Eureka Issue 60 | a Journal of the Archimedeans
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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. -
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. -
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. -
Reproducibles
Grade 5 Phonics/Spelling Reproducibles Practice Grade 5 Phonics/Spelling Reproducibles Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use. use. classroom for reproduce to is granted Inc. Permission McGraw-Hill Companies, The © Copyright Practice Grade 5 Phonics/Spelling Reproducibles Bothell, WA • Chicago, IL • Columbus, OH • New York, NY www.mheonline.com/readingwonders C Copyright © The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Reading Wonders, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Send all inquiries to: McGraw-Hill Education Two Penn Plaza New York, NY 10121 Contents Unit 1 • Eureka! I’ve Got It! Meeting a Need Short Vowels Pretest ....................................... 1 Practice ...................................... 2 Word Sort .................................... 3 Word Meaning ................................ 4 Proofreading ................................. 5 Posttest ...................................... 6 Trial and Error Long Vowels Pretest ....................................... 7 Practice ...................................... 8 Word Sort .................................... 9 Word Meaning ............................... 10 Proofreading -
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. -
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. -
Eureka Issue 61
Eureka 61 A Journal of The Archimedeans Cambridge University Mathematical Society Editors: Philipp Legner and Anja Komatar © The Archimedeans (see page 94 for details) Do not copy or reprint any parts without permission. October 2011 Editorial Eureka Reinvented… efore reading any part of this issue of Eureka, you will have noticed The Team two big changes we have made: Eureka is now published in full col- our, and printed on a larger paper size than usual. We felt that, with Philipp Legner Design and Bthe internet being an increasingly large resource for mathematical articles of Illustrations all kinds, it was necessary to offer something new and exciting to keep Eu- reka as successful as it has been in the past. We moved away from the classic Anja Komatar Submissions LATEX-look, which is so common in the scientific community, to a modern, more engaging, and more entertaining design, while being conscious not to Sean Moss lose any of the mathematical clarity and rigour. Corporate Ben Millwood To make full use of the new design possibilities, many of this issue’s articles Publicity are based around mathematical images: from fractal modelling in financial Lu Zou markets (page 14) to computer rendered pictures (page 38) and mathemati- Subscriptions cal origami (page 20). The Showroom (page 46) uncovers the fundamental role pictures have in mathematics, including patterns, graphs, functions and fractals. This issue includes a wide variety of mathematical articles, problems and puzzles, diagrams, movie and book reviews. Some are more entertaining, such as Bayesian Bets (page 10), some are more technical, such as Impossible Integrals (page 80), or more philosophical, such as How to teach Physics to Mathematicians (page 42). -
Volume of Prisms, Cones, Pyramids & Spheres
Volume of Prisms, Cones, Pyramids & Spheres (H) A collection of 9-1 Maths GCSE Sample and Specimen questions from AQA, OCR, Pearson-Edexcel and WJEC Eduqas. Name: Total Marks: 1. A cylinder is made of bendable plastic. A dog’s toy is made by bending the cylinder to form a ring. The inner radius of the dog’s toy is 8 cm. The outer radius of the dog’s toy is 9 cm. Calculate an approximate value for the volume of the dog’s toy. State and justify what assumptions you have made in your calculations and the impact they have had on your results. [7] www.justmaths.co.uk Volume of Prisms, Cones, Pyramids & Spheres (H) - Version 2 January 2016 2. In this question all dimensions are in centimetres. A solid has uniform cross section. The cross section is a rectangle and a semicircle joined together. Work out an expression, in cm3, for the total volume of the solid. 1 Write your expression in the form ��3 + ��3 where � and � are integers. � [4] 3. A circular table top has radius 70 cm. (a) Calculate the area of the table top in cm2, giving your answer as a multiple of �. (a) ....................... cm2 [2] (b) The volume of the table top is 17 150� cm3. Calculate the thickness of the table top. (b) ........................ cm [2] www.justmaths.co.uk Volume of Prisms, Cones, Pyramids & Spheres (H) - Version 2 January 2016 4. The volume of Earth is 1.08 × 1012 km3. The volume of Jupiter is 1.43 × 1015 km3. How many times larger is the radius of Jupiter than the radius of Earth? Assume that Jupiter and Earth are both spheres. -
Dialect Geography in South Dakota : the Eureka Dialect
South Dakota State University Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange Electronic Theses and Dissertations 1985 Dialect Geography in South Dakota : The Eureka Dialect Christie Steiger Delfanian Follow this and additional works at: https://openprairie.sdstate.edu/etd Recommended Citation Delfanian, Christie Steiger, "Dialect Geography in South Dakota : The Eureka Dialect" (1985). Electronic Theses and Dissertations. 4260. https://openprairie.sdstate.edu/etd/4260 This Thesis - Open Access is brought to you for free and open access by Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Open PRAIRIE: Open Public Research Access Institutional Repository and Information Exchange. For more information, please contact [email protected]. DIALECT GEOGRAPHY IN SOUTH DAKOTA : THE EUREKA DIALECT BY CHRISTIE STEIGER DELFANIAN A thesis submitted in partial fulfillment of the requirements for the degree Master of Arts Maj or in English 1985 SOUTH DAKOTA STATE U VERSITY L18RAR DIALECT GEOGRAPHY IN SOUTH DAKOTA : THE EUREKA DIALECT ·Thi s thesis is approved as a creditable and independent investigation by· a candidate for the degree, Master of Arts , and is acceptable for meeting the thes.i·s requirements for this degree. Acceptance of this thesis does not imply that the con clusions reached by the candidate are necessarily the conclusions of the maj or department. (l_'r. John Taylor I' Thesis Advisor Date Dr . Paul Witherington U Major Advisor Date Dr . Ruth Alexander Head, English Departm ent Date D E D I C A T I 0 N I hereby dedi cate this thesis to the people of Eureka . -
A Mathematical Space Odyssey
Contents Preface ix 1 Introduction 1 1.1Tenexamples......................... 1 1.2 Inhabitants of space . ..................... 9 1.3 Challenges .......................... 22 2 Enumeration 27 2.1Hexnumbers......................... 27 2.2Countingcalissons...................... 28 2.3 Using cubes to sum integers . ................ 29 2.4 Counting cannonballs ..................... 35 2.5 Partitioning space with planes ................ 37 2.6 Challenges .......................... 40 3 Representation 45 3.1 Numeric cubes as geometric cubes . ........... 45 3.2 The inclusion principle and the AM-GM inequality for threenumbers......................... 49 3.3Applicationstooptimizationproblems............ 52 3.4 Inequalities for rectangular boxes . ........... 55 3.5 Means for three numbers . ................ 59 3.6 Challenges .......................... 60 4 Dissection 65 4.1 Parallelepipeds, prisms, and pyramids . ........... 65 4.2 The regular tetrahedron and octahedron ........... 67 4.3 The regular dodecahedron . ................ 71 4.4Thefrustumofapyramid................... 72 4.5 The rhombic dodecahedron . ................ 74 4.6 The isosceles tetrahedron . ................ 76 4.7TheHadwigerproblem.................... 77 4.8 Challenges .......................... 79 xi xii Contents 5 Plane sections 83 5.1 The hexagonal section of a cube ............... 83 5.2Prismatoidsandtheprismoidalformula........... 85 5.3 Cavalieri’s principle and its consequences . ....... 89 5.4 The right tetrahedron and de Gua’s theorem . ....... 93 5.5 Inequalities -
2014/2015 Catalog
2014-2015 CATALOG EUREKA COLLEGE 300 East College Avenue Eureka, Illinois 61530-1500 www.eureka.edu Admissions Office: 888.4-EUREKA 309.467.6350 [email protected] This Catalog provides general information only and does not constitute a contract or any form of agreement between Eureka College and any person(s). The programs, policies and regulations contained herein are subject to addition, modification and/or deletion without prior notice and the College specifically reserves the right to make whatever changes, which Eureka College in its sole discretion may deem appropriate at any time. The College policy is, however, to attempt to notify those affected by changes which are planned in advance, in order to foster possible adjustment without undue inconvenience. Toward this end, the College generally attempts to limit substantial changes to those made effective at the beginning of an academic year. Students and others interested in such matters are encouraged to consult their faculty advisors or appropriate College officers as to specific contents of this Catalog, including particular degree requirements. The faculty and staff of Eureka College do not stand in loco parentis (in the place of a parent) to its students. We accept the state and federal policy that the women and men who attend Eureka are fully functioning adults. Within our tradition and framework, we will continue to provide a caring environment in all areas of academic and social life. Eureka College follows all procedures as required by the Family Educational Rights and Privacy Act of 1974 (FERPA). In keeping with its mission of "concern for a better world .. -
11 Foreign Words and Phrases
11 Foreign Words and Phrases 1 Borrowing and phonetic adaptation As we saw in Chapters 2 and 3, English has always been a lan- guage open to enrichment from other languages. Much of the discus- sion in this book deals with words which, though not of Anglo-Saxon origin, are not treated as “foreign” by speakers of English. The classical vocabulary we have been analyzing has become assimilated into the language, and though some of the words may have been unfamiliar to you, their overall shape follows the patterns of English and does not bear the mark of foreignness. The adaptation of borrowed vocabulary to the native patterns is a lengthy historical process. Having dealt with the morphemes and words introduced in the more distant past, we now turn to some more recent imports from various languages. The words we have included in this chapter here have achieved a measure of currency in English. Like all of the learned words discussed earlier in the book, many of these recent loans are a recognizable component of an educated person’s vocabu- lary and they can be encountered in non-specialized texts. On the other hand, many of these items are still identified with the language from which they were borrowed in orthography, pronunciation, or both. Many of the borrowings from non-classical languages are relatively new and their components, if any, have not become productive within English. We will therefore not attempt to parse these words systemati- cally into familiar building blocks. Nevertheless, in some cases it will be useful to refer to the meanings of the components of a word or a phrase, either to help you memorize it, or to help you with the meaning of other words and phrases where the loan occurs.