3 1 Abc C Ab

Total Page:16

File Type:pdf, Size:1020Kb

3 1 Abc C Ab TETRAHEDRA INSIDE OF A REGULAR PARALLELEPIPED In the latest Wall Street Journal Puzzle Page of September 17-18, 2016 their first question is rather elementary and deals with the volume of a tetrahedron cut out of a cube. We toughen the problem somewhat by a modification where the cube is replaced by a parallelepiped of volume abc and ask the question what is the volume of a tetrahedron where three edges coincide with the parallelepiped as shown- The vertices of the entire tetrahedron lie at [a,0,0],[0,b,0], [0,0,c] and [0,0,0] . The simplest way to solve for its volume to take the product of its base area ab/2 and multiply it by one-third of the height c. This immediately produces the answer- 1 ab abc Vol= ( )c 3 2 6 which represents one-sixth of the parallelpiped volume. This also yields the answer posed by the Journal for a cube when we set a=b=c-1. Note that one could cut two identical tetrahedra of the parallelpiped leaving a residue slice of volume 2abc/3. A more mathematically advanced solution for the volume is to employ calculus. One has- a b(1x / a ) Vol dx c[1 (x / a) ( y / b)]dy x0 y0 cb a x abc (1 )2 dx 2 x0 a 6 It is always a little surprising that the volume of six of these tetrahedra constitute the total volume of the parallelepiped. One would expect the volume of the tterahedra would be a larger fraction of abc. Other tetrahedra can also be cut out of the parallelepiped. One can make the interesting observation that this tetrahedron has six edges (E=6), four sides (S=4, and four vertices (V=4).It means that- V+F-E=2 This equality is the famous Euler formula valid for all polyhedra. For example, a cube has V=8, E=12, and F=6 . An interesting variation of this problem is to see what happens when we cut a total of six pyramids out of the parallelepiped by defining their edges via eight lines drawn from each of the eight vertices of the parallelepiped to its center at [a/2,b/2,c/2]. The resultant volume of each of resulting pyramids (four side faces and one base) have the same value of abc/6. However, the resultant twin pairs of pyramids have three different heights. It was already known to the ancient Egyptian pyramid builders that the frustum of a square base pyramid of area a2 finished to a height h such that the top surface equals a smaller square of area b2 is- h Vol [a 2 ab b2 ] 3 This solution is given in the Moscow Papyrus and is about three thousand years old. Here is how we get this answer today. We know that the volume of the frustum of an unfinished pyramid equals its volume of a2c/3 minus the pyramid tip above the frustum of b2(c-h)/3. This yields- 1 1 Vol a 2c b2 (c h) 3 3 But from the geometry we also have (c-h)=bc/a. Using this to eliminate c yields – h a 3 b3 h Vol [a 2 ab b2 ] 3 (a b) 3 Kudos to the ancient engineer who was able to achieve this result in pre-analytic geometry and calculus days. Once the pyramid reaches half-height, 7/8th of the stone laying will already have been done. A second more difficult problem posed in this week’s WSJ puzzle page is to find the volume of a 3D solid formed by connecting the six intersection points of a sphere of radius R centered on one of the edges of a tetrahedron of side-length 2R by straight lines. The tetrahedron has four equal area equilateral triangle faces of area sqrt(3)R2 each and a volume of Vol=2sqrt(2)R3/3. A schematic of the problem follows- At first glance it seems like a difficult task to find the volume corresponding to the shaded area. However a little thought and having played with blocks as a child, it is clear that the shaded polyhedron can be broken up into two smaller tetrahedra of volume sqrt(2)R3/12 each plus a pyramids of base R2 and height h=R/sqrt(2).. The volume of the pyramid is R3/[(3sqrt(2)] or twice the volume of the small tetrahedra. Adding things together produces the following volume for the 3D structure- 2 1 2 Vol {2[ ] [ ]}R3 R3 3D 12 3 2 3 This represents just one-half the volume of the large tertrahedron. I have constructed two identical cardboard models of this 3D structure. When the square sides are brought together and one is rotated by ninety degrees the full tetrahedron is recovered. Thus cutting a large tetrahedron in exactly one half produces two identical 3D solids. Note the 3D structure has nine edges(E=9), six vertices(V=6), and five faces(F=5).So Euler’s formula is again confirmed since- F+V-E=5+6-9=2 A side-view of the structure resembles the covering of a Conestoga wagon used by American pioneers moving west along the Oregon trail in the 1840s. September 19, 2016 .
Recommended publications
  • A Parallelepiped Based Approach
    3D Modelling Using Geometric Constraints: A Parallelepiped Based Approach Marta Wilczkowiak, Edmond Boyer, and Peter Sturm MOVI–GRAVIR–INRIA Rhˆone-Alpes, 38330 Montbonnot, France, [email protected], http://www.inrialpes.fr/movi/people/Surname Abstract. In this paper, efficient and generic tools for calibration and 3D reconstruction are presented. These tools exploit geometric con- straints frequently present in man-made environments and allow cam- era calibration as well as scene structure to be estimated with a small amount of user interactions and little a priori knowledge. The proposed approach is based on primitives that naturally characterize rigidity con- straints: parallelepipeds. It has been shown previously that the intrinsic metric characteristics of a parallelepiped are dual to the intrinsic charac- teristics of a perspective camera. Here, we generalize this idea by taking into account additional redundancies between multiple images of multiple parallelepipeds. We propose a method for the estimation of camera and scene parameters that bears strongsimilarities with some self-calibration approaches. Takinginto account prior knowledgeon scene primitives or cameras, leads to simpler equations than for standard self-calibration, and is expected to improve results, as well as to allow structure and mo- tion recovery in situations that are otherwise under-constrained. These principles are illustrated by experimental calibration results and several reconstructions from uncalibrated images. 1 Introduction This paper is about using partial information on camera parameters and scene structure, to simplify and enhance structure from motion and (self-) calibration. We are especially interested in reconstructing man-made environments for which constraints on the scene structure are usually easy to provide.
    [Show full text]
  • Area, Volume and Surface Area
    The Improving Mathematics Education in Schools (TIMES) Project MEASUREMENT AND GEOMETRY Module 11 AREA, VOLUME AND SURFACE AREA A guide for teachers - Years 8–10 June 2011 YEARS 810 Area, Volume and Surface Area (Measurement and Geometry: Module 11) For teachers of Primary and Secondary Mathematics 510 Cover design, Layout design and Typesetting by Claire Ho The Improving Mathematics Education in Schools (TIMES) Project 2009‑2011 was funded by the Australian Government Department of Education, Employment and Workplace Relations. The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations. © The University of Melbourne on behalf of the international Centre of Excellence for Education in Mathematics (ICE‑EM), the education division of the Australian Mathematical Sciences Institute (AMSI), 2010 (except where otherwise indicated). This work is licensed under the Creative Commons Attribution‑NonCommercial‑NoDerivs 3.0 Unported License. http://creativecommons.org/licenses/by‑nc‑nd/3.0/ The Improving Mathematics Education in Schools (TIMES) Project MEASUREMENT AND GEOMETRY Module 11 AREA, VOLUME AND SURFACE AREA A guide for teachers - Years 8–10 June 2011 Peter Brown Michael Evans David Hunt Janine McIntosh Bill Pender Jacqui Ramagge YEARS 810 {4} A guide for teachers AREA, VOLUME AND SURFACE AREA ASSUMED KNOWLEDGE • Knowledge of the areas of rectangles, triangles, circles and composite figures. • The definitions of a parallelogram and a rhombus. • Familiarity with the basic properties of parallel lines. • Familiarity with the volume of a rectangular prism. • Basic knowledge of congruence and similarity. • Since some formulas will be involved, the students will need some experience with substitution and also with the distributive law.
    [Show full text]
  • Evaporationin Icparticles
    The JapaneseAssociationJapanese Association for Crystal Growth (JACG){JACG) Small Metallic ParticlesProduced by Evaporation in lnert Gas at Low Pressure Size distributions, crystal morphologyand crystal structures KazuoKimoto physiosLaboratory, Department of General Educatien, Nago)ra University Various experimental results ef the studies on fine 1. Introduction particles produced by evaperation and subsequent conden$ation in inert gas at low pressure are reviewed. Small particles of metals and semi-metals can A brief historical survey is given and experimental be produced by evaporation and subsequent arrangements for the production of the particles are condensation in the free space of an inert gas at described. The structure of the stnoke, the qualitative low pressure, a very simple technique, recently particle size clistributions, small particle statistios and "gas often referred to as evaporation technique"i) the crystallographic aspccts ofthe particles are consid- ered in some detail. Emphasis is laid on the crystal (GET). When the pressure of an inert is in the inorphology and the related crystal structures ef the gas range from about one to several tens of Torr, the particles efsome 24 elements. size of the particles produced by GET is in thc range from several to several thousand nm, de- pending on the materials evaporated, the naturc of the inert gas and various other evaporation conditions. One of the most characteristic fea- tures of the particles thus produced is that the particles have, generally speaking, very well- defined crystal habits when the particle size is in the range from about ten to several hundred nm. The crystal morphology and the relevant crystal structures of these particles greatly interested sDme invcstigators in Japan, 4nd encouraged them to study these propenies by means of elec- tron microscopy and electron difliraction.
    [Show full text]
  • A Technology to Synthesize 360-Degree Video Based on Regular Dodecahedron in Virtual Environment Systems*
    A Technology to Synthesize 360-Degree Video Based on Regular Dodecahedron in Virtual Environment Systems* Petr Timokhin 1[0000-0002-0718-1436], Mikhail Mikhaylyuk2[0000-0002-7793-080X], and Klim Panteley3[0000-0001-9281-2396] Federal State Institution «Scientific Research Institute for System Analysis of the Russian Academy of Sciences», Moscow, Russia 1 [email protected], 2 [email protected], 3 [email protected] Abstract. The paper proposes a new technology of creating panoramic video with a 360-degree view based on virtual environment projection on regular do- decahedron. The key idea consists in constructing of inner dodecahedron surface (observed by the viewer) composed of virtual environment snapshots obtained by twelve identical virtual cameras. A method to calculate such cameras’ projec- tion and orientation parameters based on “golden rectangles” geometry as well as a method to calculate snapshots position around the observer ensuring synthe- sis of continuous 360-panorama are developed. The technology and the methods were implemented in software complex and tested on the task of virtual observing the Earth from space. The research findings can be applied in virtual environment systems, video simulators, scientific visualization, virtual laboratories, etc. Keywords: Visualization, Virtual Environment, Regular Dodecahedron, Video 360, Panoramic Mapping, GPU. 1 Introduction In modern human activities the importance of the visualization of virtual prototypes of real objects and phenomena is increasingly grown. In particular, it’s especially required for training specialists in space and aviation industries, medicine, nuclear industry and other areas, where the mistake cost is extremely high [1-3]. The effectiveness of work- ing with virtual prototypes is significantly increased if an observer experiences a feeling of being present in virtual environment.
    [Show full text]
  • Cones, Pyramids and Spheres
    The Improving Mathematics Education in Schools (TIMES) Project MEASUREMENT AND GEOMETRY Module 12 CONES, PYRAMIDS AND SPHERES A guide for teachers - Years 9–10 June 2011 YEARS 910 Cones, Pyramids and Spheres (Measurement and Geometry : Module 12) For teachers of Primary and Secondary Mathematics 510 Cover design, Layout design and Typesetting by Claire Ho The Improving Mathematics Education in Schools (TIMES) Project 2009‑2011 was funded by the Australian Government Department of Education, Employment and Workplace Relations. The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations. © The University of Melbourne on behalf of the International Centre of Excellence for Education in Mathematics (ICE‑EM), the education division of the Australian Mathematical Sciences Institute (AMSI), 2010 (except where otherwise indicated). This work is licensed under the Creative Commons Attribution‑NonCommercial‑NoDerivs 3.0 Unported License. 2011. http://creativecommons.org/licenses/by‑nc‑nd/3.0/ The Improving Mathematics Education in Schools (TIMES) Project MEASUREMENT AND GEOMETRY Module 12 CONES, PYRAMIDS AND SPHERES A guide for teachers - Years 9–10 June 2011 Peter Brown Michael Evans David Hunt Janine McIntosh Bill Pender Jacqui Ramagge YEARS 910 {4} A guide for teachers CONES, PYRAMIDS AND SPHERES ASSUMED KNOWLEDGE • Familiarity with calculating the areas of the standard plane figures including circles. • Familiarity with calculating the volume of a prism and a cylinder. • Familiarity with calculating the surface area of a prism. • Facility with visualizing and sketching simple three‑dimensional shapes. • Facility with using Pythagoras’ theorem. • Facility with rounding numbers to a given number of decimal places or significant figures.
    [Show full text]
  • Crystallography Ll Lattice N-Dimensional, Infinite, Periodic Array of Points, Each of Which Has Identical Surroundings
    crystallography ll Lattice n-dimensional, infinite, periodic array of points, each of which has identical surroundings. use this as test for lattice points A2 ("bcc") structure lattice points Lattice n-dimensional, infinite, periodic array of points, each of which has identical surroundings. use this as test for lattice points CsCl structure lattice points Choosing unit cells in a lattice Want very small unit cell - least complicated, fewer atoms Prefer cell with 90° or 120°angles - visualization & geometrical calculations easier Choose cell which reflects symmetry of lattice & crystal structure Choosing unit cells in a lattice Sometimes, a good unit cell has more than one lattice point 2-D example: Primitive cell (one lattice pt./cell) has End-centered cell (two strange angle lattice pts./cell) has 90° angle Choosing unit cells in a lattice Sometimes, a good unit cell has more than one lattice point 3-D example: body-centered cubic (bcc, or I cubic) (two lattice pts./cell) The primitive unit cell is not a cube 14 Bravais lattices Allowed centering types: P I F C primitive body-centered face-centered C end-centered Primitive R - rhombohedral rhombohedral cell (trigonal) centering of trigonal cell 14 Bravais lattices Combine P, I, F, C (A, B), R centering with 7 crystal systems Some combinations don't work, some don't give new lattices - C tetragonal C-centering destroys cubic = P tetragonal symmetry 14 Bravais lattices Only 14 possible (Bravais, 1848) System Allowed centering Triclinic P (primitive) Monoclinic P, I (innerzentiert) Orthorhombic P, I, F (flächenzentiert), A (end centered) Tetragonal P, I Cubic P, I, F Hexagonal P Trigonal P, R (rhombohedral centered) Choosing unit cells in a lattice Unit cell shape must be: 2-D - parallelogram (4 sides) 3-D - parallelepiped (6 faces) Not a unit cell: Choosing unit cells in a lattice Unit cell shape must be: 2-D - parallelogram (4 sides) 3-D - parallelepiped (6 faces) Not a unit cell: correct cell Stereographic projections Show or represent 3-D object in 2-D Procedure: 1.
    [Show full text]
  • Using History of Mathematics to Teach Volume Formula of Frustum Pyramids: Dissection Method
    Universal Journal of Educational Research 3(12): 1034-1048, 2015 http://www.hrpub.org DOI: 10.13189/ujer.2015.031213 Using History of Mathematics to Teach Volume Formula of Frustum Pyramids: Dissection Method Suphi Onder Butuner Department of Elementary Mathematics Education, Bozok University, Turkey Copyright © 2015 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Within recent years, history of mathematics dynamic structure of mathematics [1, 2, 3, 4, 5, 6, 7]. It is (HoM) has become an increasingly popular topic. Studies stressed that history of mathematics will enrich the repertoire have shown that student reactions to it depend on the ways of teachers and develop their pedagogical content knowledge they use history of mathematics. The present action research [7, 8]. Jankvist [5] (2009) explains the use of history of study aimed to make students deduce volume rules of mathematics both as a tool and as a goal. History-as-a-tool frustum pyramids using the dissection method. Participants arguments are mainly concerned with learning of the inner were 24 grade eight students from Trabzon. Observations, issues of mathematics (mathematical concepts, theories, informal interviews and feedback forms were used as data methods, formulas), whereas history-as-a-goal arguments collection tools. Worksheets were distributed to students and are concerned with the use of history as a self-contained goal. the research was conducted in 3 class hours. Student views From the history-as-a-goal point of view, knowing about the on the activities were obtained through a written feedback history of mathematics is not a primary tool for learning form consisting of 4 questions.
    [Show full text]
  • Cross Product Review
    12.4 Cross Product Review: The dot product of uuuu123, , and v vvv 123, , is u v uvuvuv 112233 uv u u u u v u v cos or cos uv u and v are orthogonal if and only if u v 0 u uv uv compvu projvuv v v vv projvu cross product u v uv23 uv 32 i uv 13 uv 31 j uv 12 uv 21 k u v is orthogonal to both u and v. u v u v sin Geometric description of the cross product of the vectors u and v The cross product of two vectors is a vector! • u x v is perpendicular to u and v • The length of u x v is u v u v sin • The direction is given by the right hand side rule Right hand rule Place your 4 fingers in the direction of the first vector, curl them in the direction of the second vector, Your thumb will point in the direction of the cross product Algebraic description of the cross product of the vectors u and v The cross product of uu1, u 2 , u 3 and v v 1, v 2 , v 3 is uv uv23 uvuv 3231,, uvuv 1312 uv 21 check (u v ) u 0 and ( u v ) v 0 (u v ) u uv23 uvuv 3231 , uvuv 1312 , uv 21 uuu 123 , , uvu231 uvu 321 uvu 312 uvu 132 uvu 123 uvu 213 0 similary: (u v ) v 0 length u v u v sin is a little messier : 2 2 2 2 2 2 2 2uv 2 2 2 uvuv sin22 uv 1 cos uv 1 uvuv 22 uv now need to show that u v2 u 2 v 2 u v2 (try it..) An easier way to remember the formula for the cross products is in terms of determinants: ab 12 2x2 determinant: ad bc 4 6 2 cd 34 3x3 determinants: An example Copy 1st 2 columns 1 6 2 sum of sum of 1 6 2 1 6 forward backward 3 1 3 3 1 3 3 1 diagonal diagonal 4 5 2 4 5 2 4 5 products products determinant = 2 72 30 8 15 36 40 59 19 recall: uv uv23 uvuv 3231, uvuv 1312 , uv 21 i j k i j k i j u1 u 2 u 3 u 1 u 2 now we claim that uvu1 u 2 u 3 v1 v 2 v 3 v 1 v 2 v1 v 2 v 3 iuv23 j uv 31 k uv 12 k uv 21 i uv 32 j uv 13 u v uv23 uv 32 i uv 13 uv 31 j uv 12 uv 21 k uv uv23 uvuv 3231,, uvuv 1312 uv 21 Example: Let u1, 2,1 and v 3,1, 2 Find u v.
    [Show full text]
  • Uniform Panoploid Tetracombs
    Uniform Panoploid Tetracombs George Olshevsky TETRACOMB is a four-dimensional tessellation. In any tessellation, the honeycells, which are the n-dimensional polytopes that tessellate the space, Amust by definition adjoin precisely along their facets, that is, their ( n!1)- dimensional elements, so that each facet belongs to exactly two honeycells. In the case of tetracombs, the honeycells are four-dimensional polytopes, or polychora, and their facets are polyhedra. For a tessellation to be uniform, the honeycells must all be uniform polytopes, and the vertices must be transitive on the symmetry group of the tessellation. Loosely speaking, therefore, the vertices must be “surrounded all alike” by the honeycells that meet there. If a tessellation is such that every point of its space not on a boundary between honeycells lies in the interior of exactly one honeycell, then it is panoploid. If one or more points of the space not on a boundary between honeycells lie inside more than one honeycell, the tessellation is polyploid. Tessellations may also be constructed that have “holes,” that is, regions that lie inside none of the honeycells; such tessellations are called holeycombs. It is possible for a polyploid tessellation to also be a holeycomb, but not for a panoploid tessellation, which must fill the entire space exactly once. Polyploid tessellations are also called starcombs or star-tessellations. Holeycombs usually arise when (n!1)-dimensional tessellations are themselves permitted to be honeycells; these take up the otherwise free facets that bound the “holes,” so that all the facets continue to belong to two honeycells. In this essay, as per its title, we are concerned with just the uniform panoploid tetracombs.
    [Show full text]
  • About This Booklet on Surface Areas and Volumes
    About This Booklet on Surface1 Areas and Volumes About This Booklet on Surface Areas and Volumes This Particular Booklet has been designed for the students of Math Class 10 (CBSE Board). However, it will also help those who have these chapters in their curriculum or want to gain the knowledge and explore the concepts. This Booklet explains: 1. Cube, Cuboid and Cylinder 2. Cone and Frustum 3. Sphere and Hemisphere 4. Combination of solids This Booklet also covers: 1. MCQs 2. Questions with Solutions 3. Questions for practice and 4. QR Codes to scan and watch videos on Surface Areas and Volumes QR codes when scanned with mobile scanner take you to our YouTube channel Let’sTute (www.youtube.com/letstute) where you can watch our free videos (need internet connection) on the topic. For Surface Areas and Volumes, in total, we have 8 videos which are accessible on several other platforms as described on the back cover of this Booklet. However, if there is any query, feel free to connect with us on the details given on the last page. Some other documents are also available: About Let’s Tute Let’sTute (Universal Learning Aid) is an E-learning company based in Mumbai, India. (www.letstute.com) We create content for Mathematics, Biology, Physics, Environmental Science, Book-Keeping & Accountancy and also a series on value education known as V2lead 2 13 .1 Cube, Cuboid and Cylinder Scan to watch the video on INTRODUCTION Surface area and Volume Surface Area: It is the sum of total exposed area of a three dimensional solid object.
    [Show full text]
  • 15 BASIC PROPERTIES of CONVEX POLYTOPES Martin Henk, J¨Urgenrichter-Gebert, and G¨Unterm
    15 BASIC PROPERTIES OF CONVEX POLYTOPES Martin Henk, J¨urgenRichter-Gebert, and G¨unterM. Ziegler INTRODUCTION Convex polytopes are fundamental geometric objects that have been investigated since antiquity. The beauty of their theory is nowadays complemented by their im- portance for many other mathematical subjects, ranging from integration theory, algebraic topology, and algebraic geometry to linear and combinatorial optimiza- tion. In this chapter we try to give a short introduction, provide a sketch of \what polytopes look like" and \how they behave," with many explicit examples, and briefly state some main results (where further details are given in subsequent chap- ters of this Handbook). We concentrate on two main topics: • Combinatorial properties: faces (vertices, edges, . , facets) of polytopes and their relations, with special treatments of the classes of low-dimensional poly- topes and of polytopes \with few vertices;" • Geometric properties: volume and surface area, mixed volumes, and quer- massintegrals, including explicit formulas for the cases of the regular simplices, cubes, and cross-polytopes. We refer to Gr¨unbaum [Gr¨u67]for a comprehensive view of polytope theory, and to Ziegler [Zie95] respectively to Gruber [Gru07] and Schneider [Sch14] for detailed treatments of the combinatorial and of the convex geometric aspects of polytope theory. 15.1 COMBINATORIAL STRUCTURE GLOSSARY d V-polytope: The convex hull of a finite set X = fx1; : : : ; xng of points in R , n n X i X P = conv(X) := λix λ1; : : : ; λn ≥ 0; λi = 1 : i=1 i=1 H-polytope: The solution set of a finite system of linear inequalities, d T P = P (A; b) := x 2 R j ai x ≤ bi for 1 ≤ i ≤ m ; with the extra condition that the set of solutions is bounded, that is, such that m×d there is a constant N such that jjxjj ≤ N holds for all x 2 P .
    [Show full text]
  • Crystal Structure
    Physics 927 E.Y.Tsymbal Section 1: Crystal Structure A solid is said to be a crystal if atoms are arranged in such a way that their positions are exactly periodic. This concept is illustrated in Fig.1 using a two-dimensional (2D) structure. y T C Fig.1 A B a x 1 A perfect crystal maintains this periodicity in both the x and y directions from -∞ to +∞. As follows from this periodicity, the atoms A, B, C, etc. are equivalent. In other words, for an observer located at any of these atomic sites, the crystal appears exactly the same. The same idea can be expressed by saying that a crystal possesses a translational symmetry. The translational symmetry means that if the crystal is translated by any vector joining two atoms, say T in Fig.1, the crystal appears exactly the same as it did before the translation. In other words the crystal remains invariant under any such translation. The structure of all crystals can be described in terms of a lattice, with a group of atoms attached to every lattice point. For example, in the case of structure shown in Fig.1, if we replace each atom by a geometrical point located at the equilibrium position of that atom, we obtain a crystal lattice. The crystal lattice has the same geometrical properties as the crystal, but it is devoid of any physical contents. There are two classes of lattices: the Bravais and the non-Bravais. In a Bravais lattice all lattice points are equivalent and hence by necessity all atoms in the crystal are of the same kind.
    [Show full text]