SME430 History of Mathematics
Week 7 - 3 Dimensional Geometry
1
Itinerary
Announcements
Biographies
timeline
Discussions
Activity
Mathematics Lessons
2
Announcements
Grades are in the
process of being
updated.
3
From Last Week
Colbert Report Clip on Poincaré
Conjecture
http://www.colbertnation.com/the-colbert-
report-videos/73352/august-22-2006/
cheating-death---fields-medal
Geometry - The mathematics of the
properties, measurement, and relationships
of points, lines, angles, surfaces, and
solids.
topology - The study of the properties of
geometric figures or solids that are not
changed by homeomorphisms, such as
stretching or bending.
4
Biographies
Apollonius of Perga, Eudoxus of Cnidus, Plato, Hypatia of Alexandria
5
Timeline
6
Theodosius (~160bc-~90bc) - Sphaerics, text on geometry of sphere, for astronomy
Zeno of Sidon (~150bc-~70bc) - Argued against Euclid and Elements
150 B.C. 100 B.C. 50 B.C.
7
Discussion -
Coordinate Geometry
What is the
mathematical
definition/description
of analytic geometry?
How has a coordinate
system been used
throughout history?
What new mathematics
became available
because of the use of
analytic geometry (and
the perpendicular y-
axis)?
8
Real World Examples
MO
OTTIIO
ONN
11. The actual width of the water fountain pictured below is 30 cm. The initial point of projection and point
Equiangular where the water lands are indicated. You will need to make measurements on the photograph to answer the
following questions.
Spiral
a. What is the maximum height reached by the water?
Projectile Motion
MO
OTTIIO
ON
b. What is the initial vertical speed of the water?
N
CHAPTER 10: PROJECTILE MOTION
T
c. What is the horizontal speed of the water?
HE
FIRST
HUMAN
cannonbal
l was a
14-year- d. How much time does it take the water to get from the spout to the basin?
old girl named Zazel
who toured with the
P.T. Barnum Circus. A
compressed spring in
the canon launched her
into a path that
Headlights
resembled that of thee. What is the velocity (speed and direction) of the water when it hits the basin?
water out of a fountain
or the spark from a
welder’s rod or baseball
from Barry Bond’s bat. Figure 10.1: Human Cannonball David Smith is projected to a net 50 m away. His
It wasn’t until I had projectile motion feat, while daring, is well understood. All projectiles (water out
started studying physics of fountains, sparks from fireworks and kicked soccer balls) follow the same
unalterable parabolic path that is 341produced by two simultaneous, yet unrelated
that I noticed something
startling about motions: constant speed horizontally and freefall vertically.
projectiles. Their paths 9
Discussion -
Platonic Solids
What are the names/
properties of the
Platonic Solids?
What associations did
the Pythagoreans make
with these solids?
What is the distinction
between Platonic
solids and Archimedean
Solids?
10
Archimedean Solids
11
Activity
PID Sorting
A36284480-A38556458
Sphere
A38654380-A42384979
Origami
12
Lesson Planning
design a mathematics
lesson for a classroom
that incorporates
Egyptian, Babylonian,
or Greek Mathematical
History.
Prepare a 3 minute
presentation describing
Topic you plan to
integrate
Objectives of the
lesson
Brief Description of
your lesson
13
homework
Read Sketches
#19 - Non-Euclidean Geometry (p. 153-158)
#20 - Projective Geometry (p. 159-162)
Discussion Forum (Already Posted)
Upload History of Mathematics in Education
Presentations to Dropbox in ANGEL
14
Coordinate Geometry
• What is the mathematical definition/description of analytic geometry?
Representation of shapes by equations.
This provided a “numerical address” to shapes. Combined algebra and geometry,
links between the two.
Related to the coordinate plane, need a concept of distance and how to measure
distance on a plane. Plots and trajectories.
• How has a coordinate system been used throughout history?
Originally used to divide land into districts.
Greece, 350 b.c., Appolonious plotted points that were a fixed distance away from a
given point to form a circle.
A grid has been used to make maps and survey land.
Pierre de Fermat in 1630, plot relationships between unknown points.
• What new mathematics became available because of the use of analytic
geometry (and the perpendicular y-axis)?
Helps with negative numbers (provided a boundary between positive and
negatives).
Can represent more than one variable at a time now. Can use this to find areas and
lengths.
Can represent functions, this also led to discoveries in Calculus.
Platonic Solids
• What are the names/properties of the Platonic Solids?
Tetrahedron (4 sides)
Dodecahedron (12 sides)
Icosahedron (20 sides)
Hexahedron (Cube) (6 sides)
Octahedron (8 sides)
All the faces are the same regular shapes. Every vertex has the same number of faces
meeting (number of edges as well).
The angles at each vertex must add to less than 360 degrees (or else it’ll be flat.)
Symmetry around each vertex.
At least three faces must meet at each vertex.
• What associations did the Pythagoreans make with these solids?
4 elements
Tetrahedron (4) -> Fire (looks like a triangle/four necessities for fire)
Hexahedron (6) -> Earth (belief earth was flat/set on a surface, won’t roll/six major
land forms on Earth)
Octagedron (8) -> Air
Icosahedron (20) -> Water (most spherical, most likely to roll out of your hand)
Dodecahedron (12) -> Universe
• What is the distinction between Platonic solids and Archimedean Solids?
Archimedean solids have the same properties as Platonic solids, but the faces don’t
all have to be the same one shape. Each type of shape has to be congruent to all of
the same shapes in the figure.
Lesson Planning
Grade Level: 4th grade
Topic: Egyptian Multiplication
Objective: Students will be able to show a deeper understanding of multiplication by
being able to complete problems using Egyptian multiplication and then use “standard”
algorithm to check their answers.
Description: After learning the basic algorithm for the multiplication students will work
together to solve in pairs Egyptian multiplication problems. They will be asked to check
to see if they got the right answers and then explain why their answer is correct.
Lesson Planning
Grade Level: 4th grade
Topic: Egyptian Multiplication
Objective: Students will be able to show a deeper understanding of multiplication by
being able to complete problems using Egyptian multiplication and then use “standard”
algorithm to check their answers.
Description: After learning the basic algorithm for the multiplication students will work
together to solve in pairs Egyptian multiplication problems. They will be asked to check
to see if they got the right answers and then explain why their answer is correct.
