You are currently browsing the tag archive for the ‘projective geometry’ tag.

If you are a teacher then please also visit my new site: intermathematics.com for over 2000+ pdf pages of resources for teaching IB maths!

**The Tusi couple – A circle rolling inside a circle**

Numberphile have done a nice video where they discuss some beautiful examples of trigonometry and circular motion and where they present the result shown above: a circle rolling within a circle, with the individual points on the small circle showing linear motion along the diameters of the large circle. So let’s see what maths we need to create the image above.

** Projection of points**

We can start with the equation of a unit circle centred at the origin:

and we can then define a point on this circle parametrically by the coordinate:

Here *t* is the angle measured from the horizontal.

If we then want to see the projection of this point along the y-axis we can also plot:

and to see the projection of this point along the x-axis we can also plot:

By then varying *t* from 0 to 2 pi gives the animation above – where the black dot on the circle moves around the circle and there is a projection of its x and y coordinates on the axes.

**Projection along angled lines**

I can then add a line through the origin at angle *a* to the horizontal:

and this time I can project so that the line joining up the black point on the edge of the large circle intersects the dotted line in a right angle.

In order to find the parametric coordinate of this point projection I can use some right angled triangles as follows:

The angle from the horizontal to my point A is *t*. The angle from the horizontal to the slanted line is *a*. The length of my radius BA is 1. This gives me the length of BC.

But I have the identity:

Therefore this gives:

And using some more basic trigonometry gives the following diagram:

Therefore the parametric form of the projection of the point can be given as:

**Adding more lines**

I can add several more slanted lines through the origin. You can see that each dot on the line is the right angle projection between the line and the point on the circle. As we do this we can notice that the points on the lines look as though they form a circle. By noticing that the new smaller circle is half the size of the larger circle, and that the centre of the smaller circle is half-way between the origin and the point on the large circle, we get:

We can the vary the position of the point on the large circle to then create our final image:

We have a connection between both linear motion and circular motion and create the impression of a circle rolling inside another.

You can play around with this demos graph here. All you need to do is either drag the black point around the circle, or press play for the *t* slider.

**More ideas on projective geometry:**

Ferenc Beleznay has made this nice geogebra file here which shows a different way of drawing a connection between a moving point on a large circle and a circle half the size. Here we connect the red dot with the origin and draw the perpendicular from this line to the other edge of the small circle. The point of intersection of the two lines is always on the small circle.

**Further exploration **

There is a lot more you can explore – start by looking into the Tusi Couple – which is what we have just drawn – and the more general case the hypocycloid.

**Essential Resources for IB Teachers**

If you are a **teacher** then please also visit my new site. This has been designed specifically for teachers of mathematics at international schools. The content now includes over **2000 pages of pdf content** for the entire SL and HL Analysis syllabus and also the SL Applications syllabus. Some of the content includes:

**Original pdf worksheets**(with full worked solutions) designed to cover all the syllabus topics. These make great homework sheets or in class worksheets – and are each designed to last between 40 minutes and 1 hour.**Original Paper 3 investigations**(with full worked solutions) to develop investigative techniques and support both the exploration and the Paper 3 examination.- Over 150 pages of
**Coursework Guides**to introduce students to the essentials behind getting an excellent mark on their exploration coursework. - A large number of
**enrichment activities**such as treasure hunts, quizzes, investigations, Desmos explorations, Python coding and more – to engage IB learners in the course.

There is also a lot more. I think this could save teachers 200+ hours of preparation time in delivering an IB maths course – so it should be well worth exploring!

**Essential Resources for both IB teachers and IB students**

1) Exploration Guides and Paper 3 Resources

I’ve put together a **168 page** Super Exploration Guide to talk students and teachers through all aspects of producing an excellent coursework submission. Students always make the same mistakes when doing their coursework – get the inside track from an IB moderator! I have also made **Paper 3 packs** for HL Analysis and also Applications students to help prepare for their Paper 3 exams. The Exploration Guides can be downloaded here and the Paper 3 Questions can be downloaded here.

If you are a teacher then please also visit my new site: intermathematics.com for over 2000+ pdf pages of resources for teaching IB maths!

**Projective Geometry**

Geometry is a discipline which has long been subject to mathematical fashions of the ages. In classical Greece, Euclid’s elements (Euclid pictured above) with their logical axiomatic base established the subject as the pinnacle on the “great mountain of Truth” that all other disciplines could but hope to scale. However the status of the subject fell greatly from such heights and by the late 18th century it was no longer a fashionable branch to study. The revival of interest in geometry was led by a group of French mathematicians at the start of the 1800s with their work on projective geometry. This then paved the way for the later development of non-Euclidean geometry and led to deep philosophical questions as to geometry’s links with reality and indeed just what exactly geometry was.

Projective geometry is the study of geometrical properties unchanged by projection. It strips away distinctions between conics, angles, distance and parallelism to create a geometry more fundamental than Euclidean geometry. For example the diagram below shows how an ellipse has been projected onto a circle. The ellipse and the circle are therefore projectively equivalent which means that projective results in the circle are also true in ellipses (and other conics).

Projective geometry can be understood in terms of rays of light emanating from a point. In the diagram above, the triangle IJK drawn on the glass screen would be projected to triangle LNO on the ground. This projection does not preserve either angles or side lengths – so the triangle on the ground will have different sized angles and sides to that on the screen. This may seem a little strange – after all we tend to think in terms of angles and sides in geometry, however in projective geometry distinctions about angles and lengths are stripped away (however something called the cross-ratio is still preserved).

We can see in the image above that a projection from the point E creates similar shapes when the 2 planes containing IJKL and ABCD are parallel. Therefore the Euclidean geometrical study of similar shapes can be thought of as a subset of plane positions in projective geometry.

Taking this idea further we can see that congruent shapes can be achieved if we have the centre of projection, E, “sent to infinity:” In projective geometry, parallel lines do indeed meet – at this point at infinity. Therefore with the point E sent to infinity we have a projection above yielding congruent shapes.

Projective geometry can be used with conics to associate every point (pole) with a line (polar), and vice versa. For example the point A had the associated red line, d. To find this we draw the 2 tangents from A to the conic. We then join the 2 points of intersection between B and C. This principle of duality allowed new theorems to be discovered simply by interchanging points and lines.

An example of both the symmetrical attractiveness and the mathematical potential for duality was first provided by Brianchon. In 1806 he used duality to discover the dual theorem of Pascal’s Theorem – simply by interchanging points and lines. Rarely can a mathematical discovery have been both so (mechanically) easy and yet so profoundly

beautiful.

**Brianchon’s Theorem**

**Pascal’s Theorem**

**Poncelet**

Poncelet was another French pioneer of projective geometry who used the idea of points and lines being “sent to infinity” to yield some remarkable results when used as a tool for mathematical proof.

**Another version of Pascal’s Theorem:**

Poncelet claimed he could prove Pascal’s theorem (shown above) where 6 points on a conic section joined to make a hexagon have a common line. He did this by sending the line GH to infinity. To understand this we can note that the previous point of intersection G of lines AB’ and A’B is now at infinity, which means that AB’ and A’B will now be parallel. This means that H being at infinity also creates the 2 parallel lines AC’. Poncelet now argued that because we could prove through geometrical means that B’C and BC’ were also parallel, that this was consistent with the line HI also being at infinity. Therefore by proving the specific case in a circle where line GHI has been sent to infinity he argued that we could prove using projective geometry the general case of Pascal’s theorem in any conic .

**Pascal’s Theorem with intersections at infinity:**

This branch of mathematics developed quickly in the early 1800s, sparking new interest in geometry and leading to a heated debate about whether geometry should retain its “pure” Euclidean roots of diagrammatic proof, or if it was best understood through algebra. The use of points and lines at infinity marked a shift away from geometry representing “reality” as understood from a Euclidean perspective, and by the late 1800s Beltrami, Poincare and others were able to incorporate the ideas of projective geometry and lines at infinity to provide their Euclidean models of non-Euclidean space. The development of projective geometry demonstrated how a small change of perspective could have profound consequences.

**Essential Resources for IB Teachers**

If you are a **teacher** then please also visit my new site. This has been designed specifically for teachers of mathematics at international schools. The content now includes over **2000 pages of pdf content** for the entire SL and HL Analysis syllabus and also the SL Applications syllabus. Some of the content includes:

**Original pdf worksheets**(with full worked solutions) designed to cover all the syllabus topics. These make great homework sheets or in class worksheets – and are each designed to last between 40 minutes and 1 hour.**Original Paper 3 investigations**(with full worked solutions) to develop investigative techniques and support both the exploration and the Paper 3 examination.- Over 150 pages of
**Coursework Guides**to introduce students to the essentials behind getting an excellent mark on their exploration coursework. - A large number of
**enrichment activities**such as treasure hunts, quizzes, investigations, Desmos explorations, Python coding and more – to engage IB learners in the course.

There is also a lot more. I think this could save teachers 200+ hours of preparation time in delivering an IB maths course – so it should be well worth exploring!

**Essential Resources for both IB teachers and IB students**

1) Exploration Guides and Paper 3 Resources

I’ve put together a **168 page** Super Exploration Guide to talk students and teachers through all aspects of producing an excellent coursework submission. Students always make the same mistakes when doing their coursework – get the inside track from an IB moderator! I have also made **Paper 3 packs** for HL Analysis and also Applications students to help prepare for their Paper 3 exams. The Exploration Guides can be downloaded here and the Paper 3 Questions can be downloaded here.

If you are a teacher then please also visit my new site: intermathematics.com for over 2000+ pdf pages of resources for teaching IB maths!

**Projective Geometry**

Geometry is a discipline which has long been subject to mathematical fashions of the ages. In classical Greece, Euclid’s elements (Euclid pictured above) with their logical axiomatic base established the subject as the pinnacle on the “great mountain of Truth” that all other disciplines could but hope to scale. However the status of the subject fell greatly from such heights and by the late 18th century it was no longer a fashionable branch to study. The revival of interest in geometry was led by a group of French mathematicians at the start of the 1800s with their work on projective geometry. This then paved the way for the later development of non-Euclidean geometry and led to deep philosophical questions as to geometry’s links with reality and indeed just what exactly geometry was.

Projective geometry is the study of geometrical properties unchanged by projection. It strips away distinctions between conics, angles, distance and parallelism to create a geometry more fundamental than Euclidean geometry. For example the diagram below shows how an ellipse has been projected onto a circle. The ellipse and the circle are therefore projectively equivalent which means that projective results in the circle are also true in ellipses (and other conics).

Projective geometry can be understood in terms of rays of light emanating from a point. In the diagram above, the triangle IJK drawn on the glass screen would be projected to triangle LNO on the ground. This projection does not preserve either angles or side lengths – so the triangle on the ground will have different sized angles and sides to that on the screen. This may seem a little strange – after all we tend to think in terms of angles and sides in geometry, however in projective geometry distinctions about angles and lengths are stripped away (however something called the cross-ratio is still preserved).

We can see in the image above that a projection from the point E creates similar shapes when the 2 planes containing IJKL and ABCD are parallel. Therefore the Euclidean geometrical study of similar shapes can be thought of as a subset of plane positions in projective geometry.

Taking this idea further we can see that congruent shapes can be achieved if we have the centre of projection, E, “sent to infinity:” In projective geometry, parallel lines do indeed meet – at this point at infinity. Therefore with the point E sent to infinity we have a projection above yielding congruent shapes.

Projective geometry can be used with conics to associate every point (pole) with a line (polar), and vice versa. For example the point A had the associated red line, d. To find this we draw the 2 tangents from A to the conic. We then join the 2 points of intersection between B and C. This principle of duality allowed new theorems to be discovered simply by interchanging points and lines.

An example of both the symmetrical attractiveness and the mathematical potential for duality was first provided by Brianchon. In 1806 he used duality to discover the dual theorem of Pascal’s Theorem – simply by interchanging points and lines. Rarely can a mathematical discovery have been both so (mechanically) easy and yet so profoundly

beautiful.

**Brianchon’s Theorem**

**Pascal’s Theorem**

**Poncelet**

Poncelet was another French pioneer of projective geometry who used the idea of points and lines being “sent to infinity” to yield some remarkable results when used as a tool for mathematical proof.

**Another version of Pascal’s Theorem:**

Poncelet claimed he could prove Pascal’s theorem (shown above) where 6 points on a conic section joined to make a hexagon have a common line. He did this by sending the line GH to infinity. To understand this we can note that the previous point of intersection G of lines AB’ and A’B is now at infinity, which means that AB’ and A’B will now be parallel. This means that H being at infinity also creates the 2 parallel lines AC’. Poncelet now argued that because we could prove through geometrical means that B’C and BC’ were also parallel, that this was consistent with the line HI also being at infinity. Therefore by proving the specific case in a circle where line GHI has been sent to infinity he argued that we could prove using projective geometry the general case of Pascal’s theorem in any conic .

**Pascal’s Theorem with intersections at infinity:**

This branch of mathematics developed quickly in the early 1800s, sparking new interest in geometry and leading to a heated debate about whether geometry should retain its “pure” Euclidean roots of diagrammatic proof, or if it was best understood through algebra. The use of points and lines at infinity marked a shift away from geometry representing “reality” as understood from a Euclidean perspective, and by the late 1800s Beltrami, Poincare and others were able to incorporate the ideas of projective geometry and lines at infinity to provide their Euclidean models of non-Euclidean space. The development of projective geometry demonstrated how a small change of perspective could have profound consequences.

**Essential Resources for IB Teachers**

If you are a **teacher** then please also visit my new site. This has been designed specifically for teachers of mathematics at international schools. The content now includes over **2000 pages of pdf content** for the entire SL and HL Analysis syllabus and also the SL Applications syllabus. Some of the content includes:

**Original pdf worksheets**(with full worked solutions) designed to cover all the syllabus topics. These make great homework sheets or in class worksheets – and are each designed to last between 40 minutes and 1 hour.**Original Paper 3 investigations**(with full worked solutions) to develop investigative techniques and support both the exploration and the Paper 3 examination.- Over 150 pages of
**Coursework Guides**to introduce students to the essentials behind getting an excellent mark on their exploration coursework. - A large number of
**enrichment activities**such as treasure hunts, quizzes, investigations, Desmos explorations, Python coding and more – to engage IB learners in the course.

There is also a lot more. I think this could save teachers 200+ hours of preparation time in delivering an IB maths course – so it should be well worth exploring!

**Essential Resources for both IB teachers and IB students**

1) Exploration Guides and Paper 3 Resources

I’ve put together a **168 page** Super Exploration Guide to talk students and teachers through all aspects of producing an excellent coursework submission. Students always make the same mistakes when doing their coursework – get the inside track from an IB moderator! I have also made **Paper 3 packs** for HL Analysis and also Applications students to help prepare for their Paper 3 exams. The Exploration Guides can be downloaded here and the Paper 3 Questions can be downloaded here.