|
| |
Dilatations - Coordinate View
A dilatation in the plane depends on a non-zero scale factor k, and is given
by a mapping
[X,Y] = fk(x,y) = (kx, ky)
When k is larger than 1 in magnitude, that is, when |k| > 1, the dilatation,
is an expansion. It moves points further away from the origin and from each
other. Exercise: show why.
Remark: In Quebec textbooks, the dilatation scale factor k is
allowed to be negative.
Example: For k =2,
fk(x,y) = [2x, 2y]
fk(3,4) = [2*3, 2*4] = [6,8]
and fk(-3,1) = [2*(-3), 2*1] = [-6,2]
When k is smaller than 1 in magnitude, when 0< |k| < 1, the dilatation, the
dilatation is a contraction. It moves points closer to the origin and to each
other. Exercise: show why
Example: For k =¾,
fk(x,y) = [(¾)x, (¾)y]
fk(4,-8) = [(¾)*4, (¾)*(-8)] = [3,-6]
and fk(-3,1) = [(¾)*(-3), (¾)*1] = [-9/4,¾]
When k equals 1 in magnitude, when |k| = 1, the dilatation is
reflection in the case k = -1 or the identify map in the case k=1. The distance
between the images of a pair of points equal the distance between the
points.
Example: For k =1,
fk(x,y) = [(1)x, (1)y] = [x,y]
fk(4,-8) = [4,-8]
and fk(-3,1) = [(1)*(-3), (1)*1] = [-9/4,-1]
Example: For k =-1,
fk(x,y) = [(-1)x, (-1)y]
fk(4,-8) = [(-1)*4, (-1)*(-8)] = [-4,8]
and fk(-3,1) = [(-1)*(-3), (-1)*1] = [3,-1]
Distances and Lengths are Multiplied by |k|
The distance c between the points [x1,y1] and
[x2,y2]
is given by
c =
|
______________
/(x2-
x1)2 + {y2- y1)2
|
Therefore the distance between the images of these point under a
dilatation
fk(x,y) = (kx, ky)
that is the distance d between the points [X1,Y1]
=[kx1,ky1] and
[X2,Y2] = [kx2,ky2] is given by
d =
|
_________________
/(X2- X1)2 +
{Y2- Y1)2
|
=
|
____________________
/(kx2- kx1)2 +
{ky2- ky1)2
|
=
|
___________________
/ k2[(x2-
x1)2 + {y2- y1)2]
|
|
=
|
___ _________________
/ k2
/ [(x2-
x1)2 + {y2- y1)2]
|
=
|
______________
|k| /(x2-
x1)2 + {y2- y1)2
|
|
=
|
|k| c
|
In the discussion of square roots, we learn that root of a product of
non-negative terms is a product of the square root of the terms.
Lines go into Lines
Theorem: If [x,y] satisfying ax+by=c then [X,Y}=[kx,ky] satisfy
the equation aX+bY = c/k
Proof: c = ax+by = a (X/k) + b (Y/k) = aX (1/k) + bY (1/k) = (aX+bY)(1/k)
since division by k gives the same result as multiplication by 1/k, and since multiplication
by a real number, here 1/k is distributive.
The above theorem say straight lines are taken into straight lines by dilatations.
We observe the image line is parallel to the original line.
Theorem: If [x,y] satisfying ax+by=c then [X,Y}=[kx,ky] satisfy
the equation aX+bY = c/k
Line Segments Go Into Line Segments
The line segment between the points [x1,y1] and
[x2,y2] can be described algebraically by the
parameter-based equations
[x,y] = (1-t) [x1,y1] + t [x2,y2]
= [(1-t) x1
+ t x2, (1-t) y1+ ty2]
where 0 < t < 1, that is t varies between 0 and
1.
The value t = 0 gives the initial end [x1,y1]
while the value t = 1 gives the other end [x2,y2],
and the value t = ½ gives the midpoint. [(x1+ x2)/2, (y1+y2)/2
].
If we let the points [X1,Y1] =[kx1,ky1]
and
[X2,Y2] = [kx2,ky2] be the image
of the two end points [x1,y1] and
[x2,y2] with respect to a dilatation of scale factor k
then the image of
[x,y] = [(1-t) x1 + t x2, (1-t) y1+
ty2]
= (1-t) [x1,y1]
+ t [x2,y2]
is
[X,Y] = [(1-t) X1 + t X2, (1-t) Y1+
tY2]
= (1-t) [X1,Y1]
+ t [X2,Y2]
That is because
[X,Y]
= [kx,ky]
= [k{(1-t) x1 + t x2}, k{(1-t) y1+
ty2}]
= [ (1-t) kx1 + t kx2,
(1-t)k y1+ tky2}]
= [(1-t) X1 + t X2, (1-t) Y1+
tY2]
So the image of
[x,y] = (1-t) [x1,y1] + t [x2,y2]
is
[X,Y] = (1-t) [X1,Y1] + t [X2,Y2]
From above the length of the image line segment between point [X1,Y1]
=[kx1,ky1] to point [X2,Y2]
= [kx2,ky2] is absolute value of the scale factor |k|
times the distance of the original line segment between points [x1,y1] and
[x2,y2]. So a dilatation with scale factor k mutliples
lengths by |k|
The image of a line segments is a parallel line segments with length |k|
times the original.
Preservation of Angles
An angle is formed when two line segments meeting at a common endpoint. The
image of those line segments are parallel line segments. The foregoing suggests
the angle of image line segments equals the angle of formed by the
original.
Similar Polygons and Similar Triangles
Two polygons in the plane are said to be similar when and only when
corresponding angles are equal and corresponding sides are proportional.
To be more precise, there is a scale factor K for which length of a side in the
second polygon are K times the length of the corresponding side in the first.
Now the image of a first polygon under a dilatation scale factor k is a
second polygon with the following properties:
- Each side in the second has length k times the corresponding side in
the first. The correspondence is provided by the dilatation.
- The angle formed by two sides in the second equals the angle formed by the
corresponding two adjacent sides in the first.
So the image of a first polygon under a dilatation is a similar
polygon, a similar polygon with corresponding sides parallel.
Maps, Plans and Similarity
A dilatation [X,Y] = fk(x,y) = (kx, ky) represents a
contraction, expansion or identify map in a plane if [X,Y} and [x,y] determine
points in the same coordinate system. But a A dilitation [X,Y] = fk(x,y)
= (kx, ky) may also represent a function between two different planes, the
original and the image. The image may be regarded as a map (the kind used for
roads, cities and geographic regions in a flat earth approximation
society).
Many human constructions and roads are based on polygons or can approximated
by polygons. In a map, corresponding figures are similar and perhaps parallel.
Corresponding similar figures can be made parallel if you rotate the map.
Producing a map of a flat region preserves angles while it multiples lengths by
a scale factor k >0. The ratio 1: 100 corresponds to a map with scale
factor k = 1/100. That is lengths in the map are 1/100 lengths of the
original.
Scale Factors for lengths, areas and volumes.
Plans and models, if not maps, can be 3 dimensional. Curves, Regions and
Solids (or their surfaces) can be drawn with scale factor k (a ratio). In such
plans and models, angles are preserved (the angle of the image or model equals
the angle in the original or intended original). While lengths are multiplied by
k, areas are multiplied by a = k2 and volumes are multiplied by b = k3.
The foregoing has implications for the amounts proportional to lengths, surface
area and volume. If you know any one of the three scale factors k, a and b, the
other two can be computed.
| |
|
www.whyslopes.com
Analytic Geometry
& Functions
[#] shows no. of lessons.
Up Equal Sign Use/Abuse Real Numbers Simplify Square Roots Absolute Value |x| Say More Than Theory of Inequalities |x| Eq'ns & Inequalities Rectangular Coords 1, 2&3D Distance Formulas - 1, 2 & 3D Shortest Path Triangle Inequality Point Addition & Real Multiples Polar Coordinates Radians (A) Vectors (A) Coordinate Arithmetic (A) Navigation on Maps (A) Addition Geometrically (PT) Translations (PT) Dilatations (A) Rotation (C) Complex No. Intro (C) Distributive Law - Applied (C) Properties (C) Complex Conjugates (C) Pythagoras Thm, New Proof (T)Trig on Unit Circle (T) Complex No.s &Trig (T) cis or exponential FNS (T) Dot & Cross Products (T) Cosine Law (T) Pythagoras Converse
Section Entrance
Links More Links learn more Two Treatments of Geometry BIG Table of Contents conic sections briefly
|
|
Teachers & Tutors: See if
this algebra
& logic program (well put) & these
Arithmetic/Number
Theory Practices help. Both
are prequels to POMME - a two
level program for primary, secondary & even college
instruction in mathematics. Attend my live lessons
just to see what is possible online. Bon Appetit.
|
|
Senior
High School &
Calculus Students
|
|
?
// \
\
<| (o) (o)
|>
\ | |
/
\___ _/
||
-/[]\-
||
/ \_
What is the domino
effect of errors or gaps in figuring, reasoning
or
skill development
|
The Roman alphabet
has 26 letters, all needed to read and write.
Arithmetic has addition, comparison, subtraction, multiplication
and division of numbers & amounts. All are needed
in daily life and in higher mathematics.
|
|
For Avid Readers in School & Out -
Online Books
1. Elements of
Reason. 1996
1A. Pattern
Based Reason 1995
1B. Math
Curriculum Notes 1996
2. Three
Skills for Algebra 1995
3.Why
Slopes & More.Math
1995
Tour their forewords.
For difficulties
in Algebra, Three
Skills for Algebra, in Chapters
8 to 14 & 18 etc, puts words before symbols to enrich the
comprehension of all. Those lessons form the middle part of a
larger algebra
(and logic) program
Calculus Prep or Help: See Volumes 2 & 3,
and this bigger
Calculus
Guide. If your
calculus questions is not answered here, submit
it. Over time, that may complete the site development of
calculus.
For Parents: Speaking
Skills, Reading
& Writing,
Preparing for Science, ends,
values and methods for work and study, parent- friendly maths
skill development booklets for ages 4-14.
|
|
Mostly
For High
School
Intro to Solving
Linear Equations
- a different paths for junior and even senior high
school students. Question for Tutors: When do
you use and when you skip the stick diagram method
here?
Fraction
Skills, thought-based development, Ages 10 to 14 may need a
tutor. Students who have to understand in order
to do may like the development in all or part.
For Senior
High School Mathematics & Calculus
5
wordy Logic
Chapters
4 curious Algebra
Chapters
Words before & besides symbols. A Key Algebra
forward & backwards Chapter
First Calculus
Preview (1st intro)
Four Calculus
Chapters
(2nd intro)
Intro to Complex
Numbers (long)
Intro to Mathematical
Induction (romantic & wordy at first)
Tutors & Instructors:
These lessons introduce skills differently Would you
recommend them?
|
|
More Topics
1. Decimal
Arithmetic Reference!
2. Integers
- Intro to Signed No.s
3. Fractions
- fully explained.
4. Fractions
with Units
5. Number
Theory,
6. Solving
Linear Equations
7 Formulas
for- & backwards -
8. Proportionality,
Back- & For-wards.
9. Logic
Chapters:
10. Euclidean-Geometry
11. Slopes
& Equations of Straight Lines. (Take
I. See take II below)
12. Why
Study Slopes.
13. Maps,
Plans, Similarity & Trig,
(Take II included here)
14. Quadratics:
Starter lessons
15. Polynomials:
Starter lessons
16 Why
Factor Polynomials:
17 Functions
- Forwards & Backwards.
18. Exponents,
Radicals & logs.
19. Complex
Numbers before trig (new advance/ starter lesson)
20. DC
Electric
Circuits Etc
21. Real
Analysis
22. The
Olde Complex No, Trig
& Vector Section.
23. More
Calculus Stuff
- written after Volumes 2 and 3.
More For Instructors
-
Education
Essays
(opinions,
possibilities, references)
- Free
Advice and Directions
- Math & Logic How-TOs
1. Arithmetic
2. Algebra
3. More Algebra
4. Beginner Geometry
5. More Geometry
6. Calculus
7. Show Work or Logic
These may be too dense for students.
Level I Material: New Stuff
Time and Date Matters
Level I Arithmetic.
Money Matters
Measurement Matters
Matters of Chance (Risk Control)
Logic
Chapters
(leave what's not clear in Level I to Level II)
Using/Making Maps and Plans.
(A variant of
Maps,
Plans, Similarity & Trig, to
appear here).
|
|
|