...History of Geometry Geometry was thoroughly organized in about 300 BC, when the Greek mathematician Euclid gathered what was known at the time, added original work of his own, and arranged 465 propositions into 13 books, called 'Elements'. The books covered not only plane and solid geometry but also much of what is now known as algebra, trigonometry, and advanced arithmetic. Through the ages, the propositions have been rearranged, and many of the proofs are different, but the basic idea presented in the 'Elements' has not changed. In the work facts are not just cataloged but are developed in a fashionable way. Even in 300 BC, geometry was recognized to be not just for mathematicians. Anyone can benefit from the basic learning of geometry, which is how to follow lines of reasoning, how to say precisely what is intended, and especially how to prove basic concepts by following these lines of reasoning. Taking a course in geometry is beneficial for all students, who will find that learning to reason and prove convincingly is necessary for every profession. It is true that not everyone must prove things, but everyone is exposed to proof. Politicians, advertisers, and many other people try to offer convincing arguments. Anyone who cannot tell a good proof from a bad one may easily be persuaded in the wrong direction. Geometry provides a simplified universe, where points and lines obey believable rules and where conclusions are easily verified. By first studying how to reason in...
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...The history of Geometry started in Ancient Egypt around 3000 B.C.E. Egyptians used an early stage of geometry when surveying the land, construction of pyramids, and astronomy. And around 2900 B.C.E. they began using their knowledge to construct pyramids with four triangular faces and a square base. It was created because it was a collection of empirically discovered principles concerning lengths, angles, areas, and volumes, which were developed to meet some practical need in surveying, construction, astronomy, and various crafts. It was used in Babylonia and in the Indus Valley by the Egyptians, Babylonians, and the people of the Indus Valley but the creators were Pythagoras, Euclid, Archimedes, and Thales. Pythagoras was the first pure mathematician although we know little about his mathematical achievements. He was also, a greek philosopher and created a movement called Pythagoreanism. Euclid is sometimes called Euclid of Alexandria. He is also called the “Father of Geometry” and his elements were one of the most influential works in the history of mathematics, which served as a textbook used for teaching mathematics (especially Geometry) from when it was published till the late 19th century to early 20th century. In the Elements he included the principles of what is now called Euclidean Geometry. Euclidean Geometry is a mathematical system and consists of in a small set of appealing postulates that are accepted as true. In fact, Euclid was able to come up with a great...
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...Describe the work of Gauss, Bolyai and Lobachevsky on non-Euclidean geometry, including mathematical details of some of their results. What impact, if any, did the rise of non-Euclidean geometry have on subsequent developments in mathematics? Word Count: 1912 Euclidean geometry is the everyday “flat” or parabolic geometry which uses the axioms from Euclid’s book The Elements. Non-Euclidean geometry includes both hyperbolic and elliptical geometry [W5] and is a construction of shapes using a curved surface rather than an n-dimensional Euclidean space. The main difference between Euclidean and non-Euclidean geometry is the nature of parallel lines. There has been much investigation into the first five of Euclid’s postulates; mainly into proving the formulation of the fifth one, the parallel postulate, is totally independent of the previous four. The parallel postulate states “that, if a straight line falling on two straight lines makes the interior angles on the same side less than two right angles, the two straight lines, if produced indefinitely, meet on that side on which are the angles less than the two right angles.” [W1] Many mathematicians have carried out extensive work into proving the parallel postulate and into the development of non-Euclidean geometry and the first to do so were the mathematicians Saccheri and Lambert. Lambert based most of his developments on previous results and conclusions by Saccheri. Saccheri looked at the three possibilities of the sum of the...
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...BREATHTAKING Design Strategy 2008.08.04 ARNELL GROUP K OR W ESS GR RO IN P 4 08.0 . 008 2 A. BREAKING THE CODE FOR INNOVATION From Convention to Innovation BREATHTAKING Trajectory of Innovation A. How do we move from convention to innovation? CONVENTION INNOVATION B. By investing in our history and brand ethos we can create a new trajectory forward. CONVENTION INNOVATION DNA C. The investment in our DNA leads to breakthrough innovation and allows us to move out of the traditional linear system and into the future. FUTURE CONVENTION INNOVATION DNA D. Continued investment provides us with a clear resource for reinvention. FUTURE CONVENTION DNA INNOVATION B. THE ORIGINS OF CREATIVE ENDEAVORS Universal Design Principles and PepsiCo’s Brand Heritage BREATHTAKING Brand Heritage and the Aesthetics of Simplicity The Pepsi ethos has evolved over time. The vocabulary of truth and simplicity is a reoccurring phenomena in the brand’s history. It communicates the brand in a timeless manner and with an expression of clarity. Pepsi BREATHTAKING builds on this knowledge. True innovation always begins by investigating the historic path. Going back-to-the-roots moves the brand forward as it changes the trajectory of the future. 1910 1970 2009 BREATHTAKING Universal Design Principles BREATHTAKING is a strategy based on the evolution of 5000+ years of shared ideas in design philosophy creating ...
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...contact their college or university of interest to learn about any additional institution-specific admission requirements that may apply. Carnegie Unit Requirements 16 Carnegie Units should be completed by students graduating high school prior to 2012. 17 Carnegie Units should be completed by students graduating high school in 2012 or later. Carnegie Unit Requirement In Specific Subject Areas 4 Carnegie units of college preparatory English Literature (American, English, World) integrated with grammar, usage and advanced composition skills 4 Carnegie units of college preparatory mathematics Mathematics I, II, III and a fourth unit of mathematics from the approved list, or equivalent courses* or Algebra I and II, geometry and a fourth year of advanced math, or equivalent courses* 3 Carnegie units of college preparatory science for students graduating prior to 2012 Including at least one lab course from life sciences and one lab course from the physical sciences 4 Carnegie units of college preparatory science for students graduating 2012 or later...
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...philosopher, got him interested in mathematics and New Physics, and from that, he decided that he wanted his path in life to be to try and find true wisdom and science. Descartes was the first mathematician to use the end of the alphabet to represent variables in a problem and letters at the beginning of the alphabet to represent data. He also developed the coordinate system so there was a way to locate points on a plane in the seventeenth century; and to pursue his ideas further he moved from France, which at that time was very restricted because of the Catholic religion, to the Netherlands a more liberal area. René Descartes’s dream was to somehow merge geometry and algebra together. In 1673, Descartes published his groundbreaking philosophy and mathematical writings "La Géométrie", which is now considered a landmark of history in mathematics. René Descartes's first published book looked similar to a modern mathematics...
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...Before the end of the European Renaissance, math was cleanly divided into the two separate subjects of geometry and algebra. You didn't use algebraic equations in geometry, and you didn't draw any pictures in algebra. Then, around 1637, a French guy named René Descartes (pronounced "ray-NAY day-CART") came up with a way to put these two subjects together. Rene Descartes was born on March 31, 1596, in Touraine, France. He was entered into Jesuit College at the age of eight, where he studied for about eight years. Although he studied the classics, logic and philosophy, Descartes only found mathematics to be satisfactory in reaching the truth of the science of nature. He then received a law degree in 1616. Thereafter, Descartes chose to join the army and served from 1617-1621. Descartes resigned from the army and traveled extensively for five years. During this period, he continued studying pure mathematics. Finally, in 1628, he devoted his life to seeking the truth about the science of nature. At that point, he moved to Holland and remained there for twenty years, dedicating his time to philosophy and mathematics. During this time, Descartes had his work "Meditations on First Philosophy" published. It was in this work that he introduced the famous phrase "I think, therefore I am." Descartes hoped to use this statement to find truth by the use of reason. He sought to take complex ideas and break them down into simpler ones that were clear. Descartes believed that mathematics...
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...Islamic Architecture and Geometry When studying Islamic architecture and archaeology one can easily become distracted by the beauty and grace of the many different and Iconic Islamic structures. Coming from New York City it is becoming increasingly difficult to learn about the cities past by studying its Architectural history. Everyday older buildings are being knocked down and replaced by newer and more visually appealing skyscrapers. However, this trend has not come to pass in the major Islamic cities of the east. From Damascus to Baghdad or Jerusalem or Samara one can study and see the history that is still currently present within their cities. One of the most fascinating aspects of Islamic architecture and archaeology for me has always been the immense attention to detail in which the Islamic monuments were built with. For example Ludovico Micara talks about the importance of Geometry within the context of Islamic architecture and design. He references the well-known historian of Islamic art Oleg Grabar. Grabar talks about how writing, geometry, architecture and nature go hand in hand within Islam “In viewers well-defined emotions and stances: control and forcefulness of assertion with writing, Order with geometry, boundaries and protection with architecture, life forces with nature and throughout sensory pleasure”, This concept of interweaving architecture and design with geometry and nature has always been the most interesting concept for me when studying Islamic...
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...MATHEMATICS IN INDIA The history of maths in india is very great & eventful.Indians gave the system of numerals, zero, geometry & equations to the world. The great Indian mathematician Aryabhata (476-529) wrote the Aryabhatiya ─ a volume of 121 verses. Apart from discussing astronomy, he laid down procedures of arithmetic, geometry, algebra and trigonometry. He calculated the value of Pi at 3.1416 and covered subjects like numerical squares and cube roots. Aryabhata is credited with the emergence of trigonometry through sine functions. Around the beginning of the fifteenth century Madhava (1350-1425) developed his own system of calculus based on his knowledge of trigonometry. He was an untutored mathematician from Kerala, and preceded Newton and Liebnitz by a century. The twentieth-century genius Srinivas Ramanujan (1887-1920) developed a formula for partitioning any natural number, expressing an integer as the sum of squares, cubes, or higher power of a few integers. Origin of Zero and the Decimal System The zero was known to the ancient Indians and most probably the knowledge of it spread from India to other cultures. Brahmagupta (598-668),who had worked on mathematics and astronomy, was the head of the astronomy observatory in Ujjain, which was at that point of time, the foremost mathematical centre in India; he and Bhaskar the second (1114-1185), who reached understanding on the number systems and solving equations, have together provided many rules for arithmetical...
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...Nikolai Ivanovich Lobachevsky “The Copernicus of Geometry” Part I – An Intro to the Life & Time of Nikolai Lobachevsky Nikolai Lobachevsky was born and lived in Russia from 1792 until 1856. During this historic time in Russia, one era of rulers ended and another began. In 1796, 7 decades of women rulers came to an end. Catherine the Great died in 1796 after thirty-four years as Empress of Russia. The throne then falls to her son Paul I, whose reign is cut short when he is murdered in his bed in 1801. After Paul’s demise, his son, Alexander I ascends the throne.[4] Alexander I was going to have his work cut out for him. Due to the Russians lack of trust in Western ideas at the end of the 18th century, advances in science and math in Russia where practically non-existent. In fact, the “modern” Saint Petersburg Academy was nearly abandoned. At this low point, the school had only 14 full-time staff members. Upon becoming Tsar, Alexander was determined to reform the suffering education system. He knew that advances in the areas of math & science would help to improve the strength of the military as well as make an impact on the economy of his nation. Just in the first three years after inheriting the throne, Alexander reopened the Dorpat University and opened 3 new universities, including Vilna in 1802, Kazan in 1804, and Karkov in 1804. With the opening of these new institutions, he still faced one major challenge: Who was going to teach the students all this math...
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...The Cartesian Plane Before the end of the European Renaissance, math was cleanly divided into the two separate subjects of geometry and algebra. You didn't use algebraic equations in geometry, and you didn't draw any pictures in algebra. Then, around 1637, a French guy named René Descartes (pronounced "ray-NAY day-CART") came up with a way to put these two subjects together. Rene Descartes was born on March 31, 1596, in Touraine, France. He was entered into Jesuit College at the age of eight, where he studied for about eight years. Although he studied the classics, logic and philosophy, Descartes only found mathematics to be satisfactory in reaching the truth of the science of nature. He then received a law degree in 1616. Thereafter, Descartes chose to join the army and served from 1617-1621. Descartes resigned from the army and traveled extensively for five years. During this period, he continued studying pure mathematics. Finally, in 1628, he devoted his life to seeking the truth about the science of nature. At that point, he moved to Holland and remained there for twenty years, dedicating his time to philosophy and mathematics. During this time, Descartes had his work "Meditations on First Philosophy" published. It was in this work that he introduced the famous phrase "I think, therefore I am." Descartes hoped to use this statement to find truth by the use of reason. He sought to take complex ideas and break them down into simpler ones that were clear...
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...credits is required for graduation. 5 credits = 1 semester; 10 credits = 1 year. Graduation requirements include: 40 credits (4 years) English; 30 credits (3 years) Mathematics; 30 credits (3 years) Science; 30 credits (3 years) Social Science; 20 credits (2 years) of Language other than English; 10 credits (1 year) Visual and Performing Arts; 40 credits (4 years) Religion;20 credits (2 years) Physical Education/ Health and/or Sports Affiliation; 5 credits (1 semester) Speech Communication; 15 credits (1.5 years) of elective credit (may include core courses).Advanced Placement courses are offered in American Government; Art History; Biology; Calculus AB; Calculus BC; Chemistry; Economics; English Language; English Literature; Environmental Science; European History; Physics; Spanish; Statistics; Studio Art; United States History; World History. AP courses have prerequisites that students must meet in order to be enrolled. There is no limit of how many AP courses a student may enroll. In 2010-2011 462 students enrolled in AP courses; 462 students sat for 884 exams. Of the 884 exams taken, 583 received scores of 3,4 or 5. Honors courses are offered in most subject areas, specifically: Algebra 2/Trigonometry; Anatomy and Physiology; Asian Studies; English; French; Latin; Pre-Calculus. GRADING AND RANKING The Academy assigns letter grades using a 4.0 system. Letter grades are assigned as follows: A = 90-100%; B = 80-89%; C = 70-79%; D =60-69%. Advanced Placement...
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...Broward Virtual School / Florida Virtual School -High School 2010-2011 Course Offerings 2010-2011 Online High School Courses Broward Virtual School Broward County students have the opportunity to take courses for middle and high school credit taught online by Broward County teachers. Florida Legislators have made virtual education a component of parent/student choice. Broward Virtual School (BVS) has franchised the award-winning program for online learning from the Florida Virtual School, sponsored by the State of Florida. All courses are based on the Sunshine State Standards and the curriculum is directly linked to the benchmarks established by the Florida Department of School. Students may learn wherever they are, whenever they choose, maintaining a specified course pace. Students will use the Internet to participate in a learning experience quite different from the traditional school classroom. BVS serves full-time students as well as students who take courses at traditional high and middle schools. Broward County Schools will offer courses not otherwise available to students at their schools, such as select Advanced Placement classes. Any student eligible to enroll in a Broward County middle or high school may select the online environment. Successful online students are self-disciplined, motivated to learn, possess time management skills, and 21st century technology skills. Course Offerings Students may register for any BVS course offering (contingent...
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...The ideas and creations that continue to be used in modern society demonstrate how inspiring the Ancient Greeks were. Greece is a series of islands, known as an archipelago that contained a number of city- states, such as Athens and Sparta, and were ruled by Ephors. Greece has a very mountainous terrain, with only 20% of arable land. Greece also has irregular coastlines that enhance their ability to trade. The contributions of classical Greece benefit Western civilization greatly because of the creation of democracy, which provides citizens with a voice, and the philosophies taught by Socrates and Aristotle, which have shaped educational practices. Also, Euclid and other Greek mathematicians advanced dramatically in geometry, allowing for improvements...
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...Making Geometry Fun with Origami Lucila Cardenas Vega University of Texas at Brownsville Introduction Teachers must have an understanding of students’ mathematical thinking in order to create meaningful learning opportunities. This becomes more relevant when teaching subjects that not all students have an interest for, such as, geometry. Since geometry is the study of shapes and configurations, it is important to understand how a student thinks about the different properties in geometry including, symmetry, congruence, lines and angles. Students remember a lesson better and the information becomes more significant when learning is accessed through hands on activities. (Pearl, 2008). Origami is the art of transforming a flat sheet of material into a finished sculpture through folding and sculpting techniques. The use of origami can be thought of as art; however, there are so many other benefits of incorporating origami in geometry lessons. According to experts, origami teaches students how to follow directions, encourages cooperation among students, improves motor skills and it helps develop multi-cultural awareness (Weirhem, 2005). Origami activities used in geometry lessons reinforces vocabulary words, facilitates the identification of shapes and simplifies congruency and symmetry (Pearl, 2008). In origami, students take a flat piece of paper and create a figure that is three dimensional. The use of origami in geometry is not new. Friedrich Froebel, the founder...
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