VOLUME OF AN IRREGULAR CONVEX HEXAHEDRON



Similar documents
A vector is a directed line segment used to represent a vector quantity.

Copyright 2011 Casa Software Ltd. Centre of Mass

Shape Dictionary YR to Y6

Geometry and Measurement

Problem set on Cross Product

Teacher Page Key. Geometry / Day # 13 Composite Figures 45 Min.

Angle - a figure formed by two rays or two line segments with a common endpoint called the vertex of the angle; angles are measured in degrees

2. If C is the midpoint of AB and B is the midpoint of AE, can you say that the measure of AC is 1/4 the measure of AE?

SURFACE AREA AND VOLUME

The GED math test gives you a page of math formulas that

Mathematics Notes for Class 12 chapter 10. Vector Algebra

4. How many integers between 2004 and 4002 are perfect squares?

CHAPTER 8, GEOMETRY. 4. A circular cylinder has a circumference of 33 in. Use 22 as the approximate value of π and find the radius of this cylinder.

Area of Parallelograms, Triangles, and Trapezoids (pages )

Activity Set 4. Trainer Guide

SOLIDS, NETS, AND CROSS SECTIONS

13.4 THE CROSS PRODUCT

December 4, 2013 MATH 171 BASIC LINEAR ALGEBRA B. KITCHENS

Figure 1.1 Vector A and Vector F

28 CHAPTER 1. VECTORS AND THE GEOMETRY OF SPACE. v x. u y v z u z v y u y u z. v y v z

Geometry Unit 6 Areas and Perimeters

Largest Fixed-Aspect, Axis-Aligned Rectangle

GEOMETRY CONCEPT MAP. Suggested Sequence:

2004 Solutions Ga lois Contest (Grade 10)

Solids. Objective A: Volume of a Solids

Wednesday 15 January 2014 Morning Time: 2 hours

ALGEBRA. sequence, term, nth term, consecutive, rule, relationship, generate, predict, continue increase, decrease finite, infinite

LINES AND PLANES IN R 3

MENSURATION. Definition

The small increase in x is. and the corresponding increase in y is. Therefore

CBA Volume: Student Sheet 1

12-1 Representations of Three-Dimensional Figures

2 Session Two - Complex Numbers and Vectors

Line Segments, Rays, and Lines

The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Tuesday, August 13, :30 to 11:30 a.m., only.

Vectors 2. The METRIC Project, Imperial College. Imperial College of Science Technology and Medicine, 1996.

Chapter 22: Electric Flux and Gauss s Law

Geometry Notes PERIMETER AND AREA

3D shapes. Level A. 1. Which of the following is a 3-D shape? A) Cylinder B) Octagon C) Kite. 2. What is another name for 3-D shapes?

Algebra Geometry Glossary. 90 angle

Star and convex regular polyhedra by Origami.

Key Topics What will ALL students learn? What will the most able students learn?

Solutions to old Exam 1 problems

The Dot and Cross Products

9.4. The Scalar Product. Introduction. Prerequisites. Learning Style. Learning Outcomes

UNIT 10: 3-D SHAPES. AREAS AND VOLUMES

Selected practice exam solutions (part 5, item 2) (MAT 360)

Pre-Algebra Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems

ACTIVITY: Finding a Formula Experimentally. Work with a partner. Use a paper cup that is shaped like a cone.

Solutions to Homework 10

CSU Fresno Problem Solving Session. Geometry, 17 March 2012

Unified Lecture # 4 Vectors

Two vectors are equal if they have the same length and direction. They do not

GCSE Exam Questions on Volume Question 1. (AQA June 2003 Intermediate Paper 2 Calculator OK) A large carton contains 4 litres of orange juice.

The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Student Name:

Geometry Notes VOLUME AND SURFACE AREA

The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Thursday, August 13, :30 to 11:30 a.m., only.

of surface, , , of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433

Lecture L3 - Vectors, Matrices and Coordinate Transformations

Algebra Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard

Adding vectors We can do arithmetic with vectors. We ll start with vector addition and related operations. Suppose you have two vectors

Review Sheet for Test 1

The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Student Name:

Advanced GMAT Math Questions

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier

Platonic Solids. Some solids have curved surfaces or a mix of curved and flat surfaces (so they aren't polyhedra). Examples:

Section 1: How will you be tested? This section will give you information about the different types of examination papers that are available.

Day What number is five cubed? 2. A circle has radius r. What is the formula for the area of the circle?

The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Thursday, August 16, :30 to 11:30 a.m.

The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Thursday, January 24, :15 a.m. to 12:15 p.m.

3.2. Solving quadratic equations. Introduction. Prerequisites. Learning Outcomes. Learning Style

Chapter 23. The Reflection of Light: Mirrors

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level

Vector Notation: AB represents the vector from point A to point B on a graph. The vector can be computed by B A.

Angles that are between parallel lines, but on opposite sides of a transversal.

A floor is a flat surface that extends in all directions. So, it models a plane. 1-1 Points, Lines, and Planes

If A is divided by B the result is 2/3. If B is divided by C the result is 4/7. What is the result if A is divided by C?

2.1. Inductive Reasoning EXAMPLE A

Linear Algebra Notes for Marsden and Tromba Vector Calculus

Geometry Progress Ladder

Section 9.1 Vectors in Two Dimensions

GAP CLOSING. 2D Measurement GAP CLOSING. Intermeditate / Senior Facilitator s Guide. 2D Measurement

Which two rectangles fit together, without overlapping, to make a square?

CHAPTER 29 VOLUMES AND SURFACE AREAS OF COMMON SOLIDS

The Vector or Cross Product

Circle the right answer for each question. 1) If a shape is three-dimensional, we know we can measure how high and how wide it is, and what else?

Math 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.

Discovering Math: Exploring Geometry Teacher s Guide

DEVELOPMENT OF SURFACES

WEDNESDAY, 2 MAY 1.30 PM 2.25 PM. 3 Full credit will be given only where the solution contains appropriate working.

TEKS TAKS 2010 STAAR RELEASED ITEM STAAR MODIFIED RELEASED ITEM

Microeconomics Sept. 16, 2010 NOTES ON CALCULUS AND UTILITY FUNCTIONS

Solutions for Review Problems

The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY. Wednesday, January 28, :15 a.m. to 12:15 p.m.

ME 111: Engineering Drawing

L 2 : x = s + 1, y = s, z = 4s Suppose that C has coordinates (x, y, z). Then from the vector equality AC = BD, one has

Similar shapes Similar triangles CHAPTER. Example 1

Grade 7/8 Math Circles November 3/4, M.C. Escher and Tessellations

A Resource for Free-standing Mathematics Qualifications

National Quali cations 2015

Transcription:

OLUME OF AN IRREGULAR CONEX HEXAHEDRON The other day while having breakfast I noticed that the cantaloupe pieces I was eating had the shape of six sided convex polyhedra with none of their sides parallel to each other. I asked myself, is it possible to calculate the volume of such pieces given the coordinates of the eight vertexes? The answer is in the affirmative as we will now show using some vector operations. We start with a regular six sided cube of side length s. Next we draw a square base pyramid using one of the cube sides A B C D as the base. The pyramid vertex is placed at the cube center O which is located at [,,] as shown The pyramid has volume =(/)(base x height)=s / so that by symmetry there must be a total of six of these identical pyramids which make up the volume s of the cube. If we draw a line AC connecting opposite corners of the base, we see that this will break the one pyramid shown into two equal volume sub pyramids of volume s / each. We know from vector calculus that the slanted edges OB plus the base lengths AB and CB of the sub pyramid ABCO can be expressed in vector form as OB AB CB s s s ( ) i ( ) j ( ) k s s ( ) j s s ( ) i where i, j, and k are the unit base vectors in the x, y, and z directions, respectively. Now the area of the sub pyramid triangular base just equals s / which can also be written as the magnitude of half of the vector product between AB and CB. That is

area i j k s s / s The height of the sub pyramid is just h= OB cos(θ)=s/. Since the volume of a pyramid is always equal to one third times its base multiplied by its height, we get that the sub pyramid volume expressed in vector form is subpyramid [ OB ( AB x CB s )] Here the dot refers to the dot product and the x to the cross product of the vectors shown. One can express this scalar vector product in the square bracket as the by determinant s / s s / s s / We are now in a position to calculate the volume of our cantaloupe pieces once the coordinates of the eight vertexes have been specified. Knowing the vertex locations we can draw eight radial lines going from them to the center at [,,]. In turn we can express the slant edges of the resultant six pyramids in terms of vectors just as we did with the earlier regular cube. Let these eight vectors be,,, 4, 5,, 7, and 8. Let us use three of these vectors to define the sides of a triangular base sub pyramid based on a pyramid whose base represents the irregular four sided area a b c d as shown in the following figure

The volume of the sub pyramid with light blue base is, in view of the earlier discussion, equal to sub pyramid ( x ) Thus the entire pyramid volume having abcd as its irregular four sided base is pyramid ( x) 4 ( x The total volume of the melon piece is then the sum of the six pyramid volumes forming this convex irregular hexahedron. To demonstrate things for a real problem one needs to select six four sided faces which form the surface of the irregular hexahedron. As one knows a plane is defined by three points so that if a 4 th point is to be part of the plane then its values are restricted. If, for example, we consider the three points [,,],[,,],and [,,] as the location of three of the corners on a given face then they will define a plane as x+y+z=4. The 4 th point with locus [a,b,c] must be made to fit this equation. One possible solution of many is [a,b,c]=[,, ]. The resultant d surface looks as follows

In this case the side vectors for the pyramid extending from this quadrangle face to the pyramid vertex and hexahedron center at [,,] are i j, i j k, i j k, and i k 4 On substituting into the volume equation we find 4 pyramid { 4 4 } A graph of the pyramid follows

Note that this pyramid is rather strange in that it has no obvious symmetries however the lengths of its edges can all be described in terms of square roots of,, 5, and. If we were to repeat this procedure for five more faces, contiguous to the grey face shown in the last figure, one would obtain the volume of the complete convex irregular hexahedron. The problem is thus solved and has shown that an even simple geometrical problem can have a rather complex solution. I leave you with one last interesting and probably apocryphal story about Thomas Edison asking one of his classically trained European engineers to determine the volume of a light bulb. The assistant spent several days on the problem modeling the bulb as a combination cylinder and hemisphere and showed his approximate result to Edison rather proudly. Edison looked at the results and said I have a better way and proceeded to fill the bulb with water and then measured the volume by pouring it into a graduated beaker. The moral of the story is next time you are asked to determine the volume of a complex shaped object such as the melon piece under consideration or even more asymmetric bodies don t just blindly proceed with complicated calculations when simpler alternate solution routes such as a fluid displacement test are possible.