Spherical Geometry Berkeley Math Circle, Sept 25, 2012
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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. -
Vertex-Transplants on a Convex Polyhedron
CCCG 2020, Saskatoon, Canada, August 5{7, 2020 Vertex-Transplants on a Convex Polyhedron Joseph O'Rourke Abstract Regular Tetrahedron. Let the four vertices of a regu- lar tetrahedron of unit edge length be v1; v2; v3 forming Given any convex polyhedron P of sufficiently many ver- the base, and apex v0. Place a point x on the v3v0 edge, tices n, and with no vertex's curvature greater than π, close to v3. Then one can form a digon starting from x it is possible to cut out a vertex, and paste the excised and surrounding v0 with geodesics γ1 and γ2 to a point y portion elsewhere along a vertex-to-vertex geodesic, cre- on 4v1v2v0, with jγ1j = jγ2j = 1. See Fig. 1(a,b). This ating a new convex polyhedron P0 of n + 2 vertices. digon can then be cut out and its hole sutured closed. The removed digon surface can be folded to a doubly covered triangle, and pasted into edge v1v2. The re- 1 Introduction sulting convex polyhedron guaranteed by Alexandrov's Theorem is a 6-vertex irregular octahedron P0. The goal of this paper is to prove the following theorem: Theorem 1 For any convex polyhedron P of n > N vertices, none of which have curvature greater than π, there is a vertex v0 that can be cut out along a digon of geodesics, and the excised surface glued to a geodesic on P connecting two vertices v1; v2. The result is a new convex polyhedron P0 with n + 2 vertices. N = 16 suffices. -
Using Non-Euclidean Geometry to Teach Euclidean Geometry to K–12 Teachers
Using non-Euclidean Geometry to teach Euclidean Geometry to K–12 teachers David Damcke Department of Mathematics, University of Portland, Portland, OR 97203 [email protected] Tevian Dray Department of Mathematics, Oregon State University, Corvallis, OR 97331 [email protected] Maria Fung Mathematics Department, Western Oregon University, Monmouth, OR 97361 [email protected] Dianne Hart Department of Mathematics, Oregon State University, Corvallis, OR 97331 [email protected] Lyn Riverstone Department of Mathematics, Oregon State University, Corvallis, OR 97331 [email protected] January 22, 2008 Abstract The Oregon Mathematics Leadership Institute (OMLI) is an NSF-funded partner- ship aimed at increasing mathematics achievement of students in partner K–12 schools through the creation of sustainable leadership capacity. OMLI’s 3-week summer in- stitute offers content and leadership courses for in-service teachers. We report here on one of the content courses, entitled Comparing Different Geometries, which en- hances teachers’ understanding of the (Euclidean) geometry in the K–12 curriculum by studying two non-Euclidean geometries: taxicab geometry and spherical geometry. By confronting teachers from mixed grade levels with unfamiliar material, while mod- eling protocol-based pedagogy intended to emphasize a cooperative, risk-free learning environment, teachers gain both content knowledge and insight into the teaching of mathematical thinking. Keywords: Cooperative groups, Euclidean geometry, K–12 teachers, Norms and protocols, Rich mathematical tasks, Spherical geometry, Taxicab geometry 1 1 Introduction The Oregon Mathematics Leadership Institute (OMLI) is a Mathematics/Science Partner- ship aimed at increasing mathematics achievement of K–12 students by providing professional development opportunities for in-service teachers. -
And Are Lines on Sphere B That Contain Point Q
11-5 Spherical Geometry Name each of the following on sphere B. 3. a triangle SOLUTION: are examples of triangles on sphere B. 1. two lines containing point Q SOLUTION: and are lines on sphere B that contain point Q. ANSWER: 4. two segments on the same great circle SOLUTION: are segments on the same great circle. ANSWER: and 2. a segment containing point L SOLUTION: is a segment on sphere B that contains point L. ANSWER: SPORTS Determine whether figure X on each of the spheres shown is a line in spherical geometry. 5. Refer to the image on Page 829. SOLUTION: Notice that figure X does not go through the pole of ANSWER: the sphere. Therefore, figure X is not a great circle and so not a line in spherical geometry. ANSWER: no eSolutions Manual - Powered by Cognero Page 1 11-5 Spherical Geometry 6. Refer to the image on Page 829. 8. Perpendicular lines intersect at one point. SOLUTION: SOLUTION: Notice that the figure X passes through the center of Perpendicular great circles intersect at two points. the ball and is a great circle, so it is a line in spherical geometry. ANSWER: yes ANSWER: PERSEVERANC Determine whether the Perpendicular great circles intersect at two points. following postulate or property of plane Euclidean geometry has a corresponding Name two lines containing point M, a segment statement in spherical geometry. If so, write the containing point S, and a triangle in each of the corresponding statement. If not, explain your following spheres. reasoning. 7. The points on any line or line segment can be put into one-to-one correspondence with real numbers. -
Geometry: Euclid and Beyond, by Robin Hartshorne, Springer-Verlag, New York, 2000, Xi+526 Pp., $49.95, ISBN 0-387-98650-2
BULLETIN (New Series) OF THE AMERICAN MATHEMATICAL SOCIETY Volume 39, Number 4, Pages 563{571 S 0273-0979(02)00949-7 Article electronically published on July 9, 2002 Geometry: Euclid and beyond, by Robin Hartshorne, Springer-Verlag, New York, 2000, xi+526 pp., $49.95, ISBN 0-387-98650-2 1. Introduction The first geometers were men and women who reflected on their experiences while doing such activities as building small shelters and bridges, making pots, weaving cloth, building altars, designing decorations, or gazing into the heavens for portentous signs or navigational aides. Main aspects of geometry emerged from three strands of early human activity that seem to have occurred in most cultures: art/patterns, navigation/stargazing, and building structures. These strands developed more or less independently into varying studies and practices that eventually were woven into what we now call geometry. Art/Patterns: To produce decorations for their weaving, pottery, and other objects, early artists experimented with symmetries and repeating patterns. Later the study of symmetries of patterns led to tilings, group theory, crystallography, finite geometries, and in modern times to security codes and digital picture com- pactifications. Early artists also explored various methods of representing existing objects and living things. These explorations led to the study of perspective and then projective geometry and descriptive geometry, and (in the 20th century) to computer-aided graphics, the study of computer vision in robotics, and computer- generated movies (for example, Toy Story ). Navigation/Stargazing: For astrological, religious, agricultural, and other purposes, ancient humans attempted to understand the movement of heavenly bod- ies (stars, planets, Sun, and Moon) in the apparently hemispherical sky. -
Project 2: Euclidean & Spherical Geometry Applied to Course Topics
Project 2: Euclidean & Spherical Geometry Applied to Course Topics You may work alone or with one other person. During class you will write down your top problems (unranked) and from this you will be assigned one problem. In this project, we will use intuition from previous Euclidean geometry knowledge along with experiences from hands-on models and/or research. The purpose of this assignment is an introduction to the concepts in the course syllabus as we explore diverse geometric perspectives. Project Components: a) Review content related to your problem that applies to the geometry of the plane / Euclidean geometry / flat geometry. For example, if you have Problem 1 then you might review the definitions of lines and how to calculate them, for Problem 9 you might review some information related to area and surface area, for Problem 10 you might review coordinate systems... You may use our book, the internet, or other sources. b) Why the topic is important in mathematics and the real-world? Conduct searches like \trian- gles are important" or a search word related to your problem and then (with and without quotations) words like important, interesting, useful, or real-life applications. You might also pick some specific fields to see if there are applications such as: Pythagorean theorem chemistry c) Summarize diverse spherical perspectives. You do not need to prove an answer or completely resolve the issue on the sphere. You should look for various perspectives related to spherical geometry, and summarize those in your own words. Try different combinations of search terms related to your problem along with words like sphere, spherical, earth, or spherical geometry. -
Spherical Geometry
987023 2473 < % 52873 52 59 3 1273 ¼4 14 578 2 49873 3 4 7∆��≌ ≠ 3 δ � 2 1 2 7 5 8 4 3 23 5 1 ⅓β ⅝Υ � VCAA-AMSI maths modules 5 1 85 34 5 45 83 8 8 3 12 5 = 2 38 95 123 7 3 7 8 x 3 309 �Υβ⅓⅝ 2 8 13 2 3 3 4 1 8 2 0 9 756 73 < 1 348 2 5 1 0 7 4 9 9 38 5 8 7 1 5 812 2 8 8 ХФУШ 7 δ 4 x ≠ 9 3 ЩЫ � Ѕ � Ђ 4 � ≌ = ⅙ Ё ∆ ⊚ ϟϝ 7 0 Ϛ ό ¼ 2 ύҖ 3 3 Ҧδ 2 4 Ѽ 3 5 ᴂԅ 3 3 Ӡ ⍰1 ⋓ ӓ 2 7 ӕ 7 ⟼ ⍬ 9 3 8 Ӂ 0 ⤍ 8 9 Ҷ 5 2 ⋟ ҵ 4 8 ⤮ 9 ӛ 5 ₴ 9 4 5 € 4 ₦ € 9 7 3 ⅘ 3 ⅔ 8 2 2 0 3 1 ℨ 3 ℶ 3 0 ℜ 9 2 ⅈ 9 ↄ 7 ⅞ 7 8 5 2 ∭ 8 1 8 2 4 5 6 3 3 9 8 3 8 1 3 2 4 1 85 5 4 3 Ӡ 7 5 ԅ 5 1 ᴂ - 4 �Υβ⅓⅝ 0 Ѽ 8 3 7 Ҧ 6 2 3 Җ 3 ύ 4 4 0 Ω 2 = - Å 8 € ℭ 6 9 x ℗ 0 2 1 7 ℋ 8 ℤ 0 ∬ - √ 1 ∜ ∱ 5 ≄ 7 A guide for teachers – Years 11 and 12 ∾ 3 ⋞ 4 ⋃ 8 6 ⑦ 9 ∭ ⋟ 5 ⤍ ⅞ Geometry ↄ ⟼ ⅈ ⤮ ℜ ℶ ⍬ ₦ ⍰ ℨ Spherical Geometry ₴ € ⋓ ⊚ ⅙ ӛ ⋟ ⑦ ⋃ Ϛ ό ⋞ 5 ∾ 8 ≄ ∱ 3 ∜ 8 7 √ 3 6 ∬ ℤ ҵ 4 Ҷ Ӂ ύ ӕ Җ ӓ Ӡ Ҧ ԅ Ѽ ᴂ 8 7 5 6 Years DRAFT 11&12 DRAFT Spherical Geometry – A guide for teachers (Years 11–12) Andrew Stewart, Presbyterian Ladies’ College, Melbourne Illustrations and web design: Catherine Tan © VCAA and The University of Melbourne on behalf of AMSI 2015. -
Locating Diametral Points
Results Math (2020) 75:68 Online First c 2020 Springer Nature Switzerland AG Results in Mathematics https://doi.org/10.1007/s00025-020-01193-5 Locating Diametral Points Jin-ichi Itoh, Costin Vˆılcu, Liping Yuan , and Tudor Zamfirescu Abstract. Let K be a convex body in Rd,withd =2, 3. We determine sharp sufficient conditions for a set E composed of 1, 2, or 3 points of bdK, to contain at least one endpoint of a diameter of K.Weextend this also to convex surfaces, with their intrinsic metric. Our conditions are upper bounds on the sum of the complete angles at the points in E. We also show that such criteria do not exist for n ≥ 4points. Mathematics Subject Classification. 52A10, 52A15, 53C45. Keywords. Convex body, diameter, geodesic diameter, diametral point. 1. Introduction The tangent cone at a point x in the boundary bdK of a convex body K can be defined using only neighborhoods of x in bdK. So, one doesn’t normally expect to get global information about K from the size of the tangent cones at one, two or three points. Nevertheless, in some cases this is what happens! A convex body K in Rd is a compact convex set with interior points; we shall consider only the cases d =2, 3. A convex surface in R3 is the boundary of a convex body in R3. Let S be a convex surface and x apointinS. Consider homothetic dilations of S with the centre at x and coefficients of homothety tending to infinity. The limit surface is called the tangent cone at x (see [1]), and is denoted by Tx. -
Convex Polytopes and Tilings with Few Flag Orbits
Convex Polytopes and Tilings with Few Flag Orbits by Nicholas Matteo B.A. in Mathematics, Miami University M.A. in Mathematics, Miami University A dissertation submitted to The Faculty of the College of Science of Northeastern University in partial fulfillment of the requirements for the degree of Doctor of Philosophy April 14, 2015 Dissertation directed by Egon Schulte Professor of Mathematics Abstract of Dissertation The amount of symmetry possessed by a convex polytope, or a tiling by convex polytopes, is reflected by the number of orbits of its flags under the action of the Euclidean isometries preserving the polytope. The convex polytopes with only one flag orbit have been classified since the work of Schläfli in the 19th century. In this dissertation, convex polytopes with up to three flag orbits are classified. Two-orbit convex polytopes exist only in two or three dimensions, and the only ones whose combinatorial automorphism group is also two-orbit are the cuboctahedron, the icosidodecahedron, the rhombic dodecahedron, and the rhombic triacontahedron. Two-orbit face-to-face tilings by convex polytopes exist on E1, E2, and E3; the only ones which are also combinatorially two-orbit are the trihexagonal plane tiling, the rhombille plane tiling, the tetrahedral-octahedral honeycomb, and the rhombic dodecahedral honeycomb. Moreover, any combinatorially two-orbit convex polytope or tiling is isomorphic to one on the above list. Three-orbit convex polytopes exist in two through eight dimensions. There are infinitely many in three dimensions, including prisms over regular polygons, truncated Platonic solids, and their dual bipyramids and Kleetopes. There are infinitely many in four dimensions, comprising the rectified regular 4-polytopes, the p; p-duoprisms, the bitruncated 4-simplex, the bitruncated 24-cell, and their duals. -
Complementary N-Gon Waves and Shuffled Samples Noise
Proceedings of the 23rd International Conference on Digital Audio Effects (DAFx2020),(DAFx-20), Vienna, Vienna, Austria, Austria, September September 8–12, 2020-21 2020 COMPLEMENTARY N-GON WAVES AND SHUFFLED SAMPLES NOISE Dominik Chapman ABSTRACT A characteristic of an n-gon wave is that it retains angles of This paper introduces complementary n-gon waves and the shuf- the regular polygon or star polygon of which the waveform was fled samples noise effect. N-gon waves retain angles of the regular derived from. As such, some parts of the polygon can be recog- polygons and star polygons of which they are derived from in the nised when the waveform is visualised, as can be seen from fig- waveform itself. N-gon waves are researched by the author since ure 1. This characteristic distinguishes n-gon waves from other 2000 and were introduced to the public at ICMC|SMC in 2014. Complementary n-gon waves consist of an n-gon wave and a com- plementary angular wave. The complementary angular wave in- troduced in this paper complements an n-gon wave so that the two waveforms can be used to reconstruct the polygon of which the Figure 1: An n-gon wave is derived from a pentagon. The internal waveforms were derived from. If it is derived from a star polygon, angle of 3π=5 rad of the pentagon is retained in the shape of the it is not an n-gon wave and has its own characteristics. Investiga- wave and in the visualisation of the resulting pentagon wave on a tions into how geometry, audio, visual and perception are related cathode-ray oscilloscope. -
Of Rigid Motions) to Make the Simplest Possible Analogies Between Euclidean, Spherical,Toroidal and Hyperbolic Geometry
SPHERICAL, TOROIDAL AND HYPERBOLIC GEOMETRIES MICHAEL D. FRIED, 231 MSTB These notes use groups (of rigid motions) to make the simplest possible analogies between Euclidean, Spherical,Toroidal and hyperbolic geometry. We start with 3- space figures that relate to the unit sphere. With spherical geometry, as we did with Euclidean geometry, we use a group that preserves distances. The approach of these notes uses the geometry of groups to show the relation between various geometries, especially spherical and hyperbolic. It has been in the background of mathematics since Klein’s Erlangen program in the late 1800s. I imagine Poincar´e responded to Klein by producing hyperbolic geometry in the style I’ve done here. Though the group approach of these notes differs philosophically from that of [?], it owes much to his discussion of spherical geometry. I borrowed the picture of a spherical triangle’s area directly from there. I especially liked how Henle has stereographic projection allow the magic multiplication of complex numbers to work for him. While one doesn’t need the rotation group in 3-space to understand spherical geometry, I used it gives a direct analogy between spherical and hyperbolic geometry. It is the comparison of the four types of geometry that is ultimately most inter- esting. A problem from my Problem Sheet has the name World Wallpaper. Map making is a subject that has attracted many. In our day of Landsat photos that cover the whole world in its great spherical presence, the still mysterious relation between maps and the real thing should be an easy subject for the classroom. -
Draining a Polygon –Or– Rolling a Ball out of a Polygon
CCCG 2008, Montr´eal, Qu´ebec, August 13–15, 2008 Draining a Polygon –or– Rolling a Ball out of a Polygon Greg Aloupis∗ Jean Cardinal∗ S´ebastienCollette†∗ Ferran Hurtado‡ Stefan Langerman§∗ Joseph O’Rourke¶ Abstract are labeled counterclockwise (ccw). Let us assume that vi is a local minimum with respect to y, i.e., both vi−1 We introduce the problem of draining water (or balls repre- and vi+1 are above vi. Now we are permitted to ro- senting water drops) out of a punctured polygon (or a poly- tate P in the vertical plane (or equivalently, alter the hedron) by rotating the shape. For 2D polygons, we obtain gravity vector). In the Rotation model, B does not combinatorial bounds on the number of holes needed, both move from vi until one of the two adjacent edges, say for arbitrary polygons and for special classes of polygons. ei = vivi+1, turns infinitesimally beyond the horizontal, 2 We detail an O(n log n) algorithm that finds the minimum at which time B rolls down ei and falls under the in- number of holes needed for a given polygon, and argue that fluence of gravity until it settles at some other convex the complexity remains polynomial for polyhedra in 3D. We vertex vj. For example, in Fig. 1, B at v4 rolls ccw make a start at characterizing the 1-drainable shapes, those v2 that only need one hole. v1 v13 1 Introduction v3 v11 Imagine a closed polyhedral container P partially filled v v0 v12 with water. How many surface point-holes are needed 5 v4 to entirely drain it under the action of gentle rotations v15 of P ? It may seem that one hole suffices, but we will show that in fact sometimes Ω(n) holes are needed for v14 v9 a polyhedron of n vertices.