geometric proof and discover the connections to other topics including relationships with triangles and geometric constructions. II. UNIT AUTHOR: Darlene Walstrum Patrick Henry High School Roanoke City Public Schools III. COURSE: Mathematical Modeling: Capstone Course IV. CONTENT STRAND: Geometry V. OBJECTIVES: 1. Using prior knowledge of the properties of parallel lines, students will identify and use angles formed by two parallel lines and a transversal. These will include alternate interior angles, alternate exterior angles, vertical angles, corresponding angles, same side interior angles, same side exterior angles, and linear pairs. 2. Using the properties of these angles, students will determine whether two lines are parallel. 3. Students will verify parallelism using both algebraic and coordinate methods. 4. Students will practice geometric proof. 5. Students will use constructions to model knowledge of parallel lines cut by a transversal. These will include the following constructions: parallel lines, perpendicular bisector, and equilateral triangle. 6. Students will work cooperatively in groups of 2 or 3. VI. MATHEMATICS PERFORMANCE EXPECTATION(s): MPE.32 The student will use the relationships between angles formed by two lines cut by a transversal to a) determine whether two lines are parallel; b) verify the parallelism, using algebraic and coordinate methods as well as deductive proofs; and c) solve real-world problems involving angles formed when parallel lines are cut by a transversal.