This document is a lesson on solid geometry taught by Prof. Me. Valderlândio Pontes. It covers topics like polyhedra, convex and non-convex polyhedra, Euler's formula relating faces, edges and vertices of polyhedra, and regular polyhedra. It also discusses conic sections like cylinders, cones, spheres and pyramids, calculating their surface areas, volumes and other geometric properties. Examples are provided to demonstrate calculating elements of various solids.
Esta aula visa proporcionar aos alunos uma forma mais dinâmica de aprender os conceitos de poliedros. Esta será
complementada com o software Poly Pro que permite que os alunos possam observar os diferentes tipos de poliedros e também a planificação dos mesmos.
Esta aula visa proporcionar aos alunos uma forma mais dinâmica de aprender os conceitos de poliedros. Esta será
complementada com o software Poly Pro que permite que os alunos possam observar os diferentes tipos de poliedros e também a planificação dos mesmos.
Measurement of Three Dimensional Figures _Module and test questions.Elton John Embodo
This is a fort-folio requirement in my Assessment in Student Learning 1...It consists of module about the measurement of Three Dimensional Figures and test questions like Completion, Short Answer, Essay, Multiple Choice and Matching Type.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Chapter 3 - Islamic Banking Products and Services.pptx
Aula 06 geometria plana e espacial - parte 02
1. Prof. Me. Valderlândio Pontes
MATEMÁTICA PARA TODOS
Aula 06: Geometria Plana e Espacial.
2021
(Parte 2)
2. Materiais Concretos Prof. Me. Valderlândio Pontes
Sequências para todos
1 - Poliedros
2 - Corpos redondos
3 - Relação de Euler
4 - Planificação de poliedros
CONTEÚDO DA AULA
Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
5 - Pirâmides
6 - Resolução de exercícios
3. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Poliedros
As inúmeras obras de engenharia, arquitetura, artes plásticas etc. mostram a
imensa quantidade de formas que podem ser relacionadas com figuras estudadas na
Geometria.
Museu de Arte de São Paulo - 1968
Museu do Louvre de Paris -1988
4. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Muitas formas reais encontradas em objetos do cotidiano, embalagens de
produtos, construções, entre outros, lembram sólidos geométricos, os quais são figuras
tridimensionais idealizadas pela Geometria.
5. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
No nosso dia a dia, encontramos também uma grande variedade de formas
reais tridimensionais que são mais complexas e que, de modo geral, não estão
associadas aos sólidos geométricos mais “comuns”. Observe as imagens.
Hotel Burj All Arab de Dubai - 2015
Suporte para fita adesiva
Vaso decorativo
6. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Os sólidos geométricos mais simples podem ser de dois tipos:
• Poliedros: são sólidos geométricos cujas superfícies são formadas apenas por polígonos
planos (triângulos, quadriláteros, pentágonos etc.). A palavra poliedro vem do grego antigo,
em que poli significa “vários”, e edro, “face”. Veja alguns exemplos de poliedros:
7. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Elementos de um poliedro
• faces: são os polígonos que formam a superfície do poliedro.
• arestas: são os lados dos polígonos que constituem as faces do poliedro. Cada aresta é
um segmento de reta determinado pela interseção de duas faces.
• vértices: são as extremidades das arestas. Cada vértice é a interseção de duas ou mais
arestas.
Fique atento!
Cada aresta do poliedro é segmento
de reta determinado pela intersecção
de duas faces.
Cada vértice do poliedro é um ponto
comum a três ou mais arestas.
8. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Uma região do plano é convexa quando o segmento de reta que liga dois pontos
quaisquer dessa região está inteiramente contido nela.
São regiões convexas
São regiões não convexas
(côncavas)
Região convexa e região não convexa do plano
9. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Um poliedro é convexo se qualquer reta não paralela a nenhuma das faces
intersecta suas faces em, no máximo, dois pontos.
Poliedros convexos e poliedros não convexos
Poliedros convexos Poliedros não convexos
10. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
• Corpos redondos: são sólidos geométricos cujas superfícies têm ao menos uma
parte que é arredondada (não plana).
11. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Relação de Euler
O matemático suíço Leonhard Euler (1707-1783) descobriu uma importante relação
entre o número de vértices (V), o número de arestas (A) e o número de faces (F) de
um poliedro convexo.
Observe que, para cada um dos
poliedros, o número de arestas é
exatamente 2 unidades a menos
do que a soma do número de
faces com o número de vértices.
Exemplos:
Relação de Euler
12. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Determine o número de arestas e o número de vértices de um
poliedro convexo com 6 faces quadrangulares e 4 faces triangulares.
Número total de arestas:
Exemplo 01:
Resolução:
6 faces quadrangulares:
4 faces triangulares:
Obs: Cada aresta do cálculo acima foi contada duas vezes
→ 𝑽 = 𝟏𝟎
𝐴 =
24 + 12
2
= 18 𝑎𝑟𝑒𝑠𝑡𝑎𝑠
Temos então: Faces = 10 Arestas = 18 Vértices = ?
Relação de Euler: 𝑽 − 𝑨 + 𝑭 = 𝟐
𝑽 − 𝟏𝟖 + 𝟏𝟎 = 𝟐 → 𝑽 = 𝟐 + 8
Logo, o poliedro tem 18 arestas e 10 vértices.
6 . 4 = 24 arestas
4.3 = 12 arestas
13. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Arquimedes descobriu um poliedro convexo formado
por 12 faces pentagonais e 20 faces hexagonais, todas
regulares. Esse poliedro inspirou a fabricação da bola
de futebol que apareceu pela primeira vez na Copa do
Mundo de 1970. Quantos vértices possui esse poliedro?
Exemplo 02:
Resolução:
12 faces pentagonais:
20 faces hexagonais:
Obs: Cada aresta do cálculo acima foi contada duas vezes
12 . 5 = 60 arestas
20.6 = 120 arestas
Número total de arestas: 𝐴 =
60 + 120
2
= 90 𝑎𝑟𝑒𝑠𝑡𝑎𝑠
Temos então: Faces = 32 Arestas = 90 Vértices = ?
→ 𝑽 = 𝟔𝟎
Relação de Euler: 𝑽 − 𝑨 + 𝑭 = 𝟐
𝑽 − 𝟗𝟎 + 𝟑𝟐 = 𝟐 → 𝑽 = 𝟗𝟐 − 32
Logo, o poliedro tem 90 arestas e 60 vértices.
14. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Poliedros regulares
Um poliedro convexo é regular quando todas as faces são polígonos regulares
e congruentes e em todos os vértices concorre o mesmo número de arestas.
Fique atento!
Um polígono regular é um polígono
que tem todos os lados e ângulos
internos congruentes
15. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Existem apenas cinco poliedros regulares convexos
Nas imagens abaixo, cada poliedro está acompanhado de sua identificação. As
planificações são representações das superfícies que formam a fronteira do sólido.
16. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Existem apenas cinco classes de poliedros de Platão: tetraedros, hexaedros, octaedros,
dodecaedros e icosaedros.
Dessa forma, todos os poliedros regulares convexos são poliedros de Platão.
Em um poliedro de Platão as faces não precisam ser polígonos regulares.
Poliedros de Platão
• Todas as faces têm o mesmo número de arestas.
• Em todos os vértices concorre o mesmo número de arestas.
• Vale a relação de Euler: V - A + F = 2.
Um poliedro é denominado poliedro de Platão se, e somente se, forem verificadas
as seguintes condições:
21. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Exemplo 03: Calcular o volume do cilindro inscrito na semiesfera abaixo.
r² = R² + h²
Resolução:
R² = r² - h²
R
24. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Planificações da superfície do cone reto
25. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Área da superfície do cone reto Relação métrica
26. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Exemplo 04:
Resolução:
Geratriz do cone:
Área lateral do cone:
27. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Esfera Superfície esférica
Volume Área
28. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Exemplo 05:
Resolução:
cm²
cm³
cm²
29. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Pirâmide regular
Elementos da pirâmide
30. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Pirâmide regular hexagonal
g → apótema da pirâmide.
m → apótema da base.
h → altura da pirâmide.
g2 = m2 + h2
31. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Área da superfície e volume da pirâmide
▪ Ab = área da base (área do polígono da base)
▪ Al = área lateral (áreas dos triângulos que constituem as faces laterais da pirâmide)
▪ 𝑉 = 𝑣𝑜𝑙𝑢𝑚𝑒 𝑑𝑎 𝑝𝑖𝑟â𝑚𝑖𝑑𝑒:
𝑉 =
𝐴𝑏.ℎ
3
Ab
Al
At = AB + Al
▪ At = área total (área lateral mais a área da base)
32. Materiais Concretos Prof. Me. Valderlândio Pontes
Geometria para todos
Determine a área total e o volume de uma pirâmide regular cuja altura
é 15 cm e cuja base é um quadrado de 16 cm de lado.
Área lateral (𝐴𝑙) = 4.𝐴Triângulo
𝑔2 = 82 + 152 → 𝑔2 = 289 → 𝑔 = 17
𝐴𝑙 = 4.
16.17
2
→ 𝐴𝑙 = 544 𝑐𝑚²
Área total (𝐴𝑡) = 𝐴𝑏 + 𝐴𝑙
𝐴𝑏 = 16.16 → 𝐴𝑏 = 256 𝑐𝑚2
𝐴𝑡 = 𝐴𝑏 + 𝐴𝑙
𝐴𝑡 = 256 + 544 → 𝐴𝑡 = 800 𝑐𝑚²
Exemplo 06:
Resolução:
𝑔1
81
151
𝑉 =
𝐴𝑏.ℎ
3 𝑉 =
256.15
3
= 256.5 = 1280 cm³