Constructing a wire-frame from views on arbitrary view planes for objects with conic sections inclined to all view planes

A new and efficient approach to construct a 3D wire-frame of an object from its orthographic projections is described. The input projections can be two or more and can include regular and complete auxiliary views. Each view may contain linear, circular and other conic sections. The output is a 3D wire-frame that is consistent with the input views. The approach can handle auxiliary views containing curved edges. This generality derives from a new technique to construct 3D vertices from the input 2D vertices (as opposed to matching coordinates that is prevalent in current art). 3D vertices are constructed by projecting the 2D vertices in a pair of views on the common line of the two views. The construction of 3D edges also does not require the addition of silhouette and tangential vertices and subsequently splitting edges in the views. The concepts of complete edges and n-tuples are introduced to obviate this need. Entities corresponding to the 3D edge in each view are first identified and the 3D edges are then constructed from the information available with the matching 2D edges. This allows the algorithm to handle conic sections that are not parallel to any of the viewing directions. The localization of effort in constructing 3D edges is the source of efficiency of the construction algorithm as it does not process all potential 3D edges. Working of the algorithm on typical drawings is illustrated. (C) 2011 Elsevier Ltd. All rights reserved.

An analytical system of conic sections : designed for the use of students in the university /

Mode of access: Internet.

Elements of mathematics : containing geometry, conic sections, trigonometry ... : to which is prefixed the first principles of algebra, by way of introduction for the use of the Royal Academy of Artillery at Woolwich : vol. I and II /

Mode of access: Internet.

An elementary treatise on conic sections and algebraic geometry : with numerous examples and hints for their solution, especially designed for the use of beginners /

Mode of access: Internet.

Elements of conic sections. /

Mode of access: Internet.

Elements of analytical geometry: embracing the equations of the point, the straight line, the conic sections, and surfaces of the first and second order.

Mode of access: Internet.

Elements of analytical geometry; embracing the equations of the point, the straight line, the conic sections, and surfaces of the first and second order,

Mode of access: Internet.

A treatise on plane co-ordinate geometry : as applied to the straight line and the conic sections : with numerous examples /

Mode of access: Internet.

Solutions of examples in conic sections : triated geometrically /

Mode of access: Internet.

Along the Traces of the Conic Sections

Based on a geometry problem by Ivan Salabashev we demonstrate an exploratory process leading to conic sections as a locus of points. We work for the purpose with the GeoGebra dynamic software making use of different objects’ representations for explorations related with conic sections.

Traité analytique des sections coniques et de leur usage pour la résolution des équations dans les problêmes tant déterminez qu'indéterminez.

Mode of access: Internet.

Crystal growth and nonlinear optical properties of sodium D-isoascorbate monohydrate

Optical quality single crystals of sodium D-isoascorbate monohydrate were grown by a slow cooling technique. The crystal possesses a bulky prismatic morphology. Thermal analyses indicate that the crystals are stable up to 125 degrees C. The optical transmission window ranges from 307 nm to 1450 nm. The principal refractive indices have been measured employing Brewster's angle method. The crystallographic and the principal dielectric axes coincide with each other such that a lies along Z, b along X and c along Y. The optic axis is oriented 58 degrees (at 532 nm) to the crystallographic a axis in the XZ plane and the crystal is negative biaxial. Type 1 and type 2 phase matching curves are generated and experimentally verified. No polarization dependence of the light absorption was observed confirming the validity of Kleinman's symmetry conjecture, leading to a single nonvanishing nonlinear tensor component. According to Hobden's classification the crystal belongs to class 3. The crystal also exhibits second order noncollinear conic sections. The single shot and multiple shot surface laser damage thresholds are determined to be 32.7 GW cm(-2) and 6.5 GW cm(-2) respectively for 1064 nm radiation.

An experimental and numerical study of piezoceramic actuator hysteresis in helicopter active vibration control

An aeroelastic analysis is used to investigate the rate dependent hysteresis in piezoceramic actuators and its effect on helicopter vibration control with trailing edge flaps. Hysteresis in piezoceramic materials can cause considerable complications in the use of smart actuators as prime movers in applications such as helicopter active vibration control. Dynamic hysteresis of the piezoelectric stack actuator is investigated for a range of frequencies (5 Hz (1/rev) to 30 Hz (6/rev)) which are of practical importance for helicopter vibration analysis. Bench top tests are conducted on a commercially available piezoelectric stack actuator. Frequency dependent hysteretic behavior is studied experimentally for helicopter operational frequencies. Material hysteresis in the smart actuator is mathematically modeled using the theory of conic sections. Numerical simulations are also performed at an advance ratio of 0.3 for vibration control analysis using a trailing edge flap with an idealized linear and a hysteretic actuator. The results indicate that dynamic hysteresis has a notable effect on the hub vibration levels. It is found that the theory of conic sections offers a straight forward approach for including hysteresis into aeroelastic analysis.

El problema de Alhacén

El presente documento es un estudio detallado del problema conocido bajo el título de Problema de Alhacén. Este problema fue formulado en el siglo X por el filósofo y matemático árabe conocido en occidente bajo el nombre de Alhacén. El documento hace una breve presentación del filósofo y una breve reseña de su trascendental tratado de óptica Kitab al-Manazir. A continuación el documento se detiene a estudiar cuidadosamente los lemas requeridos para enfrentar el problema y se presentan las soluciones para el caso de los espejos esféricos (convexos y cóncavos), cilíndricos y cónicos. También se ofrece una conjetura que habría de explicar la lógica del descubrimiento implícita en la solución que ofreció Alhacén. Tanto los lemas como las soluciones se han modelado en los software de geometría dinámica Cabri II-Plus y Cabri 3-D. El lector interesado en seguir dichas modelaciones debe contar con los programas mencionados para adelantar la lectura de los archivos. En general, estas presentaciones constan de tres partes: (i) formulación del problema (se formula en forma concisa el problema); (ii) esquema general de la construcción (se presentan los pasos esenciales que conducen a la construcción solicitada y las construcciones auxiliares que demanda el problema), esta parte se puede seguir en los archivos de Cabri; y (iii) demostración (se ofrece la justificación detallada de la construcción requerida). Los archivos en Cabri II plus cuentan con botones numerados que pueden activarse haciendo “Click” sobre ellos. La numeración corresponde a la numeración presente en el documento. El lector puede desplazar a su antojo los puntos libres que pueden reconocerse porque ellos se distinguen con la siguiente marca (º). Los puntos restantes no pueden modificarse pues son el resultado de construcciones adelantadas y ajustadas a los protocolos recomendados en el esquema general.

Contribuições da investigação em sala de aula para uma aprendizagem das secções cônicas com significado

In this work, the didactical possibilities of investigation use in classroom, through an experience with high school students from Federal Center of Technological Education of Paraíba, as well as the study of conic sections were analysed. In order to fulfill our goals the theoretical conceptions concerning the meaninful learning in conection with the investigation of mathematics history were taken into account. The classroom research occurred by means of activities which encouraged the learner to investigate his own concepts on the conic sections. The results of the proposed activities showed the effectiveness and the efficiency of such a methodology as regards the making up of the required knowledge. They also reveal that the investigation in the classroom guides the ones involved, in this process, to have a wider look at the origins, the methods used and the several representations presented by mathematics that certainly lead, specially the students, to a meaninful learning