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The geometrical properties of circle have long been part of secondary Mathematics. In this article, I intend to show how a lesson can be enriched with multiple proofs of the "right angle in semi-circle" and an extension of lesson in proving of a point inside or outside a circle.
The geometrical properties of circle have long been part of secondary Mathematics. In this article, I intend to show how a lesson can be enriched with multiple proofs of the "right angle in semi-circle" and an extension of lesson in proving of a point inside or outside a circle.
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The geometrical properties of circle have long been part of secondary Mathematics. In this article, I intend to show how a lesson can be enriched with multiple proofs of the "right angle in semi-circle" and an extension of lesson in proving of a point inside or outside a circle.
Drepturi de autor:
Attribution Non-Commercial (BY-NC)
Formate disponibile
Descărcați ca PDF, TXT sau citiți online pe Scribd
Background information: The geometrical properties of circle have long been part of secondary Mathematics. In this article, I intend to show how a lesson can be enriched with multiple proofs of the right angle in semi-circle and an extension of lesson in proving of a point inside or outside a circle.
A property of a circle right angle in semi-circle: AOB is a diameter of the circle. A, C, B are points on the circumference of the circle. Then, = Z 90 ACB
Proof #1: Consider this as a special case of the property of angle at the circumference is half that angle at the centre of the circle. ACB Z and AOB Z are subtending the same arc. ACB Z is an angle at the circumference, AOB Z is an angle at the centre of the circle. = Z 180 AOB By angle at the circumference is half that angle at the centre of the circle, we have = Z = Z 90 2 1 AOB ACB .
This is the most commonly found proof in a math textbook.
O A B C O A B C Page 2 of 4 Learning & Teaching KLAng Dec 2012
Proof #2: Extend a line from C through O to the circumference, P. Let u = ZACP and o = ZPCB . By the property of angle at the circumference is half the angle at the centre of the circle, u 2 = ZAOP and o 2 = ZPOB . Since AOB Z is a straight angle, = + 180 2 2 o u . = + 90 o u . Hence = Z 90 ACB
Proof #3: Join a line from C to O. Let u = ZACP and o = ZPCB . By the property of exterior angle of a triangle, o 2 = ZAOC and u 2 = ZCOB . Since AOB Z is a straight angle, = + 180 2 2 o u . = + 90 o u . Hence = Z 90 ACB
In this proof, we move away from the property of angle at the circumference is half the angle at the centre of the circle. This is a triangle properties proof.
Proof #4: Insert a congruent ABC A as ' BAC A as shown. Join a line from C to C. Let u = ZACP and o = ZPCB . ACBC is a parallelogram. The diagonals AB and CC divide equally at O. Therefore, ACBC is a rectangle. Hence = Z 90 ACB O A B C
2
2 P O A B C
2
2
O A B C
C
Page 3 of 4 Learning & Teaching KLAng Dec 2012
As demonstrated, even a simple circle property can be proven in multiple ways, hence a source of enrichment of mathematical thinking and creativity.
Let study another property of circle that can be suitably adapted as an extension to a lesson.
To prove: Given that 3 points, A, B, C on the circumference of a circle, Point P is in the circle and on the same side of C by the line AB. Prove that APB Z is larger than ACB Z .
Extends a line from A through P to Q on the circumference of the circle. Join a line from Q to B. ACB AQB Z = Z , angles in the same segment. PBQ AQB APB Z + Z = Z PBQ ACB APB Z + Z = Z Therefore, ACB APB Z > Z .
To prove: Given that 3 points, A, B, C on the circumference of a circle, Point P is outside the circle and on the same side of C by the line AB, as shown in the figure. Prove that APB Z is smaller than ACB Z .
O A B C P
C Q O A B P
O A B C P
Page 4 of 4 Learning & Teaching KLAng Dec 2012 Extends a line from A through Q to P on the circumference of the circle. Join a line from Q to B. ACB AQB Z = Z , angles in the same segment QBP QPB AQB Z + Z = Z QBP APB ACB Z + Z = Z APB QBP ACB Z = Z Z Therefore, APB ACB Z > Z
In conclusion: The first activity provides students an opportunity to be creative and enriches the thinking experience. The second activity provides a challenge for students to explore the proving process.