# MAT 363: Topics in Geometry Fall 2008 Syllabus

Professor: Robert Talbert, Ph.D. Ofﬁce hours: Old Main 128 MF 11:00-12:00, MTRF 1:30-2:30 and by open-door drop-in, appointment, or instant messenger. Voice: 317.738.8268 Email: rtalbert@franklincollege.edu AOL instant messenger: rtalbert235 Google Talk instant messenger: robert.talbert Course Materials • Textbook: W. Fenton and B. Reynolds. College Geometry Using the Geometerʼs Sketchpad, Key Curriculum Press. We will cover Chapters 1--6, Chapter 9, and Appendix A. • Course website: http://mat363.wikispaces.com (Note: This is different and separate from the course Angel site.) • Additionally, students should have 24/7 access to a computer for class work involving Geometerʼs Sketchpad and other course software. Informal Course Description and Course Goals In this course, we will take geometry, widely considered the oldest organized mathematical subject -having its roots in the work of the Greek mathematician Euclid from over 2000 years ago -- and examine it from several different perspectives. • We will consider geometry from the axiomatic perspective, clearly identifying the minimum set of assumptions that we need to form a well-structured geometric system and deriving many of the theorems you learned in high school as well as many new ones. Especially important to us is what happens if one of those axioms is altered or deleted entirely. • We will consider geometry from the analytic standpoint, making use of algebra and coordinate systems to establish results, and from the “classical” standpoint where no such contrivances are used. • We will consider geometry from the static perspective, where geometric ﬁgures are thought of as unchanging ﬁxtures, and from the transformational perspective where geometric relationships are thought of in terms of movements and physical motions. • We will consider geometry from the mathematicianʼs perspective, using dynamic geometry software to make observations to form precise mathematical conjectures, which we then prove using classical logic and theorem-proving methods. The overall goal of the course is not simply to rehash the geometry you learned (and which some of you will eventually teach) in middle or high school, but to understand on a deep level why the results of geometry are the way they are, how mathematicians from antiquity to the present day use logic and mathematical methods to obtain those results, and what other kinds of geometries are possible than just the one we see with our eyes. The successful student in MAT 363 will be able to do the following: • Use dynamic geometry software (e.g. Geometerʼs Sketchpad) as an exploratory tool; • Generalize and form conjecrures from geometric examples; • Write clear, correct, complete proofs of geometric concjectures; • Use the vocabulary of geometry with precision; • Explain the role of axioms (or assumptions, presuppositions) in drawing conclusions; • Relate algebra to geometry (and vice versa) through the use of coordinate systems, and derive geometric results without resorting to geometry; • Describe the role of geometry in the study of trigonometry and use geometry to derive trigonometric identities;

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• Tests. There are two tests planned covering basic ideas and terminology as well as problems from the course material. They are worth 100 points each. • Pythagorean Theorem project. Each student will ﬁnd two different proofs of the Pythagorean Theorem and write them up in her/his own words. This writing project is worth 20 points; more information is forthcoming. • Sketchpad project. Each student will choose a topic in geometry which we did not cover in class and write a short lesson on the topic, illustrating it with constructions using Geometerʼs Sketchpad. This project is worth 50 points. • Final Exam. A comprehensive ﬁnal exam will be given on Monday, December 8 from 8:00--10:00 AM, worth 120 points. The points ﬁt together as follows: Item Labs (15 @ 8 each) Discussion/Board Work* Quizzes (8 @ 10 each) Problem Sets (7 @ 20 each) Tests (2 @ 100 each) Pythagorean Theorem project Sketchpad project Final Exam Total: Points 120 70 80 140 200 20 50 120 800 Grade percentage 15% 9% 10% 18% 25% 3% 6% 15%

* Students must earn a minimum of 70 points through a combination of general discussion and doing board work, with a minimum of 25 points from each type of contribution. Students who earn more than 70 points will have the additional points added into their overall totals as extra credit (up to a maximum of 100 points). Students who fail to earn at least 25 points in each type of contribution will receive a grade for discussion no greater than 20 + min(general discussion total, 25) + min(board work total, 25) Your semester grade will be determined by taking your point total, dividing by 800 to get a percentage, and then assigning letter grades as follows: Grade A AB+ B BC+ Percentage Range 93-100 90-92 87-89 83-86 80-82 77-79 Grade C CD+ D DF Percentage Range 73-76 70-72 67-69 63-66 60-62 0-59

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• •

The easiest route to take in order to avoid issues with academic dishonesty is just simply to recognize and avoid the temptation to engage in it. It is much better to turn in work that has problems but honestly reﬂects your best efforts than to turn in something that, for all practical purposes, lies to the professor about you. You might lose points in the short term, but you will learn better, perform better, and enjoy your mathematical future better if you stay honest.

PS: In order to “walk the walk” here, I should mention that portions of this document were adapted from Ted Sundstromʼs syllabus for his course Communicating in Mathematics, which is available at his web site at Grand Valley State University.

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MAT 363 Course Calendar for Fall 2008
M T 8/26/2008 Overview of Geometerʼs Sketchpad; work together through 1.2 Activities 1--3. 9/1/2008 Labor Day 9/2/2008 Using the Geometerʼs Sketchpad: Exploration and Conjecture (day 1) 9/9/2008 Lab: 2.1 Activities 1--5. R 8/28/2008 Lab: 1.2 Activities 4-10.

9/4/2008 Using the Geometerʼs Sketchpad: Exploration and Conjecture (day 2) 9/11/2008 Lab: 2.1 Activities 6--10.

9/8/2008 Using the Geometerʼs Sketchpad: Exploration and Conjecture (day 3). 9/15/2008 Mathematical Arguments and Triangle Geometry (day 1). 9/22/2008 Lab: 3.1 Activities 1--5.

9/16/2008 Mathematical Arguments and Triangle Geometry (day 2). 9/23/2008 Lab: 3.1 Activities 6--10.

9/18/2008 Mathematical Arguments and Triangle Geometry (day 3). 9/25/2008 Circle Geometry, Robust Constructions, and Proofs (day 1). 10/2/2008 Lab: A.1 Activities 1--3; Review for Test 1. 10/9/2008 Trigonometry (day 1). 10/16/2008 Fall Break 10/23/2008 Analytic Geometry (day 2). 10/30/2008 Lab: 5.1 Activities 5--9. 11/6/2008 Taxicab Geometry (day 3). 11/13/2008 Transformational Geometry (day 1).

9/29/2008 Circle Geometry, Robust Constructions, and Proofs (day 2). 10/6/2008 Test 1 (Chapters 1--3). 10/13/2008 Trigonometry (day 2). 10/20/2008 Lab: 4.1 Activities 6--11. 10/27/2008 Analytic Geometry (day 3). 11/3/2008 Taxicab Geometry (day 1). 11/10/2008 Lab: 6.1 Activities 1--5.

9/30/2008 Circle Geometry, Robust Constructions, and Proofs (day 3). 10/7/2008 Lab: A.1 Activities 4--9. 10/14/2008 Lab: 4.1 Activities 1--5. 10/21/2008 Analytic Geometry (day 1). 10/28/2008 Lab: 5.1 Activities 1--4. 11/4/2008 Taxicab Geometry (day 2). 11/11/2008 Lab: 6.1 Activities 6--10.

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M 11/17/2008 Transformational Geometry (day 2). 11/24/2008 Test 2 (Appendix A, Chapters 4--6). 12/1/2008 Hyperbolic Geometry (day 1).

T 11/18/2008 Transformational Geometry (day 3). 11/25/2008 Lab: 9.1 Activities 3--5. 12/2/2008 Hyperbolic Geometry (day 2).

R 11/20/2008 Lab: 9.1 Activities 1--2; review for Test 2. 11/27/2008 Thanksgiving break 12/4/2008 Hyperbolic Geometry (day 3); review for ﬁnal exam.

Final Exam: Monday, December 8, 8:00--10:00 AM

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