Well, last night I was able to watch The Theory of Everything. The subject of this movie is the 20th (and 21st) century physicist, Stephen Hawking.
Here is a link to a biography of Stephen Hawking:
http://www.space.com/15923-stephen-hawking.html
In some ways, Hawking is to physics as Turing was to computer science. Just as Turing sought out a Universal Turing Machine that could solve any problem, Hawking sought a Theory of Everything, a single equation that could describe any force. As the scientist describes in the movie, there are two major theories -- Einstein's Theory of Relavity (which models the very fast) and Quantum Mechanics (which models the very small). Before those theories, Isaac Newton's mechanical laws ruled. But what Hawking wanted was a single equation that would subsume all of the currently known theories, but as of today, a Theory of Everything remains elusive.
Notice that this marks the difference between physics and mathematics. We can mathematically prove that a Universal Turing Machine is impossible. But we can't actually prove things impossible in physics, like a Theory of Everything.
A Theory of Everything would describe all forces. There are four known forces -- electromagnetic, gravity, strong, and weak. Forces are usually described mathematically as vectors, since they have a magnitude and a direction. For example, the force that gravity exerts on us is called our weight. It has a magniude -- our weight in pounds -- and a direction -- down, towards the center of the earth. Recall that vectors (second half of Chapter 14) will be our main topic here on the blog next week.
SPOILER ALERT: Hawking is best known for astrophysics, and the movie discusses how he wrote his first book, A Brief History of Time, in the late 1980's. END SPOILER. But Hawking also wrote a book about mathematics -- actually, he compiled it. God Created the Integers is an anthology of 31 of the most famous mathematicians of all time, from Euclid up to -- surprise, surprise -- Alan Turing! I point out that the title God Created the Integers refers to a quote by the 19th century German mathematician Leopold Kronecker: "God created the integers; all else is the work of man." Like many students today, Kronecker preferred integers to rational and especially irrational numbers -- he was what we call a constructivist. Mathematical constructivists also reject some use of indirect proof.
SPOILER ALERT: It seems interesting that the first word of a book written by Hawking would be "God," considering how his atheism was at odds with his wife's Anglicanism during the movie. This is why I point out that the word "God" refers to that Kronecker quote. END SPOILER.
I hope that the two movies about famous scientists, Imitation Game and Theory of Everything, clean up at the Oscars this weekend. I believe that one way that we can convince our students to be more interested in math and science is to show them these famous scientists whenever we can. Even today's Google Doodle is an opportunity to tell our students about Alessandro Volta, the Italian physicist who invented the first battery at the end of the 18th century. (So now you know why we refer to batteries as having nine volts!)
Section 14-2 of the U of Chicago text is on lengths in right triangles -- specifically, those lengths that are related to the altitude and involve the geometric mean.
Geometric Mean Theorem:
The geometric mean of the positive numbers a and b is sqrt(ab).
(Note: This may sound like a definition, but actually the U of Chicago defines geometric mean to be the number x such that a/x = x/b, so we need a theorem to get the geometric mean as sqrt(ab).)
Right Triangle Altitude Theorem:
In a right triangle:
a. The altitude of the hypotenuse is the geometric mean of the segments dividing the hypotenuse.
b. Each leg is the geometric mean of the hypotenuse and the segment adjacent to the leg.
In this lesson, I give the proof of the Pythagorean Theorem based on similarity, but this time I gave the proof in the book, which mentions the geometric mean. Let's look at the proof -- as usual, with an extra step for the Given:
Given: Right triangle
Prove: a^2 + b^2 = c^2
Proof:
Statements Reasons
1. Right triangle 1. Given
2. a geometric mean of c & x, 2. Right Triangle Altitude Theorem
b geometric mean of c & y
3. a = sqrt(cx), b = sqrt(cy) 3. Geometric Mean Theorem
4. a^2 = cx, b^2 = cy 4. Multiplication Property of Equality
5. a^2 + b^2 = cx + cy 5. Addition Property of Equality
6. a^2 + b^2 = c(x + y) 6. Distributive Property
7. x + y = c 7. Betweenness Theorem (Segment Addition Postulate)
8. a^2 + b^2 = c^2 8. Substitution (step 6 into step 7)
It is uncertain whether this is the proof that Common Core intends the students to learn, or whether my earlier proof that avoids geometric means suffices. We'll find out soon enough.
Notice that one of the questions that I included from the text involves the Girl Scouts -- in particular, a girl scout troop leader who calculates the height of a tower using notebook paper (the sole purpose of which is to ensure that the angle is actually 90 degrees). This time of year is Girl Scout Cookie season, so of course I had to include a Girl Scout problem.
Wednesday, February 18, 2015
Tuesday, February 17, 2015
Section 14-1: Special Right Triangles (Day 113)
Consider the three major breaks of the school year: winter break, spring break, and summer break. I suppose that now I should actually say four major vacations, since Thanksgiving break is now the fourth major break of the year. Of these four breaks, which one do you look the most forward to?
Some people might say summer break -- after all, it's the longest break. Others might say winter break, since the holidays are a fun time of the year. I enjoy going to the beach and watching baseball in the summer and opening Christmas presents in the winter as much as the rest of you, but as for the break I look forward to the most, ever since I was a student myself, that honor goes to spring break.
To me, the toughest stretch of the school year is that from President's Day to spring break. Think about it -- the first school holiday of the year is often Veteran's Day. Then, starting with Vets Day, there is another holiday every 2-4 weeks. A few weeks after Vets Day is Thanksgiving. A few weeks after Turkey Day is winter break. A few weeks after coming back from the holidays is Martin Luther King Day. A few weeks after King Day are the holidays for Lincoln and Washington. But once we reach President's Day, there are no more holidays until spring break, which may be a month or two after Prez Day, often depending on the Easter date. Last year Easter was two full months after the February holiday, so that stretch was especially tough -- even more considering that some schools ended up giving the state exam (in California, it was the practice SBAC) the week before the holiday.
Notice that the stretch from President's Day to Easter is not the longest with no holidays. When I was growing up, that honor usually went to the beginning of the year, with no holidays from Labor Day until Veteran's Day. The school district whose calendar we're following on the blog has an off day for Columbus Day, so that breaks up the Labor to Vets stretch. But even without the Columbus holiday, I still found the Prez to Easter stretch to be tougher. Think about it -- the entire first quarter fits between Labor Day and Veteran's Day, but the first quarter is an easy quarter. The work in many classes was just review, especially math. In other classes, major projects are not assigned yet. On the other hand, President's Day to Easter is mostly the third quarter. Major projects are assigned and due during the third quarter, and we've reached the harder chapters in most math texts.
Therefore, I consider the current stretch, from President's Day to Easter, to be the toughest stretch of the year. I've named this difficult period of time the Long March -- this name evokes the military where soldiers often have to travel long distances on foot, and it also refers to the month of March, the month that constitutes the majority of this period. And so the break I look the most forward to is the one that marks the end of the Long March -- spring break. Notice that for those who are more religiously minded, the Long March often corresponds exactly to Lent, with today being Mardi Gras, the last day before Lent begins (Ash Wednesday).
I spent my President's Day -- the last day of freedom before the Long March -- watching the movie Imitation Game. I seldom watch movies -- and I've never posted about movies on this blog until today -- but this upcoming weekend is Oscar night, and this Oscar-nominated movie is about Alan Turing, a 20th-century British mathematician, so this movie is appropriate for my math blog.
Here is a link to a biography on Turing.
http://www-history.mcs.st-and.ac.uk/Biographies/Turing.html
The above website is one of my favorite websites for finding mathematicians' biographies -- the University of St. Andrews in Scotland. I've been finding math bios here for well over a decade (the site is dated 2003)!
Turing is famous for the Turing test -- the "Imitation Game" mentioned in the title. The Turing test refers to artificial intelligence -- specifically, an AI is said to pass the Turing test if it can fool humans into thinking that the AI is human as well. Brian Harvey -- whose Berkeley Logo page I linked to last week -- discusses a program called Eliza that, for a short time in the 1960's, actually did fool some people into thinking that it was human, but eventually Eliza failed the Turing test as well. Here is a link to Harvey's page, where he discusses how to write an Eliza-like doctor program in Logo:
https://www.cs.berkeley.edu/~bh/v2ch9/doctor.html
There was a flashback scene in the movie where Turing is a teenager -- about the same age as the students we are teaching. And Alan's teacher was covering the last lesson before a holiday break -- it's not mentioned whether this was winter or spring break. Anyway, this lesson was on the proof of the irrationality of sqrt(2). Notice that I, coincidentally, mentioned this proof in my last post before watching the movie as an example of an indirect proof!
Spoiler Warning! Skip this paragraph if you don't want to be spoiled! Anyway, we find out that during these holidays, Turing's only friend, Christopher Morcum, dies of TB. According to the St. Andrews link above, Morcum died in February 1930. This implies that the break during which he died wasn't winter or spring break, but rather the half-term break. In Great Britain, the school year is divided into three terms, much like our trimesters, except that the holidays of Christmas and Easter divide the three terms. Midway through each term, there is a one-week half-term break. The February half-term break actually occurs around now -- the American President's Day. Therefore there is no concept of a Long March in the UK -- three- or four-day weekends are already rare. The major breaks are Christmas, Easter, and the half-term weeks in between the holidays. END SPOILER
There is also the concept of a Turing machine. Alan mentioned a Universal Turing Machine, a computer that could solve any problem. As it turns out, a UTM is impossible -- that is, we can prove such a machine is impossible. Indeed, Turing gave an indirect proof that there can be no UTM. The following link describes Turing's proof better than I can:
http://www.cprogramming.com/tutorial/computersciencetheory/halting.html
Assume that a machine that can solve any problem exists. Then in particular, there is a machine that can solve the halting problem -- that is, we can feed the machine a program and its input, and it will tell us whether the program will eventually stop or run forever (called DOES-HALT at the link). We could then write a program that does the following: it will basically do the opposite of whatever its input does -- that is, it stops if its input would run forever, and run forever if its input would stop (called SELF-HALT at that link above). We then take this program and feed it to DOES-HALT, with itself as the input. To make a long story short, this program will halt if and only if it doesn't halt, which is a contradiction. Therefore, there is no UTM. QED
And so that is my takeaway from Imitation Game, a movie I greatly enjoyed. I'm hoping that some time during Oscar week, I'll be able to watch the other nominated movie about a famous scientist -- Stephen Hawking's Theory of Everything. If I get to watch it, I'll discuss it here on the blog.
Fortunately, there are some bright spots during the Long March -- most notably Pi Day, the biggest day of the year in our geometry class. But I must begin the Long March as so many of my own teachers once did, and that's with a very difficult chapter. Chapter 14 of the U of Chicago text is on Trigonometry and Vectors. Here's the plan:
Today, February 17th -- Section 14-1: Special Right Triangles
Tomorrow, February 18th -- Section 14-2: Lengths in Right Triangles
Thursday, February 19th -- Section 14-3: The Tangent Ratio
Friday, February 20th -- Activity (includes Section 14-4: The Sine and Cosine Ratios)
Monday, February 23rd -- Section 14-5: Vectors
Tuesday, February 24th -- Section 14-6: Properties of Vectors
Wednesday, February 25th -- Section 14-7: Adding Vectors Using Trigonometry
Thursday, February 26th -- Review for Chapter 14 Test
Friday, February 27th -- Chapter 14 Test
Unlike Chapter 13, there is no plan to rearrange the chapter to match my geometry student. We are not scheduled to having tutoring this week, and even if we were, he is no where near the trig chapter of the Glencoe text.
So the plan for this chapter is straightforward. The one thing to note is how the day that Section 14-4 would have occurred, there is a planned activity day. I've noticed how many texts, including the U of Chicago, discuss the tangent ratio in a separate lesson from sine and cosine. I suppose that in many ways, sine and cosine are alike in a way that tangent isn't. The sine or cosine of any real number is between -1 and 1, while the tangent can be any real number. Therefore the graphs of sine and cosine resemble each other. The tangent ratio involves two legs, while the sine and cosine ratios involve one leg and the hypotenuse. Even the name "cosine" includes the word "sine," while the name "tangent" doesn't include "sine."
Yet I will end up covering sine, cosine, and tangent all on the same day. In the past, I've seen many teachers simply teach SOH-CAH-TOA all in the same lesson, and then when they come to me for tutoring, they look at each triangle in the homework to determine whether sine, cosine, or tangent is needed to solve the problem. But as it turns out, all of the questions require tangent because the student is actually reading the tangent lesson in the text! If the student is going through all of that, then we might as well have all three trig ratios in the same lesson.
And so this is exactly what I'll do. This will then free a day for an activity. My planned activities are based on some of the Exploration questions in the U of Chicago text, where the students are to use a calculator to discover some of the trig identities.
But that's for later this week -- how about today's lesson? Section 14-1 of the U of Chicago text is on Special Right Triangles -- that is, the 45-45-90 and 30-60-90 triangles. The text emphasizes how these triangles are related to the regular polygons. In particular, the 45-45-90 and 30-60-90 triangles are half of the square and the equilateral triangle, respectively. We can obtain these regular polygons, in true Common Core fashion, by reflecting each right triangle over one of its legs. The regular hexagon is also closely related to the 30-60-90 triangle.
The questions that I selected from the text refers to these regular polygons and using the triangles to measure lengths related to the regular polygons. I mentioned today how I like to watch baseball over summer break -- well, a baseball "diamond" (really a square) appears on the worksheet. Also, a honeycomb, with its hexagonal bee cells, also appears.
The review questions that I selected are also preview questions. Two of the questions involve similar right triangles in preparation for geometric means in Section 14-2, and the other one is about how to simplify radicals, so we can explain in Section 14-4 why the sine and cosine of 45 degrees are usually written as sqrt(2)/2.
Thus ends the first day of the Long March. There's still more than a month to go!
Some people might say summer break -- after all, it's the longest break. Others might say winter break, since the holidays are a fun time of the year. I enjoy going to the beach and watching baseball in the summer and opening Christmas presents in the winter as much as the rest of you, but as for the break I look forward to the most, ever since I was a student myself, that honor goes to spring break.
To me, the toughest stretch of the school year is that from President's Day to spring break. Think about it -- the first school holiday of the year is often Veteran's Day. Then, starting with Vets Day, there is another holiday every 2-4 weeks. A few weeks after Vets Day is Thanksgiving. A few weeks after Turkey Day is winter break. A few weeks after coming back from the holidays is Martin Luther King Day. A few weeks after King Day are the holidays for Lincoln and Washington. But once we reach President's Day, there are no more holidays until spring break, which may be a month or two after Prez Day, often depending on the Easter date. Last year Easter was two full months after the February holiday, so that stretch was especially tough -- even more considering that some schools ended up giving the state exam (in California, it was the practice SBAC) the week before the holiday.
Notice that the stretch from President's Day to Easter is not the longest with no holidays. When I was growing up, that honor usually went to the beginning of the year, with no holidays from Labor Day until Veteran's Day. The school district whose calendar we're following on the blog has an off day for Columbus Day, so that breaks up the Labor to Vets stretch. But even without the Columbus holiday, I still found the Prez to Easter stretch to be tougher. Think about it -- the entire first quarter fits between Labor Day and Veteran's Day, but the first quarter is an easy quarter. The work in many classes was just review, especially math. In other classes, major projects are not assigned yet. On the other hand, President's Day to Easter is mostly the third quarter. Major projects are assigned and due during the third quarter, and we've reached the harder chapters in most math texts.
Therefore, I consider the current stretch, from President's Day to Easter, to be the toughest stretch of the year. I've named this difficult period of time the Long March -- this name evokes the military where soldiers often have to travel long distances on foot, and it also refers to the month of March, the month that constitutes the majority of this period. And so the break I look the most forward to is the one that marks the end of the Long March -- spring break. Notice that for those who are more religiously minded, the Long March often corresponds exactly to Lent, with today being Mardi Gras, the last day before Lent begins (Ash Wednesday).
I spent my President's Day -- the last day of freedom before the Long March -- watching the movie Imitation Game. I seldom watch movies -- and I've never posted about movies on this blog until today -- but this upcoming weekend is Oscar night, and this Oscar-nominated movie is about Alan Turing, a 20th-century British mathematician, so this movie is appropriate for my math blog.
Here is a link to a biography on Turing.
http://www-history.mcs.st-and.ac.uk/Biographies/Turing.html
The above website is one of my favorite websites for finding mathematicians' biographies -- the University of St. Andrews in Scotland. I've been finding math bios here for well over a decade (the site is dated 2003)!
Turing is famous for the Turing test -- the "Imitation Game" mentioned in the title. The Turing test refers to artificial intelligence -- specifically, an AI is said to pass the Turing test if it can fool humans into thinking that the AI is human as well. Brian Harvey -- whose Berkeley Logo page I linked to last week -- discusses a program called Eliza that, for a short time in the 1960's, actually did fool some people into thinking that it was human, but eventually Eliza failed the Turing test as well. Here is a link to Harvey's page, where he discusses how to write an Eliza-like doctor program in Logo:
https://www.cs.berkeley.edu/~bh/v2ch9/doctor.html
There was a flashback scene in the movie where Turing is a teenager -- about the same age as the students we are teaching. And Alan's teacher was covering the last lesson before a holiday break -- it's not mentioned whether this was winter or spring break. Anyway, this lesson was on the proof of the irrationality of sqrt(2). Notice that I, coincidentally, mentioned this proof in my last post before watching the movie as an example of an indirect proof!
Spoiler Warning! Skip this paragraph if you don't want to be spoiled! Anyway, we find out that during these holidays, Turing's only friend, Christopher Morcum, dies of TB. According to the St. Andrews link above, Morcum died in February 1930. This implies that the break during which he died wasn't winter or spring break, but rather the half-term break. In Great Britain, the school year is divided into three terms, much like our trimesters, except that the holidays of Christmas and Easter divide the three terms. Midway through each term, there is a one-week half-term break. The February half-term break actually occurs around now -- the American President's Day. Therefore there is no concept of a Long March in the UK -- three- or four-day weekends are already rare. The major breaks are Christmas, Easter, and the half-term weeks in between the holidays. END SPOILER
There is also the concept of a Turing machine. Alan mentioned a Universal Turing Machine, a computer that could solve any problem. As it turns out, a UTM is impossible -- that is, we can prove such a machine is impossible. Indeed, Turing gave an indirect proof that there can be no UTM. The following link describes Turing's proof better than I can:
http://www.cprogramming.com/tutorial/computersciencetheory/halting.html
Assume that a machine that can solve any problem exists. Then in particular, there is a machine that can solve the halting problem -- that is, we can feed the machine a program and its input, and it will tell us whether the program will eventually stop or run forever (called DOES-HALT at the link). We could then write a program that does the following: it will basically do the opposite of whatever its input does -- that is, it stops if its input would run forever, and run forever if its input would stop (called SELF-HALT at that link above). We then take this program and feed it to DOES-HALT, with itself as the input. To make a long story short, this program will halt if and only if it doesn't halt, which is a contradiction. Therefore, there is no UTM. QED
And so that is my takeaway from Imitation Game, a movie I greatly enjoyed. I'm hoping that some time during Oscar week, I'll be able to watch the other nominated movie about a famous scientist -- Stephen Hawking's Theory of Everything. If I get to watch it, I'll discuss it here on the blog.
Fortunately, there are some bright spots during the Long March -- most notably Pi Day, the biggest day of the year in our geometry class. But I must begin the Long March as so many of my own teachers once did, and that's with a very difficult chapter. Chapter 14 of the U of Chicago text is on Trigonometry and Vectors. Here's the plan:
Today, February 17th -- Section 14-1: Special Right Triangles
Tomorrow, February 18th -- Section 14-2: Lengths in Right Triangles
Thursday, February 19th -- Section 14-3: The Tangent Ratio
Friday, February 20th -- Activity (includes Section 14-4: The Sine and Cosine Ratios)
Monday, February 23rd -- Section 14-5: Vectors
Tuesday, February 24th -- Section 14-6: Properties of Vectors
Wednesday, February 25th -- Section 14-7: Adding Vectors Using Trigonometry
Thursday, February 26th -- Review for Chapter 14 Test
Friday, February 27th -- Chapter 14 Test
Unlike Chapter 13, there is no plan to rearrange the chapter to match my geometry student. We are not scheduled to having tutoring this week, and even if we were, he is no where near the trig chapter of the Glencoe text.
So the plan for this chapter is straightforward. The one thing to note is how the day that Section 14-4 would have occurred, there is a planned activity day. I've noticed how many texts, including the U of Chicago, discuss the tangent ratio in a separate lesson from sine and cosine. I suppose that in many ways, sine and cosine are alike in a way that tangent isn't. The sine or cosine of any real number is between -1 and 1, while the tangent can be any real number. Therefore the graphs of sine and cosine resemble each other. The tangent ratio involves two legs, while the sine and cosine ratios involve one leg and the hypotenuse. Even the name "cosine" includes the word "sine," while the name "tangent" doesn't include "sine."
Yet I will end up covering sine, cosine, and tangent all on the same day. In the past, I've seen many teachers simply teach SOH-CAH-TOA all in the same lesson, and then when they come to me for tutoring, they look at each triangle in the homework to determine whether sine, cosine, or tangent is needed to solve the problem. But as it turns out, all of the questions require tangent because the student is actually reading the tangent lesson in the text! If the student is going through all of that, then we might as well have all three trig ratios in the same lesson.
And so this is exactly what I'll do. This will then free a day for an activity. My planned activities are based on some of the Exploration questions in the U of Chicago text, where the students are to use a calculator to discover some of the trig identities.
But that's for later this week -- how about today's lesson? Section 14-1 of the U of Chicago text is on Special Right Triangles -- that is, the 45-45-90 and 30-60-90 triangles. The text emphasizes how these triangles are related to the regular polygons. In particular, the 45-45-90 and 30-60-90 triangles are half of the square and the equilateral triangle, respectively. We can obtain these regular polygons, in true Common Core fashion, by reflecting each right triangle over one of its legs. The regular hexagon is also closely related to the 30-60-90 triangle.
The questions that I selected from the text refers to these regular polygons and using the triangles to measure lengths related to the regular polygons. I mentioned today how I like to watch baseball over summer break -- well, a baseball "diamond" (really a square) appears on the worksheet. Also, a honeycomb, with its hexagonal bee cells, also appears.
The review questions that I selected are also preview questions. Two of the questions involve similar right triangles in preparation for geometric means in Section 14-2, and the other one is about how to simplify radicals, so we can explain in Section 14-4 why the sine and cosine of 45 degrees are usually written as sqrt(2)/2.
Thus ends the first day of the Long March. There's still more than a month to go!
Friday, February 13, 2015
Chapter 13 Test (Day 112)
Triskaidekaphobia is a word that comes from Greek. It can be broken down as follows: tris means "three," kai means "and," deka means "ten," and phobia means "fear." Thus triskaidekaphobia means "fear of the number thirteen." Many buildings lack a thirteenth floor, and my old apartment building had no apartment 13, because of triskaidekaphobia.
Even some mathematical websites discuss triskaidekaphobia. Mathworld, for example, has a page on this fear:
http://mathworld.wolfram.com/Triskaidekaphobia.html
And the Online Encyclopedia of Integer Sequences, which gives many well-known sequences in mathematics, refers to the "elevator sequence" -- the sequence of natural numbers without 13:
http://oeis.org/A011760
And so, today -- which, of course, is Friday the 13th -- I post the Chapter 13 Test, which consists of thirteen questions. Even the day count, based on a school district where I work, conspires to join in on the day's numerology as today is Day 112 -- and notice that 1 + 12 = 13.
Unlike some of my other plans -- such as the plan to introduce our Fifth Postulate on Day 55 (which was busted up because I switched calendars near that day) -- posting the Chapter 13 Test on Friday the 13th was not intentional. At the start of 2015, I wanted to skip Chapters 8 through 10 in order to get quickly into the similarity and coordinate geometry of Chapters 11 and 12, and save area and volume for right before the PARCC and SBAC. When February began, I wrote out a day-by-day schedule for Chapter 13, and saw that with my fortnightly chapter tests, the Chapter 13 test would wind up on Friday the 13th. Even though I ended up changing my schedule in an attempt to line up my lessons with the geometry student I tutor, I couldn't resist keeping my Chapter 13 test and writing it with exactly a baker's dozen questions.
Well, the Chapter 13 Test will certainly be bad luck -- for the students who didn't study for it!
Meanwhile, it's been a while since I subbed in a math class. Last week, for example, I spent one day in a German class. Fortunately, I only had to play various DVD's in German and so I didn't actually have to speak the language.
But whenever I spend time in a foreign language class, I like to read the classroom text -- not just so I can actually know something about the language, but also so I can learn about the culture. Indeed, many texts often describe the school system in the other country, and this was no exception. Chapter 4 of the text describes the German education system.
Many traditionalists yearn for our school system to be more like European school systems. And I can see why some might like the German system -- students are divided into three "tracks." One track is the vocational path, another is technical, and the third is academic. According to the text, about half of all young Germans are on the vocational track, and another quarter are on the technical track. So only about a quarter of German students attend the academic high school, the Gymnasium. (Right, the German word Gymnasium has nothing to do with the American gym!) Furthermore, the division occurs fairly early -- fifth grade, according to the text.
I can see why this would be attractive to traditionalists. We could offer eighth grade algebra and twelfth grade calculus to those on the academic track without worrying about alienating those students who don't need to know anything higher than fourth grade math for their vocation. And the same is true for other subjects, not just math.
My problem, as I mentioned before, is that with any tracking system, the tracks end up corresponding to class or ethnicity. This is no less true in Germany than it would be if the U.S. had this system. So here is a link to an article discussing the inequities in the German system:
http://www.economist.com/news/europe/21606298-parents-fret-over-how-long-children-should-stay-school-gymnasium-revolt
So blindly switching to a German- or European-style education system won't solve all our problems.
Here's an answer key for the test:
1. a. 90 degrees. I could have made this one more difficult by choosing a heptagon, or even a triskaidecagon, but I just stuck with the easy square.
b. Here is the Logo program:
TO SQUARE
REPEAT 4 [FORWARD 13 RIGHT 90]
END
Notice that the side length is 13. I'll still find a way to sneak 13, if possible, into each problem.
2. a. If a person is not a Rhode Islander, then that person doesn't live in the U.S.
b. If a person doesn't live in the U.S., then that person isn't a Rhode Islander.
c. The inverse is false, while the contrapositive is true.
Notice that Rhode Island is the thirteenth state.
3. y = 10.
4. There is a line MN. (M is the thirteenth letter of the alphabet.)
5. Every name in this list is melodious.
Notice that with all this discussion about Friday the 13th and President's Day, there a day coming up that I've almost forgotten -- Valentine's Day. Since this question from the U of Chicago text is about romance, I decided to keep it for the test today. Apparently Lewis Carroll had never heard of Christian Grey -- a name beginning with a consonant, yet is the hero of a romance that will likely earn big bucks this weekend.
6. The equation has no solution. (This question references both 13, as 13x appears in the expansion, and Valentine's Day, as Val could be short for Valentine.)
7. a. 13, 11, 9 (descending odds).
b. 13, 17, 19 (increasing primes).
8. a = 2, b = 1, c = 3. (Notice that the values in alphabetical order are 213, for today's date 2/13.)
9. kite.
10. I discussed this problem earlier this week. It is the same as the problem from the Glencoe text, except that I only drew half of the figure -- the part where a contradiction appears.
Assume that the figure is possible. Then ABC is isosceles, therefore angles A and C are each 40 degrees (as the third angle of the triangle is 100). Then ABO is isosceles (as it has two 40 degree angles), so AO = BO = 3. Then by the Triangle Inequality, 3 + 3 > 8, a contradiction.
11. Through any two points, there is exactly one line. (This is part of the Point-Line-Plane Postulate.)
12. a. KML measures 13 degrees.
b. K measures less than 167 degrees.
c. L measures less than 167 degrees. (This is the TEAI, Exterior Angle Inequality/_
13. a. Law of Ruling Out Possibilities.
b. You forgot to rule out another possibility -- that nothing bad will happen to you today. Hopefully, this will be true for you.
So happy Friday the 13th, Valentine's Day, and President's Day. I'll see you on Tuesday, when we will begin Chapter 14.
http://mathworld.wolfram.com/Triskaidekaphobia.html
And the Online Encyclopedia of Integer Sequences, which gives many well-known sequences in mathematics, refers to the "elevator sequence" -- the sequence of natural numbers without 13:
http://oeis.org/A011760
And so, today -- which, of course, is Friday the 13th -- I post the Chapter 13 Test, which consists of thirteen questions. Even the day count, based on a school district where I work, conspires to join in on the day's numerology as today is Day 112 -- and notice that 1 + 12 = 13.
Unlike some of my other plans -- such as the plan to introduce our Fifth Postulate on Day 55 (which was busted up because I switched calendars near that day) -- posting the Chapter 13 Test on Friday the 13th was not intentional. At the start of 2015, I wanted to skip Chapters 8 through 10 in order to get quickly into the similarity and coordinate geometry of Chapters 11 and 12, and save area and volume for right before the PARCC and SBAC. When February began, I wrote out a day-by-day schedule for Chapter 13, and saw that with my fortnightly chapter tests, the Chapter 13 test would wind up on Friday the 13th. Even though I ended up changing my schedule in an attempt to line up my lessons with the geometry student I tutor, I couldn't resist keeping my Chapter 13 test and writing it with exactly a baker's dozen questions.
Well, the Chapter 13 Test will certainly be bad luck -- for the students who didn't study for it!
Meanwhile, it's been a while since I subbed in a math class. Last week, for example, I spent one day in a German class. Fortunately, I only had to play various DVD's in German and so I didn't actually have to speak the language.
But whenever I spend time in a foreign language class, I like to read the classroom text -- not just so I can actually know something about the language, but also so I can learn about the culture. Indeed, many texts often describe the school system in the other country, and this was no exception. Chapter 4 of the text describes the German education system.
Many traditionalists yearn for our school system to be more like European school systems. And I can see why some might like the German system -- students are divided into three "tracks." One track is the vocational path, another is technical, and the third is academic. According to the text, about half of all young Germans are on the vocational track, and another quarter are on the technical track. So only about a quarter of German students attend the academic high school, the Gymnasium. (Right, the German word Gymnasium has nothing to do with the American gym!) Furthermore, the division occurs fairly early -- fifth grade, according to the text.
I can see why this would be attractive to traditionalists. We could offer eighth grade algebra and twelfth grade calculus to those on the academic track without worrying about alienating those students who don't need to know anything higher than fourth grade math for their vocation. And the same is true for other subjects, not just math.
My problem, as I mentioned before, is that with any tracking system, the tracks end up corresponding to class or ethnicity. This is no less true in Germany than it would be if the U.S. had this system. So here is a link to an article discussing the inequities in the German system:
http://www.economist.com/news/europe/21606298-parents-fret-over-how-long-children-should-stay-school-gymnasium-revolt
So blindly switching to a German- or European-style education system won't solve all our problems.
Here's an answer key for the test:
1. a. 90 degrees. I could have made this one more difficult by choosing a heptagon, or even a triskaidecagon, but I just stuck with the easy square.
b. Here is the Logo program:
TO SQUARE
REPEAT 4 [FORWARD 13 RIGHT 90]
END
Notice that the side length is 13. I'll still find a way to sneak 13, if possible, into each problem.
2. a. If a person is not a Rhode Islander, then that person doesn't live in the U.S.
b. If a person doesn't live in the U.S., then that person isn't a Rhode Islander.
c. The inverse is false, while the contrapositive is true.
Notice that Rhode Island is the thirteenth state.
3. y = 10.
4. There is a line MN. (M is the thirteenth letter of the alphabet.)
5. Every name in this list is melodious.
Notice that with all this discussion about Friday the 13th and President's Day, there a day coming up that I've almost forgotten -- Valentine's Day. Since this question from the U of Chicago text is about romance, I decided to keep it for the test today. Apparently Lewis Carroll had never heard of Christian Grey -- a name beginning with a consonant, yet is the hero of a romance that will likely earn big bucks this weekend.
6. The equation has no solution. (This question references both 13, as 13x appears in the expansion, and Valentine's Day, as Val could be short for Valentine.)
7. a. 13, 11, 9 (descending odds).
b. 13, 17, 19 (increasing primes).
8. a = 2, b = 1, c = 3. (Notice that the values in alphabetical order are 213, for today's date 2/13.)
9. kite.
10. I discussed this problem earlier this week. It is the same as the problem from the Glencoe text, except that I only drew half of the figure -- the part where a contradiction appears.
Assume that the figure is possible. Then ABC is isosceles, therefore angles A and C are each 40 degrees (as the third angle of the triangle is 100). Then ABO is isosceles (as it has two 40 degree angles), so AO = BO = 3. Then by the Triangle Inequality, 3 + 3 > 8, a contradiction.
11. Through any two points, there is exactly one line. (This is part of the Point-Line-Plane Postulate.)
12. a. KML measures 13 degrees.
b. K measures less than 167 degrees.
c. L measures less than 167 degrees. (This is the TEAI, Exterior Angle Inequality/_
13. a. Law of Ruling Out Possibilities.
b. You forgot to rule out another possibility -- that nothing bad will happen to you today. Hopefully, this will be true for you.
So happy Friday the 13th, Valentine's Day, and President's Day. I'll see you on Tuesday, when we will begin Chapter 14.
Thursday, February 12, 2015
Review for Chapter 13 Test (Day 111)
Let's begin reviewing for the Chapter 13 test. As usual, here I will discuss the rationale for including the questions that I included.
The last unit had two major sources -- U of Chicago's Chapter 13 (mostly on logic) and Glencoe's Chapter 5 (on inequalities in triangles). The connection between the two is that the indirect proofs of U of Chicago's Section 13-4 are used to prove some of the inequalities in triangles.
My test ended up including most of the logic from Chapter 13, and consequently not as much of the inequalities from Chapter 5. The first question is based on yesterday's lesson. I have separated it into an (a) and (b) part. The (a) part simply asks for the exterior angle of a regular hexagon, while the (b) part asks the student to write a Logo program to draw a regular hexagon using that value of the exterior angle. This way, if the teacher doesn't want to do Logo, the (b) part can be skipped, and only the (a) part will be required.
Question 2 is a simple question on converse, inverse, and contrapositive.
Questions 3-6 ask the students to make conclusions based on logic. I was going to ask the students to name the logical rules that they used (Law of Detachment, etc.), but I decided against it.
Question 7 was inspired by something that I once saw in another text (not Glencoe), for a different student I was tutoring in geometry at least a year ago. I believe that I alluded to this question back when I was in Chapter 2. The students must identify the next three terms of the sequence. One of them is mathematical and straightforward. The second one was a fun one for my student to figure out the answer -- it's the first names of the presidents in order:
George (Washington), John (Adams), Thomas (Jefferson), James (Madison), ...?
and so the next three answers will be the next three presidents:
James (Monroe), John (Quincy Adams), Andrew (Jackson)
I've seen this question modified so that it gives the order of the presidents that appear on money:
George (Washington), Thomas (Jefferson), Abe (Lincoln), Alexander (Hamilton), ...?
with the answer:
Andrew (Jackson), Ulysses (Grant), Benjamin (Franklin)
And yet another variation gives the first ladies:
Martha (Washington), Abigail (Adams), Martha (Jefferson), Dolley (Madison), ...?
with the answer:
Elizabeth (Monroe), Louisa (Adams), Rachel (Jackson)
Once again, with President's Day coming up, I couldn't resist including this question. Don't worry -- the example on the actual test will probably be numeric, since it's unfair to expect the students to know the order of the presidents on a math test.
Question 8 is a logic problem. This one comes directly from the SPUR section of U of Chicago. No, I won't include any of Fireball's so-called "easy" logic problems, as these would not be appropriate for a math test.
Question 9 is on tangents to circles. By the way, even though I had to squeeze in Section 13-5 right in between the indirect proof and inequalities lessons, there is a benefit to including this lesson. I'm expecting that by the time we finally reach Chapter 15 of U of Chicago (on circles), we'll be rushing in order to finish it before the PARCC and SBAC exams. I'm not sure how much of Chapter 15 might appear on the PARCC or SBAC, but at least one topic that's likely to appear -- the fact that tangents to circles are perpendicular to their corresponding radii -- has already appeared right now.
Question 10 is an indirect proof. I would've included the U of Chicago indirect proofs, except that I got tired of the "prove that the square root of 9800 isn't 99" questions. I did notice that one of the questions in the U of Chicago was "prove that the square root of 2 isn't 577/408." In some ways, this sort of question can be said to lead up to one of the most famous indirect proofs -- namely that the square root of 2 is irrational. Here is a link to a common indirect proof that sqrt(2) is irrational:
http://www.math.utah.edu/~pa/math/q1.html
Neither the U of Chicago nor Glencoe gives the proof outright. But both hint at it -- I just mentioned the U of Chicago's square root proofs. The Glencoe text asks the students to prove that if the square of a number is even, then it is divisible by four. As we can see at the above link, this fact is directly mentioned in the irrationality proof.
I remember once reading the proof of the irrationality of sqrt(2) in my textbook back when I was an Algebra I student. Until then, I had always heard that sqrt(2) was irrational, but I never realized that it was something that could be proved. So I was fascinated by the proof. Naturally, the text only included this as an extra page between the main sections, so it was something that the teacher skipped and most students probably ignored.
The irrationality of sqrt(2) has an interesting history. It goes back to Pythagoras -- he was one of the first mathematicians to use sqrt(2), since his famous Theorem could be used to show that the diagonal of a square has length sqrt(2). The website Cut the Knot, which has many proofs of the Pythagorean Theorem, also contains many proofs of the irrationality of sqrt(2):
http://www.cut-the-knot.org/proofs/sq_root.shtml
Now there is a famous story regarding sqrt(2) and Pythagoras. At the following link, we see that Pythagoras was the leader of a secret society, or Brotherhood:
http://nrich.maths.org/2671
Now Pythagoras and his followers believed that only natural numbers were truly numbers. Not even fractions were considered to be numbers, but simply the ratios of numbers -- numberhood itself was reserved only for the natural numbers. In some ways, this attitude resembles that of algebra students today -- when the solution of an equation is a fraction, they often don't consider it to be a real answer, even though modern mathematics considers fractions to be numbers. (The phrases real number and imaginary number reflect a similar attitude about 2000 years after Pythagoras -- that some numbers aren't really numbers.) So of course, the idea that there were "numbers" that weren't the ratio of natural numbers at all was just unthinkable.
Pythagoras and his followers must have spent years searching for the correct fraction whose square is 2, but to no avail. Finally, one of his followers, Hippasus, discovered the reason that they were having such bad luck finding the correct fraction -- because there is no such fraction! And, as the story goes, Pythagoras was so distraught, afraid that the secret that sqrt(2) was irrational would be revealed, that he ordered to have poor Hippasus drowned at sea!
But as I said, nowadays students simply complain when they have a fractional, or worse irrational, answer to a problem. No one has to drown any more just because of irrational numbers.
All of this, while interesting, has nothing to do with my test review, since I decided not to put any indirect proofs about square roots on the test. Instead, I decided to write a more geometric indirect proof, based on the Glencoe text. Indeed, my plan is to include the actual problem from the Glencoe text -- you know, the one I mentioned yesterday where Glencoe made an error -- and have the students indirectly prove Glencoe's error!
Question 10 on my test review, therefore, is actually the final step of that proof, since that's the step where the contradiction occurs. They are given a triangle with sides of length 3 and 8, and two angles each 40 degrees (one of which is opposite the side of length 3). The students are to use the Converse of the Isosceles Triangle Theorem to show that the missing side must also be of length 3, and then the Triangle Inequality to show that 3 + 3 must be greater than 8, a contradiction.
When I wrote this problem, I had trouble deciding how difficult I wanted my indirect proof to be. For example, I considered giving 100 as the measure of the angle opposite the side of length 8, and give only one 40-degree angle instead. Then the students would have to use the Triangle Angle-Sum Theorem to find the missing angle as 40 degrees before applying the Isosceles Converse.
Or, to go even further, we can derive a contradiction without making the angle isosceles at all. For example, we could make the angle opposite the 8 side to be, say, 90 degrees instead of 100. Then the missing angle would be 50 instead of 40. If the triangle is drawn so that 50 degrees is opposite the 3 side, then by the Unequal Angles Theorem, the missing side would be less than 3, so the sum of the two legs would still be less than the longest side.
But this might confuse the students even more -- especially if the 90-degree angle is marked with a box (to indicate right angle) rather than "90." A right triangle might lead a student to use the Pythagorean Theorem to find the missing leg. Although this still eventually leads to contradiction -- the missing side would be sqrt(55), which isn't less than 3 -- that irrational side length might still cause some students to drown.
Besides, the question on the actual test is itself somewhat difficult -- after all, if it could confuse the Glencoe authors, it will confuse some students. Having a review question that leads to a discussion of the Pythagorean Theorem and then a test question with no right triangles and completely different theorems (Isoceles Triangle and its converse, Triangle Inequality) required will only frustrate the students who are taking the test.
And so I wrote my Question 10 on the review so that it will actually help the students prepare for the corresponding question on the test. I balance out this tough question with some easier questions about logic (converse, inverse, etc.). Hopefully the test won't be too hard for the students.
The last unit had two major sources -- U of Chicago's Chapter 13 (mostly on logic) and Glencoe's Chapter 5 (on inequalities in triangles). The connection between the two is that the indirect proofs of U of Chicago's Section 13-4 are used to prove some of the inequalities in triangles.
My test ended up including most of the logic from Chapter 13, and consequently not as much of the inequalities from Chapter 5. The first question is based on yesterday's lesson. I have separated it into an (a) and (b) part. The (a) part simply asks for the exterior angle of a regular hexagon, while the (b) part asks the student to write a Logo program to draw a regular hexagon using that value of the exterior angle. This way, if the teacher doesn't want to do Logo, the (b) part can be skipped, and only the (a) part will be required.
Question 2 is a simple question on converse, inverse, and contrapositive.
Questions 3-6 ask the students to make conclusions based on logic. I was going to ask the students to name the logical rules that they used (Law of Detachment, etc.), but I decided against it.
Question 7 was inspired by something that I once saw in another text (not Glencoe), for a different student I was tutoring in geometry at least a year ago. I believe that I alluded to this question back when I was in Chapter 2. The students must identify the next three terms of the sequence. One of them is mathematical and straightforward. The second one was a fun one for my student to figure out the answer -- it's the first names of the presidents in order:
George (Washington), John (Adams), Thomas (Jefferson), James (Madison), ...?
and so the next three answers will be the next three presidents:
James (Monroe), John (Quincy Adams), Andrew (Jackson)
I've seen this question modified so that it gives the order of the presidents that appear on money:
George (Washington), Thomas (Jefferson), Abe (Lincoln), Alexander (Hamilton), ...?
with the answer:
Andrew (Jackson), Ulysses (Grant), Benjamin (Franklin)
And yet another variation gives the first ladies:
Martha (Washington), Abigail (Adams), Martha (Jefferson), Dolley (Madison), ...?
with the answer:
Elizabeth (Monroe), Louisa (Adams), Rachel (Jackson)
Once again, with President's Day coming up, I couldn't resist including this question. Don't worry -- the example on the actual test will probably be numeric, since it's unfair to expect the students to know the order of the presidents on a math test.
Question 8 is a logic problem. This one comes directly from the SPUR section of U of Chicago. No, I won't include any of Fireball's so-called "easy" logic problems, as these would not be appropriate for a math test.
Question 9 is on tangents to circles. By the way, even though I had to squeeze in Section 13-5 right in between the indirect proof and inequalities lessons, there is a benefit to including this lesson. I'm expecting that by the time we finally reach Chapter 15 of U of Chicago (on circles), we'll be rushing in order to finish it before the PARCC and SBAC exams. I'm not sure how much of Chapter 15 might appear on the PARCC or SBAC, but at least one topic that's likely to appear -- the fact that tangents to circles are perpendicular to their corresponding radii -- has already appeared right now.
Question 10 is an indirect proof. I would've included the U of Chicago indirect proofs, except that I got tired of the "prove that the square root of 9800 isn't 99" questions. I did notice that one of the questions in the U of Chicago was "prove that the square root of 2 isn't 577/408." In some ways, this sort of question can be said to lead up to one of the most famous indirect proofs -- namely that the square root of 2 is irrational. Here is a link to a common indirect proof that sqrt(2) is irrational:
http://www.math.utah.edu/~pa/math/q1.html
Neither the U of Chicago nor Glencoe gives the proof outright. But both hint at it -- I just mentioned the U of Chicago's square root proofs. The Glencoe text asks the students to prove that if the square of a number is even, then it is divisible by four. As we can see at the above link, this fact is directly mentioned in the irrationality proof.
I remember once reading the proof of the irrationality of sqrt(2) in my textbook back when I was an Algebra I student. Until then, I had always heard that sqrt(2) was irrational, but I never realized that it was something that could be proved. So I was fascinated by the proof. Naturally, the text only included this as an extra page between the main sections, so it was something that the teacher skipped and most students probably ignored.
The irrationality of sqrt(2) has an interesting history. It goes back to Pythagoras -- he was one of the first mathematicians to use sqrt(2), since his famous Theorem could be used to show that the diagonal of a square has length sqrt(2). The website Cut the Knot, which has many proofs of the Pythagorean Theorem, also contains many proofs of the irrationality of sqrt(2):
http://www.cut-the-knot.org/proofs/sq_root.shtml
Now there is a famous story regarding sqrt(2) and Pythagoras. At the following link, we see that Pythagoras was the leader of a secret society, or Brotherhood:
http://nrich.maths.org/2671
Now Pythagoras and his followers believed that only natural numbers were truly numbers. Not even fractions were considered to be numbers, but simply the ratios of numbers -- numberhood itself was reserved only for the natural numbers. In some ways, this attitude resembles that of algebra students today -- when the solution of an equation is a fraction, they often don't consider it to be a real answer, even though modern mathematics considers fractions to be numbers. (The phrases real number and imaginary number reflect a similar attitude about 2000 years after Pythagoras -- that some numbers aren't really numbers.) So of course, the idea that there were "numbers" that weren't the ratio of natural numbers at all was just unthinkable.
Pythagoras and his followers must have spent years searching for the correct fraction whose square is 2, but to no avail. Finally, one of his followers, Hippasus, discovered the reason that they were having such bad luck finding the correct fraction -- because there is no such fraction! And, as the story goes, Pythagoras was so distraught, afraid that the secret that sqrt(2) was irrational would be revealed, that he ordered to have poor Hippasus drowned at sea!
But as I said, nowadays students simply complain when they have a fractional, or worse irrational, answer to a problem. No one has to drown any more just because of irrational numbers.
All of this, while interesting, has nothing to do with my test review, since I decided not to put any indirect proofs about square roots on the test. Instead, I decided to write a more geometric indirect proof, based on the Glencoe text. Indeed, my plan is to include the actual problem from the Glencoe text -- you know, the one I mentioned yesterday where Glencoe made an error -- and have the students indirectly prove Glencoe's error!
Question 10 on my test review, therefore, is actually the final step of that proof, since that's the step where the contradiction occurs. They are given a triangle with sides of length 3 and 8, and two angles each 40 degrees (one of which is opposite the side of length 3). The students are to use the Converse of the Isosceles Triangle Theorem to show that the missing side must also be of length 3, and then the Triangle Inequality to show that 3 + 3 must be greater than 8, a contradiction.
When I wrote this problem, I had trouble deciding how difficult I wanted my indirect proof to be. For example, I considered giving 100 as the measure of the angle opposite the side of length 8, and give only one 40-degree angle instead. Then the students would have to use the Triangle Angle-Sum Theorem to find the missing angle as 40 degrees before applying the Isosceles Converse.
Or, to go even further, we can derive a contradiction without making the angle isosceles at all. For example, we could make the angle opposite the 8 side to be, say, 90 degrees instead of 100. Then the missing angle would be 50 instead of 40. If the triangle is drawn so that 50 degrees is opposite the 3 side, then by the Unequal Angles Theorem, the missing side would be less than 3, so the sum of the two legs would still be less than the longest side.
But this might confuse the students even more -- especially if the 90-degree angle is marked with a box (to indicate right angle) rather than "90." A right triangle might lead a student to use the Pythagorean Theorem to find the missing leg. Although this still eventually leads to contradiction -- the missing side would be sqrt(55), which isn't less than 3 -- that irrational side length might still cause some students to drown.
Besides, the question on the actual test is itself somewhat difficult -- after all, if it could confuse the Glencoe authors, it will confuse some students. Having a review question that leads to a discussion of the Pythagorean Theorem and then a test question with no right triangles and completely different theorems (Isoceles Triangle and its converse, Triangle Inequality) required will only frustrate the students who are taking the test.
And so I wrote my Question 10 on the review so that it will actually help the students prepare for the corresponding question on the test. I balance out this tough question with some easier questions about logic (converse, inverse, etc.). Hopefully the test won't be too hard for the students.
Wednesday, February 11, 2015
Section 13-8: Exterior Angles of Polygons (Day 110)
Last night I tutored my geometry student. As I said I would, I gave him yesterday's worksheet on the Triangle, SSS, and SAS Inequalities, to match up with Section 5-5 of the Glencoe text.
He was still having trouble with the proofs, though. There was one question from the Glencoe text which directed the student to use the SSS Inequality to compare two angle measures. The problem was that there appeared to be insufficient information to conclude that two of the sides are congruent (for one of the S's in the SSS Inequality).
Here is the question: AC and BD intersect at O. We are given the lengths AB = BC = 8, AD = 8.11, and DO = 3, and angle measures ABO = 60 and CBO = 40. We are supposed to use an inequality to compare the angles AOB and AOD.
The intended answer -- and since this was an odd problem, I confirmed it in the back of the text -- is that AOB is less than AOD, since the former is opposite a side of length 8 and the latter is opposite a side of length 8.11. This follows from the SSS Inequality -- at least it would, if we knew that BO and DO were congruent. The third sides are already known to be congruent because AO is the side common to both triangles.
But there's no way to prove that BO is congruent to DO. We know that DO = 3, but the length of BO is not given. There's no way to conclude that BO = DO. It's not as if ABCD is said to be a kite (since then we could use the Kite Symmetry Theorem). Indeed, the Glencoe text doesn't even cover quadrilaterals until Chapter 6, so the students wouldn't know the Kite Symmetry Theorem anyway.
Furthermore, we can actually prove that BO can't possibly be 3. Here is an indirect proof:
Indirect Proof:
Assume that BO = 3. Notice that ABC is an isosceles triangle (since AB = BC = 8), and so angles BAC and BCA are congruent. Since angle ABC is 100 degrees (since ABO = 60 and CBO = 40 and ABO + CBO = ABC), it follows that angle BCA (that is, BCO) is 40 degrees.
Now triangle BCO has two 40-degree angles, CBO and BCO. It follows that BCO is also an isosceles triangle, and since we are assuming that BO = 3, CO would also be 3.
Since we are given that BC = 8, it follows that BCO is a triangle with sides 3, 3, and 8. But this violates the Triangle Inequality -- since 3 + 3 is not greater than 8. This is a contradiction. Thus, BO can't possibly be 3 -- it must be at least 4. The Glencoe text made an error here! Not only can we not prove that BO is 3, but the assumption that it is 3 leads to a contradiction!
After seeing this problem, my student was still feeling frustrated about proofs. My story about how for centuries, Euclid's Elements was the gold standard of logical thinking failed to convince him that he should learn proofs -- as far as he was concerned, only mathematicians should have to learn proofs and everyone else should have a proof-free curriculum.
There are several problems with this belief -- one I know is common among geometry students today. First, if only mathematicians had to learn proofs, there would be no more mathematicians, for every single mathematician today had to endure his or her teen years, when he or she had to sit through these same frustrating proofs. Second, this belief, that anything that isn't easy shouldn't be learned at all, makes our generation look bad. And I emphasize our generation, because it begins with those born around the year that I was born, 1980. The "dumbest generation" of Mark Bauerlein refers to anyone who was under 30 ("Don't trust anyone under 30!") the year he wrote his book, namely 2008. So anyone born after 1978 -- which includes the author of this blog -- is part of the dumbest generation.
From a mathematical perspective, members of older generations complain that math is being watered down when proofs are omitted. Even when high-level proofs are taught, medium-level proofs (such as proofs of the major named theorems) almost never appear in texts as exercises, and when they do, they're usually skipped by the teacher. This was the Dr. David Joyce's biggest complaint. Dr. Franklin Mason is working to restore medium-level proofs in his text, and I've included some on worksheets.
Of course, I didn't tell my student any of this, but what he is advocating is watering down math classes even further, and making our generation look even worse in the eyes of those like Bauerlein and Joyce. Then again, I doubt that any teacher has ever convinced any student that a good reason to teach a some topic in math is that omitting it would be watering down the math class.
I've stated before that one way to convince students to learn a topic is to make it fun. Since I invoked the argument that one group who needs to learn proofs is lawyers -- I mentioned this in a worksheet near the first day of school, and I mentioned it again to my student last night -- why not come up with an activity where a geometry proof is compared to a courtroom proof? Here is a link to an activity:
http://www.learnnc.org/lp/pages/7483
I may consider using such an activity myself when I give that unit on non-Euclidean geometry -- which would be after the PARCC/SBAC testing.
Section 13-8 of the U of Chicago text is on the Exterior Angles of Polygons -- not just triangles. This lesson is mostly straightforward. The way I like to introduce exterior angles is by showing a triangle, square, and pentagon with its exterior angles, and then imaging shrinking the polygon so that only the exterior angles remain. Then it becomes obvious that these angles add up to 360.
We notice that this lesson, just like Section 2-3, refers to computer programming. This time, the programming language is not BASIC, but Logo. Speaking of my generation once again, it's noted that elementary schools in the 1980's often taught Logo to us students.
Here's a link to a website that discusses the Logo programming language:
http://www.cs.berkeley.edu/~bh/v1ch10/turtle.html
As it turns out, Logo is a very sophisticated programming language. The author of the link above, Brian Harvey (another Berkeley professor, just like Dr. Wu), points out that Logo originally had nothing to do with turtle graphics:
"Historically, this idea that Logo is mainly turtle graphics is a mistake. As I mentioned at the beginning of Chapter 1, Logo's name comes from the Greek word for word, because Logo was first designed as a language in which to manipulate language: words and sentences. Still, turtle graphics has turned out to be a very powerful addition to Logo."
Indeed, here's a link to another page on Harvey's website. The author uses Logo to solve a common logic problem:
"You are at the side of a river. You have a three-liter pitcher and a seven-liter pitcher. The pitchers do not have markings to allow measuring smaller quantities. You need two liters of water. How can you measure two liters?"
http://www.cs.berkeley.edu/~bh/v1ch14/pour.html
Here are the programs given in the U of Chicago text. The first one draws a regular 18-gon:
TO REGGON
REPEAT 18 [FORWARD 7 RIGHT 20]
END
And the other draws a regular 180-gon -- which ends up looking more like a circle:
TO 180GON
REPEAT 180 [FORWARD 3 RIGHT 2]
END
Here's how Harvey writes a more complicated polygon program:
He was still having trouble with the proofs, though. There was one question from the Glencoe text which directed the student to use the SSS Inequality to compare two angle measures. The problem was that there appeared to be insufficient information to conclude that two of the sides are congruent (for one of the S's in the SSS Inequality).
Here is the question: AC and BD intersect at O. We are given the lengths AB = BC = 8, AD = 8.11, and DO = 3, and angle measures ABO = 60 and CBO = 40. We are supposed to use an inequality to compare the angles AOB and AOD.
The intended answer -- and since this was an odd problem, I confirmed it in the back of the text -- is that AOB is less than AOD, since the former is opposite a side of length 8 and the latter is opposite a side of length 8.11. This follows from the SSS Inequality -- at least it would, if we knew that BO and DO were congruent. The third sides are already known to be congruent because AO is the side common to both triangles.
But there's no way to prove that BO is congruent to DO. We know that DO = 3, but the length of BO is not given. There's no way to conclude that BO = DO. It's not as if ABCD is said to be a kite (since then we could use the Kite Symmetry Theorem). Indeed, the Glencoe text doesn't even cover quadrilaterals until Chapter 6, so the students wouldn't know the Kite Symmetry Theorem anyway.
Furthermore, we can actually prove that BO can't possibly be 3. Here is an indirect proof:
Indirect Proof:
Assume that BO = 3. Notice that ABC is an isosceles triangle (since AB = BC = 8), and so angles BAC and BCA are congruent. Since angle ABC is 100 degrees (since ABO = 60 and CBO = 40 and ABO + CBO = ABC), it follows that angle BCA (that is, BCO) is 40 degrees.
Now triangle BCO has two 40-degree angles, CBO and BCO. It follows that BCO is also an isosceles triangle, and since we are assuming that BO = 3, CO would also be 3.
Since we are given that BC = 8, it follows that BCO is a triangle with sides 3, 3, and 8. But this violates the Triangle Inequality -- since 3 + 3 is not greater than 8. This is a contradiction. Thus, BO can't possibly be 3 -- it must be at least 4. The Glencoe text made an error here! Not only can we not prove that BO is 3, but the assumption that it is 3 leads to a contradiction!
After seeing this problem, my student was still feeling frustrated about proofs. My story about how for centuries, Euclid's Elements was the gold standard of logical thinking failed to convince him that he should learn proofs -- as far as he was concerned, only mathematicians should have to learn proofs and everyone else should have a proof-free curriculum.
There are several problems with this belief -- one I know is common among geometry students today. First, if only mathematicians had to learn proofs, there would be no more mathematicians, for every single mathematician today had to endure his or her teen years, when he or she had to sit through these same frustrating proofs. Second, this belief, that anything that isn't easy shouldn't be learned at all, makes our generation look bad. And I emphasize our generation, because it begins with those born around the year that I was born, 1980. The "dumbest generation" of Mark Bauerlein refers to anyone who was under 30 ("Don't trust anyone under 30!") the year he wrote his book, namely 2008. So anyone born after 1978 -- which includes the author of this blog -- is part of the dumbest generation.
From a mathematical perspective, members of older generations complain that math is being watered down when proofs are omitted. Even when high-level proofs are taught, medium-level proofs (such as proofs of the major named theorems) almost never appear in texts as exercises, and when they do, they're usually skipped by the teacher. This was the Dr. David Joyce's biggest complaint. Dr. Franklin Mason is working to restore medium-level proofs in his text, and I've included some on worksheets.
Of course, I didn't tell my student any of this, but what he is advocating is watering down math classes even further, and making our generation look even worse in the eyes of those like Bauerlein and Joyce. Then again, I doubt that any teacher has ever convinced any student that a good reason to teach a some topic in math is that omitting it would be watering down the math class.
I've stated before that one way to convince students to learn a topic is to make it fun. Since I invoked the argument that one group who needs to learn proofs is lawyers -- I mentioned this in a worksheet near the first day of school, and I mentioned it again to my student last night -- why not come up with an activity where a geometry proof is compared to a courtroom proof? Here is a link to an activity:
http://www.learnnc.org/lp/pages/7483
I may consider using such an activity myself when I give that unit on non-Euclidean geometry -- which would be after the PARCC/SBAC testing.
Section 13-8 of the U of Chicago text is on the Exterior Angles of Polygons -- not just triangles. This lesson is mostly straightforward. The way I like to introduce exterior angles is by showing a triangle, square, and pentagon with its exterior angles, and then imaging shrinking the polygon so that only the exterior angles remain. Then it becomes obvious that these angles add up to 360.
We notice that this lesson, just like Section 2-3, refers to computer programming. This time, the programming language is not BASIC, but Logo. Speaking of my generation once again, it's noted that elementary schools in the 1980's often taught Logo to us students.
Here's a link to a website that discusses the Logo programming language:
http://www.cs.berkeley.edu/~bh/v1ch10/turtle.html
As it turns out, Logo is a very sophisticated programming language. The author of the link above, Brian Harvey (another Berkeley professor, just like Dr. Wu), points out that Logo originally had nothing to do with turtle graphics:
"Historically, this idea that Logo is mainly turtle graphics is a mistake. As I mentioned at the beginning of Chapter 1, Logo's name comes from the Greek word for word, because Logo was first designed as a language in which to manipulate language: words and sentences. Still, turtle graphics has turned out to be a very powerful addition to Logo."
Indeed, here's a link to another page on Harvey's website. The author uses Logo to solve a common logic problem:
"You are at the side of a river. You have a three-liter pitcher and a seven-liter pitcher. The pitchers do not have markings to allow measuring smaller quantities. You need two liters of water. How can you measure two liters?"
http://www.cs.berkeley.edu/~bh/v1ch14/pour.html
Here are the programs given in the U of Chicago text. The first one draws a regular 18-gon:
TO REGGON
REPEAT 18 [FORWARD 7 RIGHT 20]
END
And the other draws a regular 180-gon -- which ends up looking more like a circle:
TO 180GON
REPEAT 180 [FORWARD 3 RIGHT 2]
END
Here's how Harvey writes a more complicated polygon program:
to poly :size :angle forward :size right :angle poly :size :angle end
I decided to keep the Logo problems in my worksheet. Unfortunately, unlike BASIC, Logo isn't easy to convert into TI-BASIC. Logo is mentioned in this section because the angles mentions in the RIGHT commands are in fact exterior angles. If the students don't have access to Logo (Harvey discusses how one can download Berkeley logo on his webpage), one can change it to simple angle questions -- for example, my Question #3 becomes, "What is the exterior angle of a regular octagon?" (rather than draw one in Logo).
Tuesday, February 10, 2015
Section 7-8: The SAS Inequality (Day 109)
With all of our jumping around the U of Chicago text, one section that's been torn apart is 13-6. Let's look at what we are missing in this section.
The section, titled "Uniqueness," begins by discussing Euclidean geometry. It discusses the five geometric postulates of Euclid, and states and proves the Uniqueness of Parallels Theorem -- also known as Playfair's Parallel Postulate. It then refers to non-Euclidean geometry, in which Playfair doesn't hold.
Notice that we've already covered this topic during the first semester. On this blog, we began by accepting Perpendicular to Parallels as our version of the Fifth Postulate. We used this postulate to prove Playfair, and then used Playfair to prove the Parallel Consequences. Therefore, we're already done with this part of Section 13-6.
I've briefly discussed the concept of non-Euclidean geometry a few times before. But I admit that this is still a very confusing concept. Last week, there was a question on my Mathematical Calendar -- you know, the one that Theoni Pappas publishes nearly every year -- about non-Euclidean geometry:
In elliptic geometry the number of lines passing through two distinct points is:
(1) one
(2) two
(3) three
(4) none
(5) infinitely many
Because this question appeared on February 5th, the intended answer must be choice (5). (I would've actually posted this last week on the 5th, except that I wanted to spend more time preparing a worksheet for my geometry student. This time, I had an entire three-day weekend to prepare the worksheet for today.)
But choice (5), under the usual interpretation, is wrong. There are not infinitely many lines passing through two points in the version of non-Euclidean geometry known as elliptic geometry! Usually, we model elliptic geometry using a sphere, with great circles as the lines. Now there are indeed infinitely many great circles passing through the North and South Poles -- these are the meridians.
Yet there are two problems here. The first is that there are infinitely many great circles passing through two points if and only if these points are antipodal -- that is, if these two points are directly opposite on the sphere, like the North and South Poles. If the points aren't antipodal, then there's only one great circle through the two points. The second problem is that elliptic geometry differs slightly from spherical geometry in that antipodal points count as a single point! And so technically, the correct answer is (1). In elliptic geometry, there is exactly one line passing through any two distinct points -- just like in Euclidean geometry!
Of the two types of non-Euclidean geometry, hyperbolic geometry is actually more straightforward than elliptic geometry -- despite it being much easier to visualize a model of the latter (a sphere) than the former. Hyperbolic geometry satisfies the first four postulates of Euclid, and the fifth fails -- there are infinitely many lines parallel to a given line through a given point.
But with elliptic geometry, it's more difficult to state which of Euclid's postulates fail. Nearly any of the postulates can be said to hold or fail in elliptic geometry (including the fifth!), based on how one interprets them.
For example, Euclid's first postulate can be interpreted as "two points determine a line." My argument above, in which (1) is the correct answer, implies that this postulate is true. But let's look at how the U of Chicago interprets this postulate in Section 13-6:
Postulates of Euclid:
1. Two points determine a line segment. [emphasis mine]
If a line is a great circle, then a segment is just an arc of that circle. And so, given two points on the sphere, there are at least two such arcs between the two points -- the short way and the long way around the sphere. This would make the first postulate false, and (2) the correct answer.
Postulates of Euclid:
2. A line segment can be extended indefinitely along a line.
This postulate could be considered false, since a great circle is finite. But one could consider continuing to go around the circle, forming arcs that are greater than 360 degrees. In this case, this would make the second postulate true. In fact, one could even imagine counting all of the arcs between two points that differ by multiples of 360 degrees as distinct segments. This is the only way to make (5) the correct answer -- perhaps this is what Pappas had in mind.
Notice my claim that even the fifth postulate can be considered true in elliptic geometry. Once again, let's look at how we can interpret the fifth postulate. If we take Playfair as stated in Section 13-6:
Uniqueness of Parallels Theorem (Playfair's Parallel Postulate):
Through a point not on a line, there is exactly one [line] parallel to the given line.
then this statement is clearly false in elliptic geometry, where there are no parallel lines. But let's look at how Dr. Franklin Mason states Playfair:
The Playfair Postulate (as stated by Dr. M):
Through a point not on a given line, there's at most one line parallel to the given line.
[emphasis mine]
Those two extra words, at most, allow for the possibility of zero parallel lines. And so Playfair, as stated by Dr. M. is true in elliptic geometry!
Next, let's look at our version of the Fifth Postulate:
Fifth Postulate (as stated on this blog):
In a plane, if a line is perpendicular to one of two parallel lines, then it is perpendicular to the other.
If l is perpendicular to m and m is parallel to n, then l is perpendicular to n.
Notice that there are no parallel lines, so there can be no m and n -- or can there? Recall that using our definition of parallel, any line is parallel to itself! Therefore, in elliptic geometry, we can say, "two lines are parallel if and only if they are identical" -- that is, "parallel" is just another word for "identical" in this geometry. (We've seen that in both elliptic and hyperbolic geometry, "similar" is just another word for "congruent.")
So the Fifth Postulate, in elliptic geometry, becomes:
If l is perpendicular to m and m is identical to n, then l is perpendicular to n.
or, since m is identical to n, we can substitute m for n, to get:
If l is perpendicular to m, then l is perpendicular to m.
This is a tautology -- that is, it's automatically true! If we had to prove it in two-column format, it would contain only one step -- the Given step!
Even the fifth postulate as written in Section 13-6 may be true:
Postulates of Euclid:
5. If two lines are cut by a transversal, and the interior angles on the same side of the transversal have a total measure of less than 180, then the lines will intersect on that side of the transversal.
In elliptic geometry, the conclusion is automatically true, as any two lines will intersect. And if the conclusion of a conditional is true, the conditional itself is true. The only problem is the phrase "on that side." Any two lines will intersect at two antipodal points -- one on each side. But in elliptic geometry antipodal points are in fact the same point. Technically, we can't actually define "side of a line" because of this is elliptic geometry, but we can in spherical geometry. Each line (great circle) divides the sphere into two hemispheres -- the two sides of that line.
This is what makes elliptic geometry different from hyperbolic geometry. In hyperbolic geometry, the first four postulates are true and the fifth is false, but in elliptic geometry, we can't even say which postulates are true until we interpret them. Thus the so-called "neutral geometry" -- the theorems of geometry that only require the first four postulates to prove -- end up proving the theorems of both Euclidean and hyperbolic geometry, but not elliptic or spherical geometry.
During the extra time after the PARCC and SBAC exams, I hope to provide some actual worksheets on non-Euclidean geometry. My plan is to focus on spherical (not elliptic) geometry, since this is the easiest to understand and motivate by considering the shape of the earth. In my interpretation, the second through fifth postulates will be true, but the first postulate will be false. My plan is to replace our Point-Line-Plane postulate with a replacement.
Stay tuned for more details on our spherical geometry in the upcoming months. But tying this back to the inequalities of Chapter 13, we ask, are these true in non-Euclidean geometry? As it turns out, the Triangle Exterior Angle Inequality (TEAI) holds in hyperbolic, but not spherical, geometry. (Of course, the Exterior Angle Equality holds only in Euclidean geometry.) Because of this, all of the inequalities that we proved last week and this week fail in spherical geometry, although they do hold in certain cases -- for example, the Triangle Inequality holds provided that we always measure the short way around the sphere and never the long way.
(Recall that Dr. M originally proved TEAI using only triangle congruence, not TEAE. He has since changed his site so that TEAI is proved simply using TEAE, just like Glencoe and U of Chicago.)
Now let's get back to Section 7-8 of the U of Chicago text and the SAS Inequality in preparation for my tutoring session with my geometry student tonight. As I mentioned before, this section gives a proof of the SAS Inequality using the Triangle Inequality. As usual, I have decided to convert the proof to two-column format. The figure accompanying the proof gives two triangles, ABC and XYZ.
SAS Inequality Theorem:
If two sides of a triangle are congruent to two sides of a second triangle, and the measure of the included angle of the first triangle is less that the measure of the included angle of the second, then the third side of the first triangle is shorter than the third side of the second.
Given: AB = XY, BC = YZ, angle B < angle Y
Prove: AC < XZ.
Proof:
Statements Reasons
1. AB = XY, etc. 1. Given
2. exists isometry T s.t. A'B' is 2. Definition of congruent
XY, C' same side ofXY as Z
3. C'Y = ZY 3. Isometries preserve distance
4. Let m symmetry line C'YZ 4. Isosceles Triangle Symmetry Theorem
(m intersectsXZ at Q)
5. m perp. bis.C'Z 5. In isosceles triangle, angle bis. = perp. bis.
6. QC' = QZ 6. Perpendicular Bisector Theorem
7. A'C' < A'Q + QC' 7. Triangle Inequality
8. AC < XQ + QZ 8. Substitution
9. XQ + QZ = XZ 9. Betweenness Theorem (Segment Addition)
10. AC < XZ 10. Substitution
We see that the proof is similar to that of SAS Congruence Theorem, except that this isometry puts C' on the same side ofXY as Z, rather than the opposite side. Dr. M gives two proofs of the SAS Inequality (which he calls "the Hinge Theorem," a name mentioned in Exploration Question 19 in our text) -- his second proof is nearly identical to that given in the U of Chicago. In his first proof, Dr. M uses TASI (Unequal Angles Theorem) directly without invoking the Triangle Inequality -- but we would still be dependent on a theorem not proved until Chapter 13 in the U of Chicago.
Both Dr. M and Glencoe state a converse to SAS Inequality -- Glencoe calls it SSS Inequality. Dr. M hints at this proof -- we can use the same strategy that we used to derive Unequal Angles Theorem from its converse, Unequal Sides Theorem. We prove it indirectly:
SSS Inequality Theorem:
If two sides of a triangle are congruent to two sides of a second triangle, and the third side of the first triangle is shorter than the third side of the second, then the measure of the included angle of the first triangle is less that the measure of the included angle of the second.
Given: AB = XY, BC = YZ, AC < XZ.
Prove: angle B < angle Y
Indirect Proof:
Assume not. Then angle B is either less than or equal to angle Y.
Case 1: angle B = angle Y. Then triangles ABC and XYZ are congruent by SAS Congruence, and so AC = XZ, a contradiction.
Case 2: angle B > angle Y. Then AC > XZ by SAS Inequality, a contradiction.
In either case we have a contradiction of AC < XZ. Therefore angle B < angle Y. QED
For Euclid, the SAS Inequality is his Proposition 24. Dr. M's first proof is based on Euclid:
http://aleph0.clarku.edu/~djoyce/java/elements/bookI/propI24.html
and the converse, the SSS Inequality, is Euclid's Proposition 25:
http://aleph0.clarku.edu/~djoyce/java/elements/bookI/propI25.html
The section, titled "Uniqueness," begins by discussing Euclidean geometry. It discusses the five geometric postulates of Euclid, and states and proves the Uniqueness of Parallels Theorem -- also known as Playfair's Parallel Postulate. It then refers to non-Euclidean geometry, in which Playfair doesn't hold.
Notice that we've already covered this topic during the first semester. On this blog, we began by accepting Perpendicular to Parallels as our version of the Fifth Postulate. We used this postulate to prove Playfair, and then used Playfair to prove the Parallel Consequences. Therefore, we're already done with this part of Section 13-6.
I've briefly discussed the concept of non-Euclidean geometry a few times before. But I admit that this is still a very confusing concept. Last week, there was a question on my Mathematical Calendar -- you know, the one that Theoni Pappas publishes nearly every year -- about non-Euclidean geometry:
In elliptic geometry the number of lines passing through two distinct points is:
(1) one
(2) two
(3) three
(4) none
(5) infinitely many
Because this question appeared on February 5th, the intended answer must be choice (5). (I would've actually posted this last week on the 5th, except that I wanted to spend more time preparing a worksheet for my geometry student. This time, I had an entire three-day weekend to prepare the worksheet for today.)
But choice (5), under the usual interpretation, is wrong. There are not infinitely many lines passing through two points in the version of non-Euclidean geometry known as elliptic geometry! Usually, we model elliptic geometry using a sphere, with great circles as the lines. Now there are indeed infinitely many great circles passing through the North and South Poles -- these are the meridians.
Yet there are two problems here. The first is that there are infinitely many great circles passing through two points if and only if these points are antipodal -- that is, if these two points are directly opposite on the sphere, like the North and South Poles. If the points aren't antipodal, then there's only one great circle through the two points. The second problem is that elliptic geometry differs slightly from spherical geometry in that antipodal points count as a single point! And so technically, the correct answer is (1). In elliptic geometry, there is exactly one line passing through any two distinct points -- just like in Euclidean geometry!
Of the two types of non-Euclidean geometry, hyperbolic geometry is actually more straightforward than elliptic geometry -- despite it being much easier to visualize a model of the latter (a sphere) than the former. Hyperbolic geometry satisfies the first four postulates of Euclid, and the fifth fails -- there are infinitely many lines parallel to a given line through a given point.
But with elliptic geometry, it's more difficult to state which of Euclid's postulates fail. Nearly any of the postulates can be said to hold or fail in elliptic geometry (including the fifth!), based on how one interprets them.
For example, Euclid's first postulate can be interpreted as "two points determine a line." My argument above, in which (1) is the correct answer, implies that this postulate is true. But let's look at how the U of Chicago interprets this postulate in Section 13-6:
Postulates of Euclid:
1. Two points determine a line segment. [emphasis mine]
If a line is a great circle, then a segment is just an arc of that circle. And so, given two points on the sphere, there are at least two such arcs between the two points -- the short way and the long way around the sphere. This would make the first postulate false, and (2) the correct answer.
Postulates of Euclid:
2. A line segment can be extended indefinitely along a line.
This postulate could be considered false, since a great circle is finite. But one could consider continuing to go around the circle, forming arcs that are greater than 360 degrees. In this case, this would make the second postulate true. In fact, one could even imagine counting all of the arcs between two points that differ by multiples of 360 degrees as distinct segments. This is the only way to make (5) the correct answer -- perhaps this is what Pappas had in mind.
Notice my claim that even the fifth postulate can be considered true in elliptic geometry. Once again, let's look at how we can interpret the fifth postulate. If we take Playfair as stated in Section 13-6:
Uniqueness of Parallels Theorem (Playfair's Parallel Postulate):
Through a point not on a line, there is exactly one [line] parallel to the given line.
then this statement is clearly false in elliptic geometry, where there are no parallel lines. But let's look at how Dr. Franklin Mason states Playfair:
The Playfair Postulate (as stated by Dr. M):
Through a point not on a given line, there's at most one line parallel to the given line.
[emphasis mine]
Those two extra words, at most, allow for the possibility of zero parallel lines. And so Playfair, as stated by Dr. M. is true in elliptic geometry!
Next, let's look at our version of the Fifth Postulate:
Fifth Postulate (as stated on this blog):
In a plane, if a line is perpendicular to one of two parallel lines, then it is perpendicular to the other.
If l is perpendicular to m and m is parallel to n, then l is perpendicular to n.
Notice that there are no parallel lines, so there can be no m and n -- or can there? Recall that using our definition of parallel, any line is parallel to itself! Therefore, in elliptic geometry, we can say, "two lines are parallel if and only if they are identical" -- that is, "parallel" is just another word for "identical" in this geometry. (We've seen that in both elliptic and hyperbolic geometry, "similar" is just another word for "congruent.")
So the Fifth Postulate, in elliptic geometry, becomes:
If l is perpendicular to m and m is identical to n, then l is perpendicular to n.
or, since m is identical to n, we can substitute m for n, to get:
If l is perpendicular to m, then l is perpendicular to m.
This is a tautology -- that is, it's automatically true! If we had to prove it in two-column format, it would contain only one step -- the Given step!
Even the fifth postulate as written in Section 13-6 may be true:
Postulates of Euclid:
5. If two lines are cut by a transversal, and the interior angles on the same side of the transversal have a total measure of less than 180, then the lines will intersect on that side of the transversal.
In elliptic geometry, the conclusion is automatically true, as any two lines will intersect. And if the conclusion of a conditional is true, the conditional itself is true. The only problem is the phrase "on that side." Any two lines will intersect at two antipodal points -- one on each side. But in elliptic geometry antipodal points are in fact the same point. Technically, we can't actually define "side of a line" because of this is elliptic geometry, but we can in spherical geometry. Each line (great circle) divides the sphere into two hemispheres -- the two sides of that line.
This is what makes elliptic geometry different from hyperbolic geometry. In hyperbolic geometry, the first four postulates are true and the fifth is false, but in elliptic geometry, we can't even say which postulates are true until we interpret them. Thus the so-called "neutral geometry" -- the theorems of geometry that only require the first four postulates to prove -- end up proving the theorems of both Euclidean and hyperbolic geometry, but not elliptic or spherical geometry.
During the extra time after the PARCC and SBAC exams, I hope to provide some actual worksheets on non-Euclidean geometry. My plan is to focus on spherical (not elliptic) geometry, since this is the easiest to understand and motivate by considering the shape of the earth. In my interpretation, the second through fifth postulates will be true, but the first postulate will be false. My plan is to replace our Point-Line-Plane postulate with a replacement.
Stay tuned for more details on our spherical geometry in the upcoming months. But tying this back to the inequalities of Chapter 13, we ask, are these true in non-Euclidean geometry? As it turns out, the Triangle Exterior Angle Inequality (TEAI) holds in hyperbolic, but not spherical, geometry. (Of course, the Exterior Angle Equality holds only in Euclidean geometry.) Because of this, all of the inequalities that we proved last week and this week fail in spherical geometry, although they do hold in certain cases -- for example, the Triangle Inequality holds provided that we always measure the short way around the sphere and never the long way.
(Recall that Dr. M originally proved TEAI using only triangle congruence, not TEAE. He has since changed his site so that TEAI is proved simply using TEAE, just like Glencoe and U of Chicago.)
Now let's get back to Section 7-8 of the U of Chicago text and the SAS Inequality in preparation for my tutoring session with my geometry student tonight. As I mentioned before, this section gives a proof of the SAS Inequality using the Triangle Inequality. As usual, I have decided to convert the proof to two-column format. The figure accompanying the proof gives two triangles, ABC and XYZ.
SAS Inequality Theorem:
If two sides of a triangle are congruent to two sides of a second triangle, and the measure of the included angle of the first triangle is less that the measure of the included angle of the second, then the third side of the first triangle is shorter than the third side of the second.
Given: AB = XY, BC = YZ, angle B < angle Y
Prove: AC < XZ.
Proof:
Statements Reasons
1. AB = XY, etc. 1. Given
2. exists isometry T s.t. A'B' is 2. Definition of congruent
XY, C' same side of
3. C'Y = ZY 3. Isometries preserve distance
4. Let m symmetry line C'YZ 4. Isosceles Triangle Symmetry Theorem
(m intersects
5. m perp. bis.
6. QC' = QZ 6. Perpendicular Bisector Theorem
7. A'C' < A'Q + QC' 7. Triangle Inequality
8. AC < XQ + QZ 8. Substitution
9. XQ + QZ = XZ 9. Betweenness Theorem (Segment Addition)
10. AC < XZ 10. Substitution
We see that the proof is similar to that of SAS Congruence Theorem, except that this isometry puts C' on the same side of
Both Dr. M and Glencoe state a converse to SAS Inequality -- Glencoe calls it SSS Inequality. Dr. M hints at this proof -- we can use the same strategy that we used to derive Unequal Angles Theorem from its converse, Unequal Sides Theorem. We prove it indirectly:
SSS Inequality Theorem:
If two sides of a triangle are congruent to two sides of a second triangle, and the third side of the first triangle is shorter than the third side of the second, then the measure of the included angle of the first triangle is less that the measure of the included angle of the second.
Given: AB = XY, BC = YZ, AC < XZ.
Prove: angle B < angle Y
Indirect Proof:
Assume not. Then angle B is either less than or equal to angle Y.
Case 1: angle B = angle Y. Then triangles ABC and XYZ are congruent by SAS Congruence, and so AC = XZ, a contradiction.
Case 2: angle B > angle Y. Then AC > XZ by SAS Inequality, a contradiction.
In either case we have a contradiction of AC < XZ. Therefore angle B < angle Y. QED
For Euclid, the SAS Inequality is his Proposition 24. Dr. M's first proof is based on Euclid:
http://aleph0.clarku.edu/~djoyce/java/elements/bookI/propI24.html
and the converse, the SSS Inequality, is Euclid's Proposition 25:
http://aleph0.clarku.edu/~djoyce/java/elements/bookI/propI25.html
Friday, February 6, 2015
Activity: Logic Problems and Euler Lines (Day 108)
Merry Christmas! Actually, right around the time I was posting about Calendar Reform, I found an article on Slate which proposed that this weekend, February 7th, should be Christmas:
http://www.slate.com/articles/life/holidays/2014/12/move_christmas_to_february_let_s_postpone_jesus_birthday.html
The author, L.V. Anderson, suggested the change because she wanted there to be more time between Thanksgiving and Christmas. One commenter pointed out that it would make more sense to change Thanksgiving, say, to the Canadian date in October, rather than expect all the churches to change Christmas. (As it turns out, I decided to calculate what date is as many days after American Thanksgiving as December 25th is after Canadian Thanksgiving. The answer turned out to be -- February 8th!)
Another commenter pointed out that an early February Christmas would fit better between the two school semesters. After all, the reason for the early start calendar with school starting in August is that it's easier to start school a month earlier than it is to move Christmas a month later!
As it turns out, under our early start calendar, today -- Anderson Christmas Eve -- marks the end of the fifth quaver of the year. And for math buffs, February 7th is a day to celebrate -- not because it's Christmas, but because it's e Day -- just like Pi Day, except for the number e. One of the students I was tutoring -- an Algebra II student -- is just now beginning the chapter on Exponential Functions and the number e -- named after the 18th century Swiss mathematician Leonhard Euler. He was the one who reminded me that tomorrow is e Day, since e is approximately 2.7... for February 7th!
Speaking of tutoring, let's get back to my geometry student. I spent most of the time last night reviewing the indirect proofs in Glencoe's Section 5-3. I showed him my worksheet from yesterday, and I think he was able to figure out the indirect proofs that I included. He quickly figured out the Triangle Inequality and how to determine whether three numbers can be the sides of a triangle. Also, he saw my proof of the Triangle Inequality and noticed that the Glencoe text will ask him to prove it in the exercises, so my proof sketch should help him, even though he has to fill in some steps. Then again, I don't know whether the teacher will actually assign him the proof question from the text.
I think that for my next worksheet for this upcoming Tuesday -- most likely the day that I will tutor him again, I will review the Triangle Inequality and use it to prove the SAS Inequality, even though we already covered it at the end of first semester. I said that I will move SAS Inequality to second semester next year, but it's so much easier just to include it right now. And besides, its converse, the SSS Inequality, hasn't appeared yet as it doesn't even appear in the U of Chicago.
Now for today's activities. First, I post a worksheet similar to what I showed my student back on Wednesday, with the two triangles with vertices well-chosen as to minimize the use of complicated fractions when calculating the centroid, circumcenter, and orthocenter. Only the centroid of the second triangle has a fraction as its y-coordinate, and the only fractional slope that appears is 1/2 -- but it's its opposite reciprocal, -2, that is needed to find the circumcenter and orthocenter.
At this point, some of you may ask, why shield the students from fractional coordinates, when the PARCC or SBAC exams may have fractions on them? It's because I want the students to understand the concepts first, rather than be intimidated by the fractions. My student, back on Tuesday, saw the questions from Glencoe where fractions appeared in intermediate steps (that is, where y is a fraction and this value of y must be plugged in to find x). I want him to think less about the fractions that might appear and more about what steps he needs to take to find the three centers and why.
Notice that for any triangle, the centroid, circumcenter, and orthocenter are collinear. The proof is somewhat complex -- one might really be tempted just to use a coordinate proof here. This fact was first discovered by the mathematician Euler -- that's right, the same Euler after whom e was named. I also remind you that Euler was also one who solved the Bridges of Konigsberg problem from the first day of school. (Yes, Euler was a very prolific mathematician!) And so we also named the line on which these three centers lie after him -- the Euler line of the triangle.
In my first activity, the students hopefully discover that the three centers lie on the Euler line. This is the ultimate goal.
Now for the other activity, I promised some logic problems, since this is the topic of Section 13-3 of the U of Chicago. Instead of including problems from the text, I chose some problems I found on a message board:
http://www.golden-road.net/index.php?topic=19724.5;wap2
The author of these logic problems goes by the online name "Fireball." The website is devoted to my favorite game show, The Price Is Right. But in the summer, the game show is in reruns, and so those who post there find other topics to discuss. So "Fireball" came up with some logic puzzles. As usual, teachers can decide to include either the logic puzzles or the Euler lines, or a combination of both.
Speaking of The Price Is Right, I wanted to include an activity earlier based on that game show -- "The Triangle Is Right." Students are given right triangles with two legs (or possibly one leg and one hypotenuse) given, and they must guess the length of the remaining side. The winner is the student who comes the closest to the correct length -- without going over, of course. But I didn't include it as an activity, because I liked my puzzle-proof of the Pythagorean Theorem better.
The logic problems from the U of Chicago are about the same difficulty as the Beginner Level problem from "Fireball." Even his Easy Level may take the students some time to solve. I wasn't going to include the Intermediate Level problem, but I did only because it refers to the presidents, and so I honor the Lincoln's birthday holiday on Monday by including it.
Let me conclude this post by wishing L.V. Anderson a Merry Christmas, mathematicians a Happy e Day, and students a Happy Lincoln's Three-Day Weekend. See you for my next post on Tuesday.
http://www.slate.com/articles/life/holidays/2014/12/move_christmas_to_february_let_s_postpone_jesus_birthday.html
The author, L.V. Anderson, suggested the change because she wanted there to be more time between Thanksgiving and Christmas. One commenter pointed out that it would make more sense to change Thanksgiving, say, to the Canadian date in October, rather than expect all the churches to change Christmas. (As it turns out, I decided to calculate what date is as many days after American Thanksgiving as December 25th is after Canadian Thanksgiving. The answer turned out to be -- February 8th!)
Another commenter pointed out that an early February Christmas would fit better between the two school semesters. After all, the reason for the early start calendar with school starting in August is that it's easier to start school a month earlier than it is to move Christmas a month later!
As it turns out, under our early start calendar, today -- Anderson Christmas Eve -- marks the end of the fifth quaver of the year. And for math buffs, February 7th is a day to celebrate -- not because it's Christmas, but because it's e Day -- just like Pi Day, except for the number e. One of the students I was tutoring -- an Algebra II student -- is just now beginning the chapter on Exponential Functions and the number e -- named after the 18th century Swiss mathematician Leonhard Euler. He was the one who reminded me that tomorrow is e Day, since e is approximately 2.7... for February 7th!
Speaking of tutoring, let's get back to my geometry student. I spent most of the time last night reviewing the indirect proofs in Glencoe's Section 5-3. I showed him my worksheet from yesterday, and I think he was able to figure out the indirect proofs that I included. He quickly figured out the Triangle Inequality and how to determine whether three numbers can be the sides of a triangle. Also, he saw my proof of the Triangle Inequality and noticed that the Glencoe text will ask him to prove it in the exercises, so my proof sketch should help him, even though he has to fill in some steps. Then again, I don't know whether the teacher will actually assign him the proof question from the text.
I think that for my next worksheet for this upcoming Tuesday -- most likely the day that I will tutor him again, I will review the Triangle Inequality and use it to prove the SAS Inequality, even though we already covered it at the end of first semester. I said that I will move SAS Inequality to second semester next year, but it's so much easier just to include it right now. And besides, its converse, the SSS Inequality, hasn't appeared yet as it doesn't even appear in the U of Chicago.
Now for today's activities. First, I post a worksheet similar to what I showed my student back on Wednesday, with the two triangles with vertices well-chosen as to minimize the use of complicated fractions when calculating the centroid, circumcenter, and orthocenter. Only the centroid of the second triangle has a fraction as its y-coordinate, and the only fractional slope that appears is 1/2 -- but it's its opposite reciprocal, -2, that is needed to find the circumcenter and orthocenter.
At this point, some of you may ask, why shield the students from fractional coordinates, when the PARCC or SBAC exams may have fractions on them? It's because I want the students to understand the concepts first, rather than be intimidated by the fractions. My student, back on Tuesday, saw the questions from Glencoe where fractions appeared in intermediate steps (that is, where y is a fraction and this value of y must be plugged in to find x). I want him to think less about the fractions that might appear and more about what steps he needs to take to find the three centers and why.
Notice that for any triangle, the centroid, circumcenter, and orthocenter are collinear. The proof is somewhat complex -- one might really be tempted just to use a coordinate proof here. This fact was first discovered by the mathematician Euler -- that's right, the same Euler after whom e was named. I also remind you that Euler was also one who solved the Bridges of Konigsberg problem from the first day of school. (Yes, Euler was a very prolific mathematician!) And so we also named the line on which these three centers lie after him -- the Euler line of the triangle.
In my first activity, the students hopefully discover that the three centers lie on the Euler line. This is the ultimate goal.
Now for the other activity, I promised some logic problems, since this is the topic of Section 13-3 of the U of Chicago. Instead of including problems from the text, I chose some problems I found on a message board:
http://www.golden-road.net/index.php?topic=19724.5;wap2
The author of these logic problems goes by the online name "Fireball." The website is devoted to my favorite game show, The Price Is Right. But in the summer, the game show is in reruns, and so those who post there find other topics to discuss. So "Fireball" came up with some logic puzzles. As usual, teachers can decide to include either the logic puzzles or the Euler lines, or a combination of both.
Speaking of The Price Is Right, I wanted to include an activity earlier based on that game show -- "The Triangle Is Right." Students are given right triangles with two legs (or possibly one leg and one hypotenuse) given, and they must guess the length of the remaining side. The winner is the student who comes the closest to the correct length -- without going over, of course. But I didn't include it as an activity, because I liked my puzzle-proof of the Pythagorean Theorem better.
The logic problems from the U of Chicago are about the same difficulty as the Beginner Level problem from "Fireball." Even his Easy Level may take the students some time to solve. I wasn't going to include the Intermediate Level problem, but I did only because it refers to the presidents, and so I honor the Lincoln's birthday holiday on Monday by including it.
Let me conclude this post by wishing L.V. Anderson a Merry Christmas, mathematicians a Happy e Day, and students a Happy Lincoln's Three-Day Weekend. See you for my next post on Tuesday.
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