This document summarizes research proving theorems related to crop circles and musical notes. The research began by proving theorems of Dr. Gerald Hawkins regarding circles tangent to an equilateral triangle. Additional theorems were discovered and proved. Ratios from the theorems' diameters were related to frequencies of the musical scale, with some results being startling. Appendices provide diagrams of the theorems, their relationships, and the musical notes correlated. The theorems are proved using Euclidean geometry and trigonometry. In total, the research methodically proves several geometric theorems and relates their ratios to the musical scale.
This document discusses polar form and DeMoivre's theorem for complex numbers. It begins by introducing polar form, which represents a complex number z as z = r(cosθ + i sinθ) where r is the modulus and θ is the argument. It then states DeMoivre's theorem, which says that for any positive integer n, zn = rn(cosnθ + i sinnθ). An example calculates (−1 + √3i)12 by first converting to polar form and then applying DeMoivre's theorem.
The document discusses rhombi and squares. It defines a rhombus as a parallelogram with four congruent sides and gives its properties. A square is defined as a parallelogram with four right angles and four congruent sides. The document provides theorems for identifying rhombi and squares. It then gives examples of using the properties and theorems to determine if a shape is a rhombus, rectangle, or square.
This document contains an unsolved chemistry practice paper from 2008 for IITJEE (Indian Institute of Technology Joint Entrance Examination). It has four sections testing different chemistry concepts through multiple choice questions. Section I has 9 objective questions testing concepts like IUPAC names, compound identification, hybridization, and solubility products. Section II has 4 reasoning questions requiring understanding of statements. Section III has 3 linked comprehension questions about reaction mechanisms. Section IV contains 3 matrix-match questions testing relationships between concepts.
The document discusses the anatomy and key properties of ellipses. It defines the major axis, minor axis, foci, vertices, and center of an ellipse. It also examines the differences between horizontal and vertical ellipses and explores the Pythagorean property and focal radii property of ellipses. Diagrams and equations are provided to illustrate these concepts.
To find the corresponding point P(θ) on the unit circle for a given point (x,y), calculate the trigonometric ratios sinθ = y/r and cosθ = x/r using the coordinates, where r is the distance from the origin. If given one ratio like cosθ, the other ratios sinθ and tanθ can be determined.
This document is a mathematics module in the form of an objective test containing 60 multiple choice questions about lines and angles for Form 3 students in Malaysia. The test assesses students' understanding of English language questions and mathematical terms, as well as their mastery of concepts, comprehension, skills, ability to express ideas in English, and understanding of teaching and learning in English.
This document contains a past paper for the IITJEE physics exam from 2009. It includes 3 sections - multiple choice questions with single answers, multiple choice questions with multiple answers, and questions requiring integer answers. The document provides the questions and options/choices for each question but does not include the solutions. It addresses topics in physics including photoelectric effect, simple harmonic motion, centripetal force, gas laws, electromagnetic induction, sound waves, and fluid mechanics.
This document contains a series of problems involving finding coordinates of midpoints of line segments, calculating gradients and lengths of lines, and determining missing coordinate values given other information about the lines. There are multiple sets of labeled points and questions about finding various geometric properties of the lines connecting those points.
This document discusses polar form and DeMoivre's theorem for complex numbers. It begins by introducing polar form, which represents a complex number z as z = r(cosθ + i sinθ) where r is the modulus and θ is the argument. It then states DeMoivre's theorem, which says that for any positive integer n, zn = rn(cosnθ + i sinnθ). An example calculates (−1 + √3i)12 by first converting to polar form and then applying DeMoivre's theorem.
The document discusses rhombi and squares. It defines a rhombus as a parallelogram with four congruent sides and gives its properties. A square is defined as a parallelogram with four right angles and four congruent sides. The document provides theorems for identifying rhombi and squares. It then gives examples of using the properties and theorems to determine if a shape is a rhombus, rectangle, or square.
This document contains an unsolved chemistry practice paper from 2008 for IITJEE (Indian Institute of Technology Joint Entrance Examination). It has four sections testing different chemistry concepts through multiple choice questions. Section I has 9 objective questions testing concepts like IUPAC names, compound identification, hybridization, and solubility products. Section II has 4 reasoning questions requiring understanding of statements. Section III has 3 linked comprehension questions about reaction mechanisms. Section IV contains 3 matrix-match questions testing relationships between concepts.
The document discusses the anatomy and key properties of ellipses. It defines the major axis, minor axis, foci, vertices, and center of an ellipse. It also examines the differences between horizontal and vertical ellipses and explores the Pythagorean property and focal radii property of ellipses. Diagrams and equations are provided to illustrate these concepts.
To find the corresponding point P(θ) on the unit circle for a given point (x,y), calculate the trigonometric ratios sinθ = y/r and cosθ = x/r using the coordinates, where r is the distance from the origin. If given one ratio like cosθ, the other ratios sinθ and tanθ can be determined.
This document is a mathematics module in the form of an objective test containing 60 multiple choice questions about lines and angles for Form 3 students in Malaysia. The test assesses students' understanding of English language questions and mathematical terms, as well as their mastery of concepts, comprehension, skills, ability to express ideas in English, and understanding of teaching and learning in English.
This document contains a past paper for the IITJEE physics exam from 2009. It includes 3 sections - multiple choice questions with single answers, multiple choice questions with multiple answers, and questions requiring integer answers. The document provides the questions and options/choices for each question but does not include the solutions. It addresses topics in physics including photoelectric effect, simple harmonic motion, centripetal force, gas laws, electromagnetic induction, sound waves, and fluid mechanics.
This document contains a series of problems involving finding coordinates of midpoints of line segments, calculating gradients and lengths of lines, and determining missing coordinate values given other information about the lines. There are multiple sets of labeled points and questions about finding various geometric properties of the lines connecting those points.
The document discusses major modes and their application to the blues. There are 7 modes that can be derived from each major scale by starting on a different note: Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian. These modes correspond to different chord types and provide a foundation for melodic improvisation. The 12-bar blues progression is used as an example to demonstrate how different modes like mixolydian and dorian can be applied to different chords within the progression based on their tonality. Practice tips are also provided for learning the modes and blues exercises.
The document provides an overview of major modes and their application to blues progressions. There are seven modes that can be derived from each major scale, with each mode corresponding to a different chord type. Using a 12-bar blues progression as an example, the chapter demonstrates how different major modes can be applied to each chord, providing a foundation for melodic improvisation. The modes, when applied diatonically, will produce notes that are compatible with each chord's tonality. Exercises are also provided to help students learn and practice the different modes.
This document provides a series of math word problems involving transformations. It includes:
1) Five sections with multiple parts assessing skills with translations, reflections, rotations, and enlargements/reductions. Problems include finding coordinates of transformed points and describing transformations.
2) Diagrams of figures on Cartesian planes along with their transformed images under different combinations of transformations.
3) Calculating areas of transformed figures when given the area of the original figure.
The document assesses a wide range of skills with geometric transformations, providing practice applying concepts of translations, reflections, rotations, and scale changes to specific word problems and diagrams.
The document discusses addition and subtraction theorems for the sine and cosine functions in medieval Indian mathematics. It provides statements of the theorems as found in several important Indian works from the 12th to 17th centuries. These theorems are equivalent to the modern mathematical formulas for trigonometric addition and subtraction. The document also outlines various proofs and derivations of the theorems found in Indian works, which indicate how Indians understood the rationales behind the theorems.
The chapter discusses how seven different modes can be derived from each major scale by starting on a different note of the scale. These modes can then be applied to different chord types based on chord-scale theory. The standard 12-bar blues progression is used as an example to demonstrate how different major modes like mixolydian and dorian can be applied to each chord. Practicing these modal applications helps provide a foundation for melodic improvisation over chord changes.
The document summarizes the Hindu method of solving quadratic equations, which originated in India around the same time that positional numeration developed. It discusses how Hindus were the first to recognize negative numbers and irrational numbers as numbers, whereas Greeks only accepted positive roots. The Hindu method involves completing the square to obtain the solution formula. It also discusses Hindus' recognition of imaginary numbers and multiple roots for quadratic equations.
This document provides information on arithmetic and geometric progressions:
1. It defines sequences, series, and introduces arithmetic and geometric progressions.
2. For arithmetic progressions, it gives the formulas for the nth term and the sum of the first n terms. Examples are provided to illustrate calculating terms and sums.
3. For geometric progressions, it similarly gives the formulas for the nth term and sum of the first n terms, along with examples.
4. The document provides exercises for students to practice calculating terms and sums of arithmetic and geometric progressions.
The document contains 10 math problems involving finding equations of lines from graphs, finding gradients, y-intercepts, x-intercepts, and points of intersection of parallel and perpendicular lines. It provides diagrams and step-by-step workings for calculating values related to the straight lines shown. The document tests skills in using properties of straight lines, simultaneous equations, and coordinate geometry.
The document provides guidance on identifying and calculating angles between lines and planes in 3-dimensional space. It outlines four key skills: 1) Identifying the angle between a line and plane, 2) Calculating the angle between a line and plane, 3) Identifying the angle between two planes, and 4) Calculating the angle between two planes. Examples are given to demonstrate how to use trigonometric functions like tangent to determine specific angles within diagrams of 3D objects. Activities are also included for students to practice applying the skills, such as identifying angles within diagrams of cuboids.
1. The document discusses arithmetic progressions (AP) and geometric progressions (GP). An AP is a sequence where each term after the first is calculated by adding a constant to the previous term. A GP is a sequence where each term is calculated by multiplying the previous term by a constant.
2. Formulas are provided for calculating terms of APs and GPS, including formulas for the nth term, the sum of the first n terms, and identifying whether a set of numbers are in AP or GP.
3. The document concludes with 30 multiple choice questions testing understanding of APs and GPS.
The document defines and discusses properties of polygons, including:
- A polygon is a plane figure formed by three or more line segments.
- Named polygons include triangles, quadrilaterals, pentagons, hexagons, etc. up to polygons with 100+ sides.
- Regular polygons are both equilateral and equiangular.
- The interior angles of a convex polygon sum to (n-2)180 degrees, where n is the number of sides.
- The exterior angles of any polygon sum to 360 degrees.
A parallelogram is a quadrilateral with both pairs of opposite sides parallel. Properties of parallelograms include having opposite sides congruent and
The document discusses calculating distances between points and other geometric concepts. It contains 10 problems involving finding distances between points, determining if points are collinear, finding a point a given distance from another, and calculating circumference and area of circles and quadrilaterals using given points. The final problem directs the reader to exercise 4 for additional practice with these geometric concepts.
O documento define os principais conceitos de cartografia, incluindo os tipos de mapas (físico, político e temático), escala, legenda, projeções cartográficas e elementos como latitude, longitude, paralelos e meridianos.
Spain is divided into 17 autonomous communities which each have their own regional government. The autonomous communities are groupings of municipalities, or local settlements, where people often work in similar jobs and share traditions. At a national level, Spain is comprised of the Iberian Peninsula as well as the Balearic and Canary Islands off its coasts, and the cities of Ceuta and Melilla in North Africa. The Spanish landscape is varied across its autonomous communities and provinces.
This document provides summaries of books and products available for purchase from Frontier Catalogue New Items. Some of the topics covered include cancer prevention, Mayan calendars, crop circles, suppressed science, near death experiences, hollow earth theories, and alternative health treatments. The summaries range from 1 to 6 sentences in length and provide high-level overviews of the contents and perspectives presented in each document.
Cost-Benefit Analysis of Sydney's Second AirportJonathon Flegg
This memo evaluates three policy alternatives to address the projected capacity constraints at Sydney's Kingsford-Smith Airport by 2029: 1) maintaining the status quo, 2) removing the regulatory cap on hourly flight movements, or 3) building a new secondary airport at Badgery's Creek. A cost-benefit analysis over 50 years was conducted. It found building a new airport at Badgery's Creek would provide an additional $5.22 billion in net social benefits and is the preferred option. Maintaining the status quo would result in serious delays by 2022. Removing the flight cap is not socially efficient according to the analysis.
“I-ZONE”. It is a fully integrated ERP System modular in design and can be expanded to meet your growing business needs; therefore it can match any budget size, we designed our system to manage Main processes in any organization .it include 3 main solutions as following:
1. Human Resources
2. Finance
3. Supply Chain
This document provides an introduction to the author's experiences with paranormal phenomena and interactions with another realm or species. The author believes they have interacted with a "higher kingdom of nature" from a young age, in ways that are difficult to define using typical classifications like ghosts or aliens. Rather than abductions or sightings, the author's encounters seem to involve entering an "alternative state of being" similar to a dream. In this state, the author has gained fascinating insights into strange mechanisms and places beyond typical reality. The book aims to explore these unusual interactions and the significance of experiences with this mysterious "Otherness."
This document is the student guide for Oracle9i DBA Fundamentals II. It covers networking concepts, Oracle Net configuration, backup and recovery strategies, and recovery techniques using both user-managed and RMAN-based approaches. The guide contains chapters on topics such as basic Oracle Net architecture, configuring the database archiving mode, and RMAN backups. It is intended to teach students advanced database administration skills.
The document discusses the senses and nervous system. It explains that sensory organs like the eyes and ears detect information from the environment and send it to the brain or spinal cord for interpretation. The brain or spinal cord then sends signals to motor nerves which transmit impulses to muscles, allowing for both voluntary and involuntary movement in response to sensory information. It provides details on how each sense organ like the eye, ear, and skin works to detect stimuli and relay that information through nerves to be processed.
The document discusses major modes and their application to the blues. There are 7 modes that can be derived from each major scale by starting on a different note: Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian. These modes correspond to different chord types and provide a foundation for melodic improvisation. The 12-bar blues progression is used as an example to demonstrate how different modes like mixolydian and dorian can be applied to different chords within the progression based on their tonality. Practice tips are also provided for learning the modes and blues exercises.
The document provides an overview of major modes and their application to blues progressions. There are seven modes that can be derived from each major scale, with each mode corresponding to a different chord type. Using a 12-bar blues progression as an example, the chapter demonstrates how different major modes can be applied to each chord, providing a foundation for melodic improvisation. The modes, when applied diatonically, will produce notes that are compatible with each chord's tonality. Exercises are also provided to help students learn and practice the different modes.
This document provides a series of math word problems involving transformations. It includes:
1) Five sections with multiple parts assessing skills with translations, reflections, rotations, and enlargements/reductions. Problems include finding coordinates of transformed points and describing transformations.
2) Diagrams of figures on Cartesian planes along with their transformed images under different combinations of transformations.
3) Calculating areas of transformed figures when given the area of the original figure.
The document assesses a wide range of skills with geometric transformations, providing practice applying concepts of translations, reflections, rotations, and scale changes to specific word problems and diagrams.
The document discusses addition and subtraction theorems for the sine and cosine functions in medieval Indian mathematics. It provides statements of the theorems as found in several important Indian works from the 12th to 17th centuries. These theorems are equivalent to the modern mathematical formulas for trigonometric addition and subtraction. The document also outlines various proofs and derivations of the theorems found in Indian works, which indicate how Indians understood the rationales behind the theorems.
The chapter discusses how seven different modes can be derived from each major scale by starting on a different note of the scale. These modes can then be applied to different chord types based on chord-scale theory. The standard 12-bar blues progression is used as an example to demonstrate how different major modes like mixolydian and dorian can be applied to each chord. Practicing these modal applications helps provide a foundation for melodic improvisation over chord changes.
The document summarizes the Hindu method of solving quadratic equations, which originated in India around the same time that positional numeration developed. It discusses how Hindus were the first to recognize negative numbers and irrational numbers as numbers, whereas Greeks only accepted positive roots. The Hindu method involves completing the square to obtain the solution formula. It also discusses Hindus' recognition of imaginary numbers and multiple roots for quadratic equations.
This document provides information on arithmetic and geometric progressions:
1. It defines sequences, series, and introduces arithmetic and geometric progressions.
2. For arithmetic progressions, it gives the formulas for the nth term and the sum of the first n terms. Examples are provided to illustrate calculating terms and sums.
3. For geometric progressions, it similarly gives the formulas for the nth term and sum of the first n terms, along with examples.
4. The document provides exercises for students to practice calculating terms and sums of arithmetic and geometric progressions.
The document contains 10 math problems involving finding equations of lines from graphs, finding gradients, y-intercepts, x-intercepts, and points of intersection of parallel and perpendicular lines. It provides diagrams and step-by-step workings for calculating values related to the straight lines shown. The document tests skills in using properties of straight lines, simultaneous equations, and coordinate geometry.
The document provides guidance on identifying and calculating angles between lines and planes in 3-dimensional space. It outlines four key skills: 1) Identifying the angle between a line and plane, 2) Calculating the angle between a line and plane, 3) Identifying the angle between two planes, and 4) Calculating the angle between two planes. Examples are given to demonstrate how to use trigonometric functions like tangent to determine specific angles within diagrams of 3D objects. Activities are also included for students to practice applying the skills, such as identifying angles within diagrams of cuboids.
1. The document discusses arithmetic progressions (AP) and geometric progressions (GP). An AP is a sequence where each term after the first is calculated by adding a constant to the previous term. A GP is a sequence where each term is calculated by multiplying the previous term by a constant.
2. Formulas are provided for calculating terms of APs and GPS, including formulas for the nth term, the sum of the first n terms, and identifying whether a set of numbers are in AP or GP.
3. The document concludes with 30 multiple choice questions testing understanding of APs and GPS.
The document defines and discusses properties of polygons, including:
- A polygon is a plane figure formed by three or more line segments.
- Named polygons include triangles, quadrilaterals, pentagons, hexagons, etc. up to polygons with 100+ sides.
- Regular polygons are both equilateral and equiangular.
- The interior angles of a convex polygon sum to (n-2)180 degrees, where n is the number of sides.
- The exterior angles of any polygon sum to 360 degrees.
A parallelogram is a quadrilateral with both pairs of opposite sides parallel. Properties of parallelograms include having opposite sides congruent and
The document discusses calculating distances between points and other geometric concepts. It contains 10 problems involving finding distances between points, determining if points are collinear, finding a point a given distance from another, and calculating circumference and area of circles and quadrilaterals using given points. The final problem directs the reader to exercise 4 for additional practice with these geometric concepts.
O documento define os principais conceitos de cartografia, incluindo os tipos de mapas (físico, político e temático), escala, legenda, projeções cartográficas e elementos como latitude, longitude, paralelos e meridianos.
Spain is divided into 17 autonomous communities which each have their own regional government. The autonomous communities are groupings of municipalities, or local settlements, where people often work in similar jobs and share traditions. At a national level, Spain is comprised of the Iberian Peninsula as well as the Balearic and Canary Islands off its coasts, and the cities of Ceuta and Melilla in North Africa. The Spanish landscape is varied across its autonomous communities and provinces.
This document provides summaries of books and products available for purchase from Frontier Catalogue New Items. Some of the topics covered include cancer prevention, Mayan calendars, crop circles, suppressed science, near death experiences, hollow earth theories, and alternative health treatments. The summaries range from 1 to 6 sentences in length and provide high-level overviews of the contents and perspectives presented in each document.
Cost-Benefit Analysis of Sydney's Second AirportJonathon Flegg
This memo evaluates three policy alternatives to address the projected capacity constraints at Sydney's Kingsford-Smith Airport by 2029: 1) maintaining the status quo, 2) removing the regulatory cap on hourly flight movements, or 3) building a new secondary airport at Badgery's Creek. A cost-benefit analysis over 50 years was conducted. It found building a new airport at Badgery's Creek would provide an additional $5.22 billion in net social benefits and is the preferred option. Maintaining the status quo would result in serious delays by 2022. Removing the flight cap is not socially efficient according to the analysis.
“I-ZONE”. It is a fully integrated ERP System modular in design and can be expanded to meet your growing business needs; therefore it can match any budget size, we designed our system to manage Main processes in any organization .it include 3 main solutions as following:
1. Human Resources
2. Finance
3. Supply Chain
This document provides an introduction to the author's experiences with paranormal phenomena and interactions with another realm or species. The author believes they have interacted with a "higher kingdom of nature" from a young age, in ways that are difficult to define using typical classifications like ghosts or aliens. Rather than abductions or sightings, the author's encounters seem to involve entering an "alternative state of being" similar to a dream. In this state, the author has gained fascinating insights into strange mechanisms and places beyond typical reality. The book aims to explore these unusual interactions and the significance of experiences with this mysterious "Otherness."
This document is the student guide for Oracle9i DBA Fundamentals II. It covers networking concepts, Oracle Net configuration, backup and recovery strategies, and recovery techniques using both user-managed and RMAN-based approaches. The guide contains chapters on topics such as basic Oracle Net architecture, configuring the database archiving mode, and RMAN backups. It is intended to teach students advanced database administration skills.
The document discusses the senses and nervous system. It explains that sensory organs like the eyes and ears detect information from the environment and send it to the brain or spinal cord for interpretation. The brain or spinal cord then sends signals to motor nerves which transmit impulses to muscles, allowing for both voluntary and involuntary movement in response to sensory information. It provides details on how each sense organ like the eye, ear, and skin works to detect stimuli and relay that information through nerves to be processed.
Final report livelihood_security_through_biodiversitygorin2008
The document summarizes a project in Dahod District of Gujarat that aimed to improve livelihood security for women through sustainable initiatives. Key points:
1) The project worked with over 1,100 women and 400 men across 24 villages, building skills in areas like cooperative management and entrepreneurship.
2) It established seed and fodder banks, providing over 80,000 kg of fodder and traditional seed varieties to over 150 families at reasonable prices.
3) The leadership and skills training for women and men, along with increased access to resources, helped improve food security for participating communities.
This document contains summaries of presentations given at a symposium on neuroscience. It includes 7 symposiums covering topics like molecular mechanisms of brain damage, co-morbidity of drugs of abuse and HIV infection, chemical and neuronal sensitivity, management of acute stroke, major mental disorders, brain aging, and neurodegeneration and regeneration. Each symposium contains 6 presentations on various related subtopics. It also includes information on memorial orations, neuroscience education, award sessions, and oral sessions with multiple presentations on diverse neuroscience research topics.
The document summarizes key details about airplane disappearances in the Bermuda Triangle, including that planes unexpectedly vanished from radar screens even while in communication with air traffic control. The most famous incident was in 1945 when 5 U.S. Navy bombers and the plane sent to investigate their disappearance also vanished. The Triangle became notorious due to planes disappearing, which is very unusual given their communication and radar tracking abilities.
The document provides guidance on how to sack an employee who does not show up for work. It advises first writing a letter inviting the employee to an informal meeting to discuss their absences. If they do not attend the meeting, a second letter should invite them to a disciplinary meeting for failure to attend work and failure to follow instructions to attend the first meeting. The second letter should state that a decision may be made in their absence and non-attendance could result in losing their job. The disciplinary meeting should then be held with or without the employee and detailed notes kept, before informing them of the termination decision.
Electricity and magnetism alejandro-canolola caravaca
1. Electricity is the movement of negatively charged electrons through materials called conductors. Electric current is the flow of these electrons.
2. Electric circuits allow electricity to flow from a power source along a conductive path to do work, such as powering devices. Circuits include a power source, conductor, and devices.
3. Magnets have north and south poles and attract certain metals like iron. The Earth itself acts like a giant magnet with its own magnetic poles that allow compasses to work. Electromagnets also produce magnetic fields when electric currents pass through them.
Electricity and magnetism are related phenomena that occur naturally and can be harnessed for practical uses. Electricity is the flow of electric charge, most commonly carried by electrons or ions. Objects become electrically charged through the gain or loss of these charge carriers. Electric current is the regulated flow of electric charge and can be generated, transmitted, and put to work through electric circuits. Magnets and magnetic fields also occur naturally and can be manipulated, such as in electromagnets, which become magnetized when electric current flows through them. These fundamental scientific principles underlie modern power grids and technologies.
1) People Transfer is an agency alternative service launched by EMBS in 2003 that aims to reduce clients' "cost per hire" by an average of 50% compared to using a recruitment agency.
2) The service includes several options like Adjust, Assist, Respond, and Control that offer fixed-cost, fully managed staffing solutions for direct recruitment, large applicant screening, and full recruitment process outsourcing.
3) Several major UK companies that use People Transfer services recommend them for their professionalism and cost savings of up to 60% compared to agencies.
The Plaza Villa Cluster is a housing development located in Southern California. It consists of 30 single-family homes built in the late 1990s that are arranged around a central courtyard and recreational area. The homes feature Spanish architectural styles and average around 2,000 square feet in size.
1) The document discusses several important minerals and gemstones, including gold, lapis lazuli, iron, pyrite, onix, diamond, quartz, emerald, ruby, and obsidian.
2) Gold is a soft, heavy, and brilliant yellow metal. Lapis lazuli is a blue gemstone used in jewelry that comes from Afghanistan.
3) Mining iron and pyrite can present lung disease risks to miners. Quartz is a very abundant mineral.
This document provides information about the Crop Circle Conference 2008 being held on August 9-11 in Marlborough, Wiltshire. The conference will feature lectures from international speakers on topics related to crop circles such as light anomalies, sacred geometry, shamanic music, mathematics of crop circles, and prophesies for 2012. There will also be workshops, films, and the opportunity to view crop circles from a helicopter. The goal of the conference is to expand knowledge of crop circles and explore new perspectives on the phenomenon.
This document provides a summary of UFO and paranormal activity reported in Puerto Rico during 2004. It includes 13 reported sightings between January and August, with details on location, witnesses, descriptions of objects, evidence and researchers. The reports describe lights, triangles, cylinders and disks seen at various locations across Puerto Rico. The summary also covers an interview with an anonymous witness who had encounters with mysterious men in black in Argentina in 1976.
This document contains a figure with 9 points (A, B, C, etc.) and asks the reader to determine if 8 statements about the figure are true or false. It also contains sample homework questions about measuring and constructing segments, including finding lengths of segments when points are midpoints or distances between points are given. The document provides practice determining lengths, relationships between parts of segments, and constructing segments based on given information.
This document provides a lesson plan on classifying triangles by their angles and side lengths. It begins with activating prior knowledge of angle types and having students draw and define acute, obtuse, right and straight angles. It then defines and provides examples of acute, obtuse, right, scalene, isosceles and equilateral triangles. Students are asked to classify sample triangles and solve problems identifying triangle types. The document concludes with a partner activity to create and classify triangles.
This document provides a 19-question cumulative review covering geometry concepts from Chapters 1-6, including:
1. Finding values in geometric figures like parallelograms, triangles, and quadrilaterals.
2. Identifying properties and relationships between angles, sides, and diagonals of quadrilaterals, triangles, and other shapes.
3. Applying concepts like parallelism, perpendicularity, congruence, and properties of special quadrilaterals and triangles to solve problems or identify missing information.
The document presents two methods for finding the area of a triangle when the base is known but the perpendicular height is not:
1. Using trigonometry, it derives an expression for the height in terms of one of the angles and the base, leading to the general area formula involving the base, one side, and an opposite angle.
2. Using Pythagorean theorem applied to two triangles, it eliminates the height and derives an expression for the height solely in terms of the triangle's three sides, resulting in Heron's formula for the area.
This document discusses key concepts in circles such as chords, radii, diameters, tangents, and secants. It presents several important theorems: the Tangent-Chord Theorem states that the angle between a tangent and chord is equal to the inscribed angle on the other side of the chord. The Intersecting Chord Theorem relates the lengths of segments formed by two intersecting chords. The Tangent-Secant Theorem equates the product of a secant and its external segment to the square of the tangent. Examples are provided to demonstrate applications of these theorems.
This document provides an outline and examples for proving theorems related to midpoints and intercepts in triangles. It includes:
1. Definitions of parallel lines, congruent triangles, and similar triangles.
2. Examples of proofs of the Triangle Midpoint Theorem - which states that the line segment connecting the midpoints of two sides of a triangle is parallel to the third side and half as long.
3. An example proof of the Triangle Intercept Theorem - which states that if a line is parallel to one side of a triangle, it divides the other two sides proportionally.
Who is Pythagoras? What is The Pythagoras Theorem?Nuni Yustini
This document discusses the Pythagorean theorem. It provides a brief history of Pythagoras and his contributions to mathematics. It then presents two proofs of the Pythagorean theorem - using the area of squares and the area of triangles. Finally, it discusses applications of the theorem in mathematics and physics, such as determining if a triangle is right, acute, or obtuse and calculating impedance in electrical systems.
The document describes the geometric formulas for balls and cones. It provides definitions and formulas for calculating the surface area and volume of cones and spheres. For cones, it defines the elements, describes how to make the net, and gives the formulas for surface area and volume. For spheres, it similarly defines the elements, notes they have no net, and provides the formulas for surface area and volume. It also discusses how changing the radius impacts the volume.
What is the missing reason in the proof Given with diagonal .docxalanfhall8953
What is the missing reason in the proof?
Given: with diagonal
Prove:
Statements
Reasons
1.
1. Definition of parallelogram
2.
2. Alternate Interior Angles Theorem
3.
3. Definition of parallelogram
4.
4. Alternate Interior Angles Theorem
5.
5. ?
6.
6. ASA
A. Reflexive Property of Congruence
B. Alternate Interior Angles Theorem
C. ASA
D. Definition of parallelogram
Find the values of a and b. The diagram is not to scale.
A.
B.
C.
D.
Complete this statement: A polygon with all sides the same length is said to be ____.
A. regular
B. equilateral
C. equiangular
D. convex
Which statement is true?
A. All squares are rectangles.
B. All quadrilaterals are rectangles.
C. All parallelograms are rectangles.
D. All rectangles are squares.
What is LM?
A. 176
B. 98
C. 88
D. 32
Which description does NOT guarantee that a trapezoid is isosceles?
A. congruent bases
B. congruent legs
C. both pairs of base angles congruent
D. congruent diagonals
Which description does NOT guarantee that a quadrilateral is a square?
A. has all sides congruent and all angles congruent
B. is a parallelogram with perpendicular diagonals
C. has all right angles and has all sides congruent
D. is both a rectangle and a rhombus
Which statement can you use to conclude that quadrilateral XYZW is a parallelogram?
A.
B.
C.
D.
and Find
The diagram is not to scale.
A. 60
B. 10
C. 110
D. 20
WXYZ is a parallelogram. Name an angle congruent to
A.
B.
C.
D.
The Polygon Angle-Sum Theorem states: The sum of the measures of the angles of an n-gon is ____.
A.
B.
C.
D.
Which Venn diagram is NOT correct?
A.
B.
C.
D.
Classify the figure in as many ways as possible.
A. rectangle, square, quadrilateral, parallelogram, rhombus
B. rectangle, square, parallelogram
C. rhombus, quadrilateral, square
D. square, rectangle, quadrilateral
In the rhombus, Angle 1 = 140. What are Angles 2 and 3?
The diagram is not to scale.
A. Angle 2 = 40 and Angle 3 = 70
B. Angle 2 = 140 and Angle 3 = 70
C. Angle 2 = 40 and Angle 3 = 20
D. Angle 2 = 140 and Angle 3 = 20
Use less than, equal to, or greater than to complete this statement: The sum of the measures of the exterior angles of a regular 9-gon, one at each vertex, is ____ the sum of the measures of the exterior angles of a regular 6-gon, one at each vertex.
A. cannot tell
B. less than
C. greater than
D. equal to
Lucinda wants to build a square sandbox, but she has no way of measuring angles. Explain how she can make sure that the sandbox is square by only measuring length.
A. Arrange four equal-length sides so the diagonals bisect each other.
B. Arrange four equal-length sides so the diagonals are equal lengths also.
C. Make each diagonal the same length as four equal-length sides.
D. Not possible; Lucinda has to be able to measure a right angle.
Whi.
This document discusses properties of quadrilaterals, specifically rectangles, squares, and rhombuses. It provides 3 learning objectives: 1) derive properties of diagonals of special quadrilaterals, 2) verify conditions for a quadrilateral to be a parallelogram, and 3) solve problems involving these shapes. It then presents true/false questions to assess prior knowledge, worked examples demonstrating properties and problem solving, and additional practice problems. The key properties covered are that rectangle and square diagonals are congruent and perpendicular, and rhombus diagonals bisect opposite angles and are perpendicular.
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Value addition to local kani tribal knowledge, india case study wipo 1-gorin2008
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The History of NZ 1870-1900.
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2. Crop Circle Theorems
Their Proofs and Relationship to Musical Notes
This research began with a simple and rather limited objective: to prove the crop
circle theorems of Dr. Gerald Hawkins. In fact if I could have found the proofs in
the literature of the field, this research would never have taken place at all.
Fortunately, I couldn’t find them because once I started, I could see further work
that needed to be done.
As I proved Dr. Hawkins theorems, I discovered five new ones and proved them
as well. I then took the diatonic ratios of all the theorems and related them to the
frequencies of the musical scale. With some rather startling results I might add.
Beginning with Theorem IA I need to make some observations that apply to all
of the theorems. In Euclidean Geometry one almost always has to see the end
before making a beginning. Also, since we are looking for diatonic ratios, we
need to find an equation or equations which will let us divide one diameter or
radius by the other. Remember too, that because we are working with ratios, the
constants divide out leaving diameter ratios equal to radius ratios. And if we
square them they are equal to each other and to the ratio of the areas.
Applying this to Theorem IA the equation we need to write is for the diameter of
the circumscribing circle. It contains both the radii of the initial and the
circumscribed circle. So from the equation we are able to divide it and find the
diatonic ratio of 4 to 3.
Although, I have proved three more Theorem I’s, I believe this is the one Dr
Hawkins meant when he said Theorem I. See Circular Relationships for The
Theorems in Appendix A. I base this belief on the 4 to 3 diatonic relationship
which is related directly to Note F above Middle C. See Frequencies In The Fields
in Appendix B.
Theorem IB is like Theorem IA except that the equilateral triangle is inscribed
rather than being circumscribed. It can be proved by Theorem IA and Theorem II.
The equations already exist so just divide them for the proof. This gives a new
diatonic ratio which is also the Note F, one octave lower than the previous.
This theorem is such a simple and logical extension of the first two that I am
puzzled as to why Dr Hawkins did not discover and publish it.
1
3. Theorem IC is also often referred to as Theorem I although it is quite different.
Sometimes both Theorem IA and Theorem IC appear in the same article as if they
were identical. They aren’t. The proof of Theorem IC shows that it contains no
diatonic ratio that can be related to a musical frequency. I believe that this was not
the theorem Dr. Hawkins was referring to when he said Theorem I. In my mind
the origin of Theorem IC is rather murky.
Theorem ID would have never been discovered if I had read the instructions
for constructing Theorem IA a little closer. Instead of circumscribing the
equilateral triangle, I circumscribed the three circles and then proved the theorem
before realizing my mistake. It has a nice 7 to 3 relationship but it would need to
be 8 to 3 to be Note F in the next higher octave.
Theorem II is easy to prove by constructing the appropriate similar triangles and
remembering their relationships. It may be proved a number of different ways I
have shown just one of them. It has the nice diatonic ratio of 4 to 1 which relates
directly to the Note C which is two octaves above Middle C.
Theorem III is the simplest of all proofs. Just remember the Pythagorean
Theorem. It also has a nice diatonic ratio of 2 to 1 which relates directly to the
Note C which is an octave above Middle C.
Again using the Pythagorean Theorem, Theorem IVA is shown to have a nice 4
to 3 relationship. We have previously related this to Note F using Theorem IA.
While proving Theorem II, it occurred to me that there should be a similar
theorem related to the hexagon. There was and that led me to discover Theorem
IVB by connecting the diameters at the hexagon corners. Again by using similar
triangles and writing and dividing the proper equations it is shown to have a
diatonic ratio of 1 to 3 which relates directly to the Note F. This Note F is yet
another octave lower.
I have included Theorem IVC mostly for completeness as it does not have a
diatonic ratio which can be related to a specific note. If I hadn’t included it you
might have wondered why since it can be proved by simply dividing Theorem IVB
by Theorem IVA.
There is a Theorem V which can be used for deriving (not proving) the other
theorems. However it does not of its self have diatonic ratios and therefore was
not a part of this research.
2
4. Appendix A Circular Relationships for The Theorems shows a summary of
all the results. Note that to go from one column to the other, you simply square or
take the square root. But how do you know which column to use? I have followed
the lead of Dr. Hawkins in that if the circles are not concentric, you use the ratio of
diameters, if they are concentric you use the ratio of areas. This means diameters
for Theorems IA, IB, IC, ID, IVB, and IVC and areas for Theorems II, III, and
IVA. Why did he pick this convention? Certainly I don’t know, perhaps he was a
practical man and he did it because it works.
Frequencies In The Fields in Appendix B gives four octaves: two above and
two below Middle C. This does not encompass the full 27.5 to 4,186 Hz of a
piano but does include all the frequencies found so far. Notice that all the notes are
either F or C. Coincidence or a message? Perhaps as we discover more notes, this
will become clear.
Theorem T in Appendix C is not really a part of this research, but is included as
help for anyone wanting to compute circle and regular polygon ratios. It includes
all cases and relies on trigonometry rather than Euclidian Geometry.
Finally, if you’re wondering about me, I have a Short Bio in Appendix D.
Copyright 2004 by C. D. Gragg. All rights reserved
3
5. Theorem IA
If three equal circles are tangent to a common line and their centers can be
connected by an equilateral triangle and a circle is circumscribed about the
triangle, the ratio of the diameters is 4 to 3.
Initial Circles
Circumscribing
Circle
RI
RC
C
A B A B
RI
I
RC
Figure 1. Circles with Figure 2. Circumscribed and
equilateral triangle. bisected equilateral triangle.
Proof: C
1. In Triangles CDE and CFG, Side ED is twice the length
of Side GF by similar triangles.
2. In Triangles FGH and DEH, 2d = f therefore f = 2e.
By symmetry HE = EJ. d e .
3. In circumscribed circle, Diameter (DC) = 2 * Radius d
G
(Rc) = CH and HJ F
4. In the initial circles, (DC) = CG + GE + EJ = RI+ RI + e f
G f
2RI H
G G
3
5. 2RC = 2RI + 2RI . Therefore RC = 4 Gf G G
2d
3 RI 3 f G G
G D
E
6. 2RI = DI, 2RC = DC, Therefore DC = 4 Proving the G G
Theorem. DI 3 G
f D
7. Further, Area C = DC2 = RC2 = 16 . G D
AreaI DI2 RI2 9 G
J
Figure 3. Enlarged section for
clarity of proof
Notes: There are two versions of Theorem I in the literature, Internet, books, etc. This is the
version that appears most often. For that reason and the fact that it has the nice 4:3 relationship, I
believe that this is the one Dr. Hawkins meant when he said Theorem I.
4 Copyright 2004 by C. D. Gragg, All rights reserved
6. Theorem IB
If three equal circles are tangent to a common line and their centers can be
connected by an equilateral triangle and a circle is inscribed within the triangle, the
ratio of the diameters is 2:3.
Initial Circles
Inscribed Circumscribing
Circle Circle
A B A B
Figure 1. Circles with Figure 2. Circumscribed and
inscribed equilateral triangle. inscribed equilateral triangle.
Proof:
1. The ratio of diameters between the Circumscribing Circle (DC) and the Initial Circles
(DI) is 4:3. Per Theorem IA.
2. That is DC = 4
DI 3
3. The ratio of areas between circles inscribed and circumscribed about an equilateral
triangle is 4:1 Per Theorem II
4. That is AreaC = 4 . and AreaC = DC2 so taking the square root DC = 2
AreaIN 1 AreaIN DIN2 DIN
5. And DIN = 1_
DC 2
6. So Multiplying DIN by DC = DIN = 2
DC DI DI 3
7. Thereby, Proving the Theorem.
8. Further: AreaIN = DIN2 = RIN2 = 4
AreaI DI2 RI2 9
Notes: This theorem does not appear in the literature, Internet, books, etc. However its
simplicity and its logical progression make it puzzling as to why it was not published by Dr.
Hawkins.
5 Copyright 2004 by C. D. Gragg, All rights reserved
7. Theorem IC
If three equal circles are tangent to a common line and their centers can be
connected by an equilateral triangle and a circle is constructed using the single
circle as a center and drawing the circle through the other two centers, the ratio of
the diameters is 4 to Sqrt 3.
C
B
RC RC
2
RIN
RIN
G F
B RC B
A B 4 RC
2
E D
B RC B
2
Figure 1. Circles with Figure 2. Enlarged section for
bisected equilateral triangle. clarity of proof
Proof:
1. In Triangles CDE and CFG, Side ED (RC) is twice the length of Side GF (RC) by similar
triangles. 2 4
2. Side DE (RC) is equal to Side CF (RC) by congruent triangles. See Figure 1.
2 2 .
3. In Triangle CFG, RC2 = RIN2 + RC2 by the Pythagorean Theorem
(2)2 (4)2
4. That is, RC2 = RIN2 + RC2 and RC2 - RC2 = RIN2
4 16 4 16
2 2 2 2
5. Giving, RIN = 3 RC So that, RC = DC = AreaC = 16.
16 RIN2 DIN2 AreaIN 3
6. Taking the square root, DC = 4 Proving the Theorem.
DIN Sqrt 3
Notes: There are two versions of Theorem I in the literature, Internet, books, etc. This version
appears in some. It does not have the nice 4:3 integer relationship shown in Theorem IA. I
believe that this is probably not the one Dr. Hawkins meant when he said Theorem I. It is not
clear what the origin of this theorem might be.
6 Copyright 2004 by C. D. Gragg, All rights reserved
8. Theorem ID
If three equal circles are tangent to a common line and their centers can be
connected by an equilateral triangle and a circle is constructed circumscribing the
three circles, the ratio of the diameters is 7 to 3.
E
B
RIN
RIN
J h
RC H
e B B
A B K
f
G F
B 2h B
Figure 1. Circles with Figure 2. Enlarged section for
bisected equilateral triangle. clarity of proof
Proof:
1. In Triangles EFG and EHJ, Side GF (2h) is twice the length of Side JH (h) by similar
triangles.
2. In Triangles JHK and KFG, _e = _f So, e = f h = _f_ Or f = 2e
h 2h 2h 2
3. RIN = e + f = 3e, Giving, e = _RIN
3
4. RC = 2 RIN + e = 2 RIN + _RIN Giving, RC = 7 RIN
3 3
5. So, RC = DC = 7 Proving the Theorem.
RIN DIN 3
6. Furthermore, AreaC = _(DC)2 = (RC)2 = 49.
AreaIN (DIN)2 = (RIN)2 9
Notes: This version of Theorem I does not appear in the literature, Internet, books, etc. In fact it
would not appear here except for my initial misunderstanding of the instructions for constructing
Theorem I. I circumscribed the three circles instead of the equilateral triangle. However it does
have a nice 7:3 integer relationship. So, I am including it along with the others.
Copyright 2004 by C. D. Gragg, All rights reserved
7
9. Theorem II
If an equilateral triangle is inscribed and circumscribed the ratio of the circles’
areas is 4:1.
F
RI
RI S
L
2R1
RC
RI
J
B K
Figure 1. Circumscribed and Figure 2. Removed and enlarged
inscribed equilateral triangle. section for clarity of proof
Proof:
There are about 10 ways to prove this theorem. This is one of them.
1. In Triangles JFK and LBJ, Side FK (2R1) is twice the length of Side LB (R1) by similar
triangles.
2. In Triangle LFK, the angles are all 600, therefore it is an equilateral triangle and all legs are
the same length.
3. So, Side SF is also RI in length.
4. In Diameter JF, RC = RI + RI = 2RI
5. Giving RC = DC = 2
R I DI
6. So, AreaC = _(DC)2 = (RC)2 = 4 Proving the Theorem.
AreaI (DI )2 (RI)2
Trigonometric Verification:
Angle JLB is 600. So, Cos 600 = RI = 0.50, and Rc = 2
RC RI
and (RC)2 = 4
(RI)2
Notes: Euclidian geometry is useful for proving the concentric circular relationships of polygons
for only the equilateral triangle, the square, and the hexagon. However, all regular polygons of
any number of sides may be proved by using only one simple trigonometric equation. The
theorem, equation, an illustrative figure, the proof, and a table of the most common polygons are
included in my Theorem T. If you would like a copy, send me an E-mail at
deegragg@yahoo.com and ask for Theorem T.
Copyright 2004 by C. D. Gragg, All rights reserved
8
10. Theorem III
If a square is inscribed and circumscribed the ratio of the circles’ areas is 2:1.
C
RI RC
G D
RI
Figure 1. Circumscribed and Figure 2. Removed and enlarged
inscribed square. section for clarity of proof
Proof:
1. Triangle CDG is a 450 isosceles triangle, therefore Side CG = Side GD = RI
2. So, (RC)2 = (RI)2 + (RI)2 per the Pythagorean Theorem.
3. So, (RC)2 = 2(RI)2 , giving (RC)2 = AreaC = 2 Proving the Theorem.
2
(RI) AreaI
Trigonometric Verification:
Angle GCD is 450. So, Cos 450 = RI = 0.707, and Rc = 1.414
RC RI
and (RC)2 = 2
(RI)2
Notes: Euclidian geometry is useful for proving the concentric circular relationships of polygons
for only the equilateral triangle, the square, and the hexagon. However, all regular polygons of
any number of sides may be proved by using only one simple trigonometric equation. The
theorem, equation, an illustrative figure, the proof, and a table of the most common polygons are
included in my Theorem T. If you would like a copy, send me an E-mail at
deegragg@yahoo.com and ask for Theorem T.
Copyright 2004 by C. D. Gragg, All rights reserved
Proof:
9
11. Theorem IVA
If a hexagon is inscribed and circumscribed the ratio of the circles’ areas is 4:3.
S
RC
RI
G
RC
2
D
N
Figure 1. Circumscribed and Figure 2. Removed and enlarged
inscribed hexagon. section for clarity of proof
Proof:
1. Triangle NSG is an equilateral triangle. Therefore Leg SG = Leg NG.
2. Line SD is perpendicular to and bisects Line NG. So, Line DG = RC
2
2 2 2
3. So, in Triangle SDG (RC) = (RI) + ( RC) per the Pythagorean Theorem
(2)2
4. Giving (RI) = (RC) - (RC) = 3(RC)2
2 2 2
4 4
2 2
5. So, (RC) = _(DC) = AreaC = 4 Proving the Theorem.
(RI)2 (DI )2 AreaI 3
6. Further, RC = DC = 2
RI DI Sqrt3
Trigonometric Verification:
Angle GSD is 300. So, Cos 300 = RI = 0.866, and Rc = 1.1547 = 2
RC RI Sqrt3
Notes: Euclidian geometry is useful for proving the concentric circular relationships of polygons
for only the equilateral triangle, the square, and the hexagon. However, all regular polygons of
any number of sides may be proved by using only one simple trigonometric equation. The
theorem, equation, an illustrative figure, the proof, and a table of the most common polygons are
included in my Theorem T. If you would like a copy, send me an E-mail at
deegragg@yahoo.com and ask for Theorem T.
Copyright 2004 by C. D. Gragg, All rights reserved
10
12. Theorem IVB
If a hexagon is inscribed and circumscribed and the corners connected by
diameters, the inscribed circles of the created equilateral triangles have a diameter
ratio to the inscribed circle of 1:3.
S
RC
A
RS2
T
D G
RI RS1
N
Figure 1. Circumscribed and Figure 2. Removed and enlarged
inscribed hexagon with section for clarity of proof
connecting diameters.
Proof:
1. RI = 2RS1 + RS2.
2. In Triangle NAG, NG = RC, and AG = RC per equilateral triangles.
2 RC
3. In Triangles SAT and NAG, RS1 = 2 = 1 by similar triangles.
RS1 + RS2 RC 2
4. Giving RS1 = RS1 + RS2
2 2
5. So, 2 RS1 = RS1 + RS2 and RS1 = RS2
6. From Line 1. RI = 2RS1 + RS2 = 3RS1
7. So, RS1 = DS1 = 1 Proving the Theorem.
RI DI 3
Further, (RS1)2 = (DS1)2 = AreaS1 = 1
(RI)2 (DI)2 AreaI 9
Copyright 2004 by C. D. Gragg, All rights reserved
11
13. Theorem IVC
If a hexagon is inscribed and circumscribed and the corners connected by
diameters, the inscribed circles of the created equilateral triangles have a diameter
ratio to the circumscribed circle of 1:2Sqrt3.
S
RC
G
RI RS1
N
Figure 1. Circumscribed and Figure 2. Removed and enlarged
inscribed hexagon with section for clarity of proof
connecting diameters.
Proof:
1. RSI = 1 Per Theorem IVB
RI 3
2. RC = 2 Per Theorem IVA
RI Sqrt 3
1 1 Sqrt 3
3. Dividing the equations RSI = 3 = 3 X 2
RC 2
Sqrt 3
4. So, RSI = DSI = 1 Proving the Theorem.
RC DC 2 Sqrt 3
.
Further, (RS1)2 = (DS1)2 = AreaS1 = 1
(RC)2 (DC)2 AreaC 12
Copyright 2004 by C. D. Gragg, All rights reserved
12
14. Appendix A
Circular Relationships for
The Theorems
Theorem Ratio of Ratio of Areas,
Diameters and Diameters
Radii Squared, and
Radii Squared
Theorem IA 4:3 16:9
Theorem IB 2:3 4:9
Theorem IC 4:Sqrt3 16:3
Theorem ID 7:3 49:9
Theorem II 2:1 4:1
Theorem III Sqrt2:1 2:1
Theorem IVA 2:Sqrt3 4:3
Theorem IVB 1:3 1:9
Theorem IVC 1:2 Sqrt3 1:12
Copyright 2004 by C. D. Gragg, All rights reserved
13
15. Appendix B
Frequencies In The Fields
Note Name C D E F G A B C
Diatonic Ratio 1/4 9/32 5/16 1/3 3/8 5/12 15/32 1/2
Frequency (Hz) 66 74.25 82.5 88 99 110 123.75 132
Note Name C D E F G A B C
Diatonic Ratio 1/2 9/16 5/8 2/3 3/4 5/6 15/16 1
Frequency (Hz) 132 148.5 165 176 198 220 247.5 264
Note Name C* D E F G A B C
Diatonic Ratio 1 9/8 5/4 4/3 3/2 5/3 15/8 2
Frequency (Hz) 264 297 330 352 396 440 495 528
Note Name C D E F G A B C
Diatonic Ratio 2 9/4 5/2 8/3 3 10/3 15/4 4
Frequency (Hz) 528 594 660 704 792 880 990 1056
* Middle C
Denotes found in the fields
Theorem Summary
Frequency (Hz) Theorem Used For Proof
88 Theorem IVB, Gragg
176 Theorem IB, Gragg
352 Theorem IA, Theorem IVA, Hawkins
528 Theorem III, Hawkins
1056 Theorem II, Hawkins
Copyright 2004 by C. D. Gragg, All rights reserved
14
16. Appendix C
Theorem T
Trigonometry can be used to solve circular relationships for inscribed and
circumscribed regular polygons for polygons of any number of sides from 3 to
infinity.
Proof:
Where: α = 3600 and n = number of sides
2n
α
R2 cos α = R1
R1 R2
R2 = _1 Proving the Theorem
Figure 1. Regular polygon with R1 cos α
any number of sides
Further: ( R2)2 = (1)2
( R1)2 ( cos α)2
Table of Some Common Polygons
Figure (All are Number of Ratio of Ratio of Areas,
equiangular) Equal Sides Diameters and Diameters
Radii Squared, and
Radii Squared
Triangle (1)(4) 3 2.000 4 4.000
Square (2) 4 1.414 2 2.000
Pentagon 5 1.236 1.527
Hexagon (3) 6 1.155 4/3 1.333
Heptagon 7 1.110 1.232
Octagon (4) 8 1.082 1.172
Nonagon 9 1.064 1.132
Decagon 10 1.051 1.106
15 1.022 1.045
20 1.012 1.025
50 1.002 1.004
100 1.000 1.001
200 1.000 1.000
∞ 1.000 1.000
(1) Theorem II, by Dr. Hawkins using Euclidian Geometry
(2) Theorem III, by Dr. Hawkins using Euclidian Geometry
15
17. (3) Theorem IV, by Dr. Hawkins using Euclidian Geometry
(4) Found in the Kekoskee/Mayville, Wisconsin Crop Circle
Formation July 9, 2003
Copyright 2004 by C. D. Gragg, All rights reserved
Appendix D
Short Bio
My name is Dee Gragg. I am a retired, mechanical engineer. My
career was spent in research, testing and evaluation. My main areas of
research were automotive air bags, jet aircraft ejection seats and high
speed rocket sleds. I have published 33 technical papers as either the
principal author or a co-author. They form a part of the body of
literature in their respective fields.
16