Constructions

Student Guide

Geometric Constructions
Euclid, a Greek mathematician known as the “Father of Geometry,” wrote the book Elements, which
recorded all of the mathematical knowledge of the time in an organized and logical fashion. Since 1482,
more than a thousand editions of Elements have been published in many languages. In fact, it was
considered to be required reading by all educated people until the twentieth century, and was still being
used as a high school textbook as recently as 1980. In Elements, Euclid used construction techniques
extensively, and so they have become a part of the geometry field of study. A compass and straightedge
are used to create constructions.

As you complete the assignment, keep this question in mind:

How can congruent segments and lengths be created with a tool with no marked measurements?
In this task, you will apply what you have learned in this lesson to answer this question.

Directions
Answer each of the following questions, reading the directions carefully as you go. Refer to the
constructions you completed in the previous assignment to help answer the questions.Type all your
responses into this document so you can submit it to your teacher for a grade. You will be given partial
credit based on the completeness and accuracy of your explanations.
Your teacher will give you further directions about how to submit your work. You may be asked to upload
the document, e-mail it to your teacher, or print it and hand in a hard copy.
Now, let’s get started!

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 Student Guide (continued)

Step 1: Copy a segment and an angle.

a) Which step in the construction of copying a line segment ensures that the new line segment has
the same length as the original line segment?

The step needed in the construction of copying a line segment is using a compass because it is going to
ensure that a new segment has the same length as the original one.Then a pivot plane would be taken and
then a drawing of an arc , his is the distance of the copy .

b) Explain how you could use the construction tool or a compass and straightedge to create a line
´ .
segment that is twice as long as AB

A compass would be used to measure the length of AB, then an arc would be drawn from point B
or point A with a distance. It would be extended with line AB through the arc and label the
intersection as point C. AC is twice the length of AB.

A B

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 Student Guide (continued)

c) The construction of copying ∠ QPR is started below. The next step is to set the width of the
´ . How does this step ensure that the new angle will be congruent to
compass to the length of AB
the original angle?

The constant radius is AB=TU. The explanation for this is copying <QPR, so that <QPR =<TSU. The
compass is placed in such a way that its two pointed legs are place at points A and B receptively to copy
the distance AB. Now, place the compass at T and describe an arc to locate point U. Draw a straight line
through S and U, creating <QPR =<TSU, This step ensure that the angles are congruent by constant
radius, AB=TU.

How is copying a line segment similar to copying an angle?

An angle is a form by two rays and the two line segment share a common points and we utilize a
straight hedge for drawing the comparative figure on paper. Eventually utilize the straightedge
and the compass used to copy this type of figure precisely. To duplicate the given figure, we
should copy line as well as angle. The line of segment is formed by adjusting the compass and
making it equal to the line segment length and then copy each point in the figure.

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 Student Guide (continued)

Step 2: Construct a perpendicular line.

a) In the step shown of the construction of a line through a point that is perpendicular to the given
line, why must the compass point be placed on points A and B? How would the construction be
different if the compass point were placed at random points on the original line?

In this method of drawing perpendicular line through given point you will draw an arc from given
R,so as to cut given line at A and B, now length RA will be equal to length RB( radius of circle)
now with the length RA you will place a compass at A and B to cut the arc at point P(let on the
other side of given line, then join PA and PB. The closed RAPB makes a rhombus and diagonal
bisect perpendicular in rhombus , which gives you a perpendicular line through given point.

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 Student Guide (continued)

Step 3: Construct an angle and a perpendicular bisector.

a) The construction of creating the perpendicular bisector of ´ is started below. How would the
PQ
construction be different if you changed the compass setting in the next step of the perpendicular
bisector construction?

It will no create a perpendicular bisector. If the compass is the same setting as the first arc and
drawn from point B, the points of intersection of the arcs will pass through the midpoint of
AB( thus creating a perpendicular bisector). If you change the setting of the compass and draw
and arc from the point B, the points of intersection of the arcs will still create a perpendicular line
but will not pass through the midpoint AB( creating a perpendicular line but not a perpendicular
bisector)

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