What We Knew About Hyperbolic Geometry Before We Knew About Hyperbolic Geometry Evelyn Lamb Notes by Serena Yuan
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Point of Concurrency the Three Perpendicular Bisectors of a Triangle Intersect at a Single Point
3.1 Special Segments and Centers of Classifications of Triangles: Triangles By Side: 1. Equilateral: A triangle with three I CAN... congruent sides. Define and recognize perpendicular bisectors, angle bisectors, medians, 2. Isosceles: A triangle with at least and altitudes. two congruent sides. 3. Scalene: A triangle with three sides Define and recognize points of having different lengths. (no sides are concurrency. congruent) Jul 249:36 AM Jul 249:36 AM Classifications of Triangles: Special Segments and Centers in Triangles By angle A Perpendicular Bisector is a segment or line 1. Acute: A triangle with three acute that passes through the midpoint of a side and angles. is perpendicular to that side. 2. Obtuse: A triangle with one obtuse angle. 3. Right: A triangle with one right angle 4. Equiangular: A triangle with three congruent angles Jul 249:36 AM Jul 249:36 AM Point of Concurrency The three perpendicular bisectors of a triangle intersect at a single point. Two lines intersect at a point. The point of When three or more lines intersect at the concurrency of the same point, it is called a "Point of perpendicular Concurrency." bisectors is called the circumcenter. Jul 249:36 AM Jul 249:36 AM 1 Circumcenter Properties An angle bisector is a segment that divides 1. The circumcenter is an angle into two congruent angles. the center of the circumscribed circle. BD is an angle bisector. 2. The circumcenter is equidistant to each of the triangles vertices. m∠ABD= m∠DBC Jul 249:36 AM Jul 249:36 AM The three angle bisectors of a triangle Incenter properties intersect at a single point. -
Lesson 3: Rectangles Inscribed in Circles
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5 GEOMETRY Lesson 3: Rectangles Inscribed in Circles Student Outcomes . Inscribe a rectangle in a circle. Understand the symmetries of inscribed rectangles across a diameter. Lesson Notes Have students use a compass and straightedge to locate the center of the circle provided. If necessary, remind students of their work in Module 1 on constructing a perpendicular to a segment and of their work in Lesson 1 in this module on Thales’ theorem. Standards addressed with this lesson are G-C.A.2 and G-C.A.3. Students should be made aware that figures are not drawn to scale. Classwork Scaffolding: Opening Exercise (9 minutes) Display steps to construct a perpendicular line at a point. Students follow the steps provided and use a compass and straightedge to find the center of a circle. This exercise reminds students about constructions previously . Draw a segment through the studied that are needed in this lesson and later in this module. point, and, using a compass, mark a point equidistant on Opening Exercise each side of the point. Using only a compass and straightedge, find the location of the center of the circle below. Label the endpoints of the Follow the steps provided. segment 퐴 and 퐵. Draw chord 푨푩̅̅̅̅. Draw circle 퐴 with center 퐴 . Construct a chord perpendicular to 푨푩̅̅̅̅ at and radius ̅퐴퐵̅̅̅. endpoint 푩. Draw circle 퐵 with center 퐵 . Mark the point of intersection of the perpendicular chord and the circle as point and radius ̅퐵퐴̅̅̅. 푪. Label the points of intersection . -
Regents Exam Questions G.GPE.A.2: Locus 1 Name: ______
Regents Exam Questions G.GPE.A.2: Locus 1 Name: ________________________ www.jmap.org G.GPE.A.2: Locus 1 1 If point P lies on line , which diagram represents 3 The locus of points equidistant from two sides of the locus of points 3 centimeters from point P? an acute scalene triangle is 1) an angle bisector 2) an altitude 3) a median 4) the third side 1) 4 Chantrice is pulling a wagon along a smooth, horizontal street. The path of the center of one of the wagon wheels is best described as 1) a circle 2) 2) a line perpendicular to the road 3) a line parallel to the road 4) two parallel lines 3) 5 Which equation represents the locus of points 4 units from the origin? 1) x = 4 2 2 4) 2) x + y = 4 3) x + y = 16 4) x 2 + y 2 = 16 2 In the accompanying diagram, line 1 is parallel to line 2 . 6 Which equation represents the locus of all points 5 units below the x-axis? 1) x = −5 2) x = 5 3) y = −5 4) y = 5 Which term describes the locus of all points that are equidistant from line 1 and line 2 ? 1) line 2) circle 3) point 4) rectangle 1 Regents Exam Questions G.GPE.A.2: Locus 1 Name: ________________________ www.jmap.org 7 The locus of points equidistant from the points 9 Dan is sketching a map of the location of his house (4,−5) and (4,7) is the line whose equation is and his friend Matthew's house on a set of 1) y = 1 coordinate axes. -
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 . -
On the Standard Lengths of Angle Bisectors and the Angle Bisector Theorem
Global Journal of Advanced Research on Classical and Modern Geometries ISSN: 2284-5569, pp.15-27 ON THE STANDARD LENGTHS OF ANGLE BISECTORS AND THE ANGLE BISECTOR THEOREM G.W INDIKA SHAMEERA AMARASINGHE ABSTRACT. In this paper the author unveils several alternative proofs for the standard lengths of Angle Bisectors and Angle Bisector Theorem in any triangle, along with some new useful derivatives of them. 2010 Mathematical Subject Classification: 97G40 Keywords and phrases: Angle Bisector theorem, Parallel lines, Pythagoras Theorem, Similar triangles. 1. INTRODUCTION In this paper the author introduces alternative proofs for the standard length of An- gle Bisectors and the Angle Bisector Theorem in classical Euclidean Plane Geometry, on a concise elementary format while promoting the significance of them by acquainting some prominent generalized side length ratios within any two distinct triangles existed with some certain correlations of their corresponding angles, as new lemmas. Within this paper 8 new alternative proofs are exposed by the author on the angle bisection, 3 new proofs each for the lengths of the Angle Bisectors by various perspectives with also 5 new proofs for the Angle Bisector Theorem. 1.1. The Standard Length of the Angle Bisector Date: 1 February 2012 . 15 G.W Indika Shameera Amarasinghe The length of the angle bisector of a standard triangle such as AD in figure 1.1 is AD2 = AB · AC − BD · DC, or AD2 = bc 1 − (a2/(b + c)2) according to the standard notation of a triangle as it was initially proved by an extension of the angle bisector up to the circumcircle of the triangle. -
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. -
Thales of Miletus Sources and Interpretations Miletli Thales Kaynaklar Ve Yorumlar
Thales of Miletus Sources and Interpretations Miletli Thales Kaynaklar ve Yorumlar David Pierce October , Matematics Department Mimar Sinan Fine Arts University Istanbul http://mat.msgsu.edu.tr/~dpierce/ Preface Here are notes of what I have been able to find or figure out about Thales of Miletus. They may be useful for anybody interested in Thales. They are not an essay, though they may lead to one. I focus mainly on the ancient sources that we have, and on the mathematics of Thales. I began this work in preparation to give one of several - minute talks at the Thales Meeting (Thales Buluşması) at the ruins of Miletus, now Milet, September , . The talks were in Turkish; the audience were from the general popu- lation. I chose for my title “Thales as the originator of the concept of proof” (Kanıt kavramının öncüsü olarak Thales). An English draft is in an appendix. The Thales Meeting was arranged by the Tourism Research Society (Turizm Araştırmaları Derneği, TURAD) and the office of the mayor of Didim. Part of Aydın province, the district of Didim encompasses the ancient cities of Priene and Miletus, along with the temple of Didyma. The temple was linked to Miletus, and Herodotus refers to it under the name of the family of priests, the Branchidae. I first visited Priene, Didyma, and Miletus in , when teaching at the Nesin Mathematics Village in Şirince, Selçuk, İzmir. The district of Selçuk contains also the ruins of Eph- esus, home town of Heraclitus. In , I drafted my Miletus talk in the Math Village. Since then, I have edited and added to these notes. -
Chapter 14 Locus and Construction
14365C14.pgs 7/10/07 9:59 AM Page 604 CHAPTER 14 LOCUS AND CONSTRUCTION Classical Greek construction problems limit the solution of the problem to the use of two instruments: CHAPTER TABLE OF CONTENTS the straightedge and the compass.There are three con- struction problems that have challenged mathematicians 14-1 Constructing Parallel Lines through the centuries and have been proved impossible: 14-2 The Meaning of Locus the duplication of the cube 14-3 Five Fundamental Loci the trisection of an angle 14-4 Points at a Fixed Distance in the squaring of the circle Coordinate Geometry The duplication of the cube requires that a cube be 14-5 Equidistant Lines in constructed that is equal in volume to twice that of a Coordinate Geometry given cube. The origin of this problem has many ver- 14-6 Points Equidistant from a sions. For example, it is said to stem from an attempt Point and a Line at Delos to appease the god Apollo by doubling the Chapter Summary size of the altar dedicated to Apollo. Vocabulary The trisection of an angle, separating the angle into Review Exercises three congruent parts using only a straightedge and Cumulative Review compass, has intrigued mathematicians through the ages. The squaring of the circle means constructing a square equal in area to the area of a circle. This is equivalent to constructing a line segment whose length is equal to p times the radius of the circle. ! Although solutions to these problems have been presented using other instruments, solutions using only straightedge and compass have been proven to be impossible. -
Advanced Euclidean Geometry
Advanced Euclidean Geometry Paul Yiu Summer 2016 Department of Mathematics Florida Atlantic University July 18, 2016 Summer 2016 Contents 1 Some Basic Theorems 101 1.1 The Pythagorean Theorem . ............................ 101 1.2 Constructions of geometric mean . ........................ 104 1.3 The golden ratio . .......................... 106 1.3.1 The regular pentagon . ............................ 106 1.4 Basic construction principles ............................ 108 1.4.1 Perpendicular bisector locus . ....................... 108 1.4.2 Angle bisector locus . ............................ 109 1.4.3 Tangency of circles . ......................... 110 1.4.4 Construction of tangents of a circle . ............... 110 1.5 The intersecting chords theorem ........................... 112 1.6 Ptolemy’s theorem . ................................. 114 2 The laws of sines and cosines 115 2.1 The law of sines . ................................ 115 2.2 The orthocenter ................................... 116 2.3 The law of cosines .................................. 117 2.4 The centroid ..................................... 120 2.5 The angle bisector theorem . ............................ 121 2.5.1 The lengths of the bisectors . ........................ 121 2.6 The circle of Apollonius . ............................ 123 3 The tritangent circles 125 3.1 The incircle ..................................... 125 3.2 Euler’s formula . ................................ 128 3.3 Steiner’s porism ................................... 129 3.4 The excircles .................................... -
4 3 E B a C F 2
See-Saw Geometry and the Method of Mass-Points1 Bobby Hanson February 27, 2008 Give me a place to stand on, and I can move the Earth. — Archimedes. 1. Motivating Problems Today we are going to explore a kind of geometry similar to regular Euclidean Geometry, involving points and lines and triangles, etc. The main difference that we will see is that we are going to give mass to the points in our geometry. We will call such a geometry, See-Saw Geometry (we’ll understand why, shortly). Before going into the details of See-Saw Geometry, let’s look at some problems that might be solved using this different geometry. Note that these problems are perfectly solvable using regular Euclidean Geometry, but we will find See-Saw Geometry to be very fast and effective. Problem 1. Below is the triangle △ABC. Side BC is divided by D in a ratio of 5 : 2, and AB is divided by E in a ration of 3 : 4. Find the ratios in which F divides the line segments AD and CE; i.e., find AF : F D and CF : F E. (Note: in Figure 1, below, only the ratios are shown; the actual lengths are unknown). B 3 E 5 4 F D 2 A C Figure 1 1My notes are shamelessly stolen from notes by Tom Rike, of the Berkeley Math Circle available at http://mathcircle.berkeley.edu/archivedocs/2007 2008/lectures/0708lecturespdf/MassPointsBMC07.pdf . 1 2 Problem 2. In Figure 2, below, D and E divide sides BC and AB, respectively, as before. -
Neutral Geometry
Neutral geometry And then we add Euclid’s parallel postulate Saccheri’s dilemma Options are: Summit angles are right Wants Summit angles are obtuse Was able to rule out, and we’ll see how Summit angles are acute The hypothesis of the acute angle is absolutely false, because it is repugnant to the nature of the straight line! Rule out obtuse angles: If we knew that a quadrilateral can’t have the sum of interior angles bigger than 360, we’d be fine. We’d know that if we knew that a triangle can’t have the sum of interior angles bigger than 180. Hold on! Isn’t the sum of the interior angles of a triangle EXACTLY180? Theorem: Angle sum of any triangle is less than or equal to 180º Suppose there is a triangle with angle sum greater than 180º, say anglfle sum of ABC i s 180º + p, w here p> 0. Goal: Construct a triangle that has the same angle sum, but one of its angles is smaller than p. Why is that enough? We would have that the remaining two angles add up to more than 180º: can that happen? Show that any two angles in a triangle add up to less than 180º. What do we know if we don’t have Para lle l Pos tul at e??? Alternate Interior Angle Theorem: If two lines cut by a transversal have a pair of congruent alternate interior angles, then the two lines are parallel. Converse of AIA Converse of AIA theorem: If two lines are parallel then the aliilblternate interior angles cut by a transversa l are congruent. -
Geometry by Its History
Undergraduate Texts in Mathematics Geometry by Its History Bearbeitet von Alexander Ostermann, Gerhard Wanner 1. Auflage 2012. Buch. xii, 440 S. Hardcover ISBN 978 3 642 29162 3 Format (B x L): 15,5 x 23,5 cm Gewicht: 836 g Weitere Fachgebiete > Mathematik > Geometrie > Elementare Geometrie: Allgemeines Zu Inhaltsverzeichnis schnell und portofrei erhältlich bei Die Online-Fachbuchhandlung beck-shop.de ist spezialisiert auf Fachbücher, insbesondere Recht, Steuern und Wirtschaft. Im Sortiment finden Sie alle Medien (Bücher, Zeitschriften, CDs, eBooks, etc.) aller Verlage. Ergänzt wird das Programm durch Services wie Neuerscheinungsdienst oder Zusammenstellungen von Büchern zu Sonderpreisen. Der Shop führt mehr als 8 Millionen Produkte. 2 The Elements of Euclid “At age eleven, I began Euclid, with my brother as my tutor. This was one of the greatest events of my life, as dazzling as first love. I had not imagined that there was anything as delicious in the world.” (B. Russell, quoted from K. Hoechsmann, Editorial, π in the Sky, Issue 9, Dec. 2005. A few paragraphs later K. H. added: An innocent look at a page of contemporary the- orems is no doubt less likely to evoke feelings of “first love”.) “At the age of 16, Abel’s genius suddenly became apparent. Mr. Holmbo¨e, then professor in his school, gave him private lessons. Having quickly absorbed the Elements, he went through the In- troductio and the Institutiones calculi differentialis and integralis of Euler. From here on, he progressed alone.” (Obituary for Abel by Crelle, J. Reine Angew. Math. 4 (1829) p. 402; transl. from the French) “The year 1868 must be characterised as [Sophus Lie’s] break- through year.