. ., Republic of the Philippines CENTRAL BICOL STATE UNIVERSITY OF AGRI Impig, Sipocot, Camarines Sur 4418 Website: www.chsua.edu.ph acon Puirmas Email Address: cbsua.sipocot @cbsua.edu.ph Tau (054) 881-6681 Module Template Math 193 ‘Moder Geometry The course is an enrichment of the course on Euclidean Geometry, t discusses the properties and application of other type of geometries such as finite geometry, non-Euclidean geometry, and Projective geometry. It begins with the basic concepts of modem ‘geometry, followed by axiomatic system and finite geometry, Eucid's geometry, Non-Euclidean, Transformation of the Euclidean plane, Plane Projective Geometry and Chaos thearies and fractal geometry. The Primary goal of this course is for the students to: demonstrate knowledge and understanding on the key axioms of Euclidean geometry ‘and its associated constructions and theorem, demonstrate properties ‘of components of axiomatic system and prove elementary theorems in finite geometry, prove simple theorem of hyperbolic geometry, explain ‘the significance of the fh axiom of Eucii’s Playiairs Postulate, identity the main types of transformation and demonstrate its properties, trace the historical background of projective geometry and identify the different mathematician and their contrbution in the beginning of this ‘geometry, define and provide an example of chaos and fractal geometry ‘and provide a concrete example of fractal geometry used in real lite ‘situation. Week 1. Review of Basic Concepts of the Course ‘To begin the course, the University vision, mission, goals and objectives (VMGO) shall first be discussed via @ recorded video lecture along with the University Quality Policy to refresh the students of the core values ot CBSUA ‘and motivate them towards active participation throughout the duration of the course, which should bring a sense of Pride in them. This shall proceed with the course outline, grading system and classroom policies. ‘This subject constituting of two courses. These are fundamentals of Geomety and non- Euctdean geometry. The competencies of the module are: (1) to relate various types of elementary geometry concepts from an ‘advanced standpoint: (2) to perform advanced mathematical proof’ in subsequent courses: (3) to interplay between transformation and geometry: (3) to treats various transformations in affine spaces: (4) to have basie foundation in differential, projective and other advanced geometties. This course covers absolute geometry, Euclidean geometry and its consistency. Hyperbolic geometry and ts consistency; group of transformations, Affine Geometry, orthogonal transformations, orientation Preserving transformations, representation of orthogonal transformations, similarity twansformations, Aine transformations, and projective transformations, aThe objectives of the module are to enable students to: (1) understand the basic notions in different types of geometry: (2) apply concepts of algebraic geometry in Euclidian and hyperbolic geometry: (3) develop skills in mathematical proofs: (4) understand the basic properties of similarity, orthogonal and affine transformations,’ (5) understand the relationship between affine transformations and linear mappings The teaching learning methods to offer the course are modular, distance leaming, question and answering, problem solving, discussion and presentation via Google Meet and reading assignment. After completion of the desired objectives an instructor may give students an assessment such as, online quiz, assignment (Group/individual), presentation as formative assessment and three summative assessments. Directions: The following checklist contains a list of competencies covered in this module. For each competency, there are four possible levels of mastery (Novice, Apprentice, Practitioner, and Expert). You will use this matrix to rate your level of mastery of each competency prior to studying the module (PRE), and after you complete the module (POST). For each competency, mark the appropriate —PREI column which best describes your level of mastery prior to studying the lessons of the module. You will also mark the appropriate —POSTI column when you have completed the module. Comparing your two selt-ratings on the PRE and POST columns will tell you whether you have improved your competency level or not. Lecture Videos: (https: PowerPoint Presentation and hand-outs (Links/Materials to follow) Readings: ‘/tveorw.researchgate.n 144169 Lecture _note_on_ modern http:/people. math.sc.edw/sharpley/math532/Cederberg_Ch1.pdtWeek 2-3. Basic Concept of Modern Geometry It was the early Greeks (600 BC-400 AD) that developed the principles of modem geometry beginning with Thales of Miletus (624-547 BC). Thales is credited with bringing the science of geometry from Egypt to Greece. ‘Thales studied similar triangles and wrote the proof that corresponding sides of similar triangles are in proportion. The next great Greek geometer was Pythagoras (569-475 BC). Pythagoras is regarded as the first pure mathematician to logically deduce geometric facts from basic principles. Pythagoras founded a brotherhood called the Pythagoreans, who pursued knowledge in mathematics, science, and philosophy. Some people regard the Pythagorean School as the birthplace of reason and logical thought. The mast famous and useful contribution of the Pythagoreans was the Pythagorean Theorem. The theory states that the sum of the squares of the legs of a right ‘triangle equals the square of the hypotenuse. Euclid of Alexandria (325-265 BC) was one of the greatest of all the Greek geometers. and is considered by many to be the —father of modem geometryl. Euclid is best known for his 13-book treatise The Elements. The Elements is one of the most important works in history and had a profound impact on the development of Westem civilization. Euclid began The Elements with just a few basics, 23 definitions, 5 postulates. and 5 common notions or general axioms. An axiom is a statement that is accepted as true. From these basics, he proved his first proposition. Once proot was established for his first proposition, it could then be used as part of the proof of a second proposition, then a third, and on it went. This process is known as the: axiomatic approach. Euciid's Elements form the basis of the modem geometry that is still taught in schools today.Archimedes of Syracuse (287-212 BC) is regarded as the greatest of the Greek mathematicians and was also the inventor of many mechanical devices including the screw, the pulley, and the lever. The Archimedean screw — a device for raising water from a low level to a higher one — is an invention that is still in use today. Archimedes works include his treatise Measurement of a Circle, which was an analysis of circular area, and his masterpiece On the Sphere and the Cylinder in which he determined the volumes and surtace areas of spheres and cylinders. There were no major developments in geometry until the appearance of Rene Descartes (1596-1650). In his famous treatise Discourse on the Method of Rightly Conducting the Reason in the Search for Truth in the Sciences, Descartes combined algebra and geometry to create analytic geometry. Analytic geometry, also known as coordinate geometry, involves placing a geometric figure into a coordinate system to illustrate proofs and to obtain information using algebraic equations. The next great development in geometry came with the development of non-Euciidean geometry. Cart Friedrich Gauss (1777-1855) who along with Archimedes and Newton is considered to be one of the three greatest mathematicians of all time, invented non-Euclidian geometry prior to the independent work of Janos Bolyai (1802— 1860) and Nikolai Lobachevski (1792-1856). Non-Euciidian geometry generally refers to any geometry not based on the postulates of Euclid, including geometries for which the parallel postulate is not satisfied. The parallel postulate states that through a given point not on a line, there is one and only one line parallel to that line. Non-Euclidian geometry provides the mathematical foundation for Einstein's Theory of Relativity. The most recent development in geometry is fractal geometry. Fractal geometry was developed and popularized by Benoit Mandelbrot in his 1982 book The Fractal Geometry of Nature. A fractal is a geometric shape, which is self-similar (invariance under a change of scale) and has fractional (fractal) dimensions. Similar to chaos theory, which is the study of non-linear systems; fractals are highly sensitive to initial conditions where a small change in the initial conditions of a system can lead to dramatically different outputs for that system. Quiz 1. A quiz covering Unit 1: History ot Modem Geometry A. Create a timeline on how the modem geometry develops. Explain what happened during early Greeks until the development of fractal geometryLecture Videos: v youtube. watch 12! 17M. PowerPoint Presentation and hand-outs (Links/Materials to follow) Readings: Below are some of the key concepts and terms you will need to know in order to begin your study of Modern Geometry Definition Example Point —an exact cation in space. A point has no tread “pote a7) Line - 2 collection of points along a straight path —a = that extends endlessly in both directions. TB (read “une CB") A 8 Line Segment — a part of a line having two oo — AB (read “line segment AB“) ‘The length of AB is denoted AB. ¢ 2 Ray — a part of a line having only one endpoint. oe TB (read “ray CD") ‘The endpoint is always the first letter. Angle — consists of two rays that have a: common endpoint called the vertex of the angle. Plane —a flat surface that extends endlessly in ail directions. : > vote a 8 ZABC (read “angie ABC”) ‘The vertex is always the middle letter ZABC can also be written as Like many finite geometries, the number of provable theorems in three point geometry is small Of those, one can prove that there exist exactly six points and that each line has exactly three points on it. In that regard, four line geometry is among the simplest finite geometries. PROPOSITION Given any line Land a point X not on the line L there exists exactly one point on L which is non-collinear with X. ‘Given any point there exist exactly one point non-collinear with it and four point collinear with &. Given any pair of points X and Y there exists at most one line consisting both of them. ‘There is exactly one line on any two distinct points ‘There is at least point on any two cistinct lines “our Point Geometry ‘Quiz. A 10-point quiz covering Unit IF ‘A. Create your own ilustration of Four Line Geometry. Based from your ilustration give an example of the following: Axioms 1. There exist exactly four lines, 2. Anytwo distinct lines have exactly one point of on both of them 3. Each point is on exactly two lines. Postulate ‘4. Given anyline L and a point X not on the line L there exists exactly one point on L which is non- collinear with X. Given any point there exist exactly one point non-collinear with it and four point colinear with &. Given any pair of points X and Y there exists at most one line consisting both of them. There is exactly one line on any two distinct points ‘There is at least point on any two distinct lines. Lecture Videos: (httos: PowerPoint Presentation and hand-outs (Links/Materials to follow) Readings: exoeThere exists at least on tine. There are exactly three points on each line Not all points are on the same line For each two distinct points, there exists exactly one line both of them Each two lines have at least one point on both of them po pee PROPOSITION NOgaeNs Two distinct lines have exactly one point in common. There exactly seven points and exactly seven lines. There is no parallel lines Each line is on exactly three points The set of all lines in a single point contains all the points in the geometry For every pair of points, there exist exactly two lines containing neither point Each point is on exactly three lines ‘Quiz 6. A 10-point quiz covering Unit Il: Four Point Geometry A. Create your own illustration of Four Line Geometry. Based from your illustration give an example of the xists at least on line. re exactly three points on each line points are on the same line th two distinct points, there exists exactly one line both of them Each two lines have at least one point on both of them PROPOSITION ‘Two distinct lines have exactly one point in common, There exactly seven points and exactly seven lines. There is no parallel lines Each line is on exactly three points The set of all lines in a single point contains all the points in the geometry For every pair of points, there exist exactly two lines containing neither point ooeene7. Each point is on exactly three lines Lecture Videos: i my PowerPoin int Presentation and hand-outs (Links/Materials to follow) Readings: Assessment 1 (Concept Map). Students illustrate the mental connections they make between major concepts or other concepts they have leamed about a topic, Other organizers may be used whenever appropriate. Cutpue: The students shall make a concept map to discuss the research-based concepts and theories related to the basic concepts of Modern Geometry and Finite Geometry. Assessment shall be based on detail of content, relationship of concepts and discussion. NOTE: This is an assessment | covering topic from week 2 fo 5