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S H A R P
AND
CORRINE HEIMER
What Happens to
Geometry
on a
Sphere?
JANET SHARP, pipurr@iastate.edu, teaches future and practicing K12 teach-
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To further visualize this idea, we looked to a realworld example. We considered an airplanes flight
path from Iowa to Moscow. What would be the
most direct route? At first glance, the children
wanted to follow one of the latitudes on the globe.
When we asked them to look again, Katie was
pretty sure going in a straight line would be
quicker than swerving. At first, a flight following a
route between 40 N latitude and 55 N latitude
seemed intuitive. We were all surprised to learn
that the shortest route (a segment) passed over
Greenland and did not follow a latitude. One student, Robert, refused to believe that the shortest
path went across Greenland until he used string to
literally measure the two distances for himself. See
figure 2, which shows Robert and Scott measuring
on the globe.
Students were amazed that all lines of longitude
are great circles, and that except for the equator, no
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was equidistant from the original line, which is a familiar property of parallel lines on a plane. These
two objects appeared to have a necessary property
of parallel lines. However, the children soon recognized that the second figure was not a line because
it was not a great circle! (See fig. 3.) Once again,
we turned to the globe to help illustrate the point.
At first glance, the latitudes appear to be parallel because they are always equidistant from each other.
Remember, however, that except for the equator,
latitudes are not lines in spherical geometry because latitudes are not great circles. On further investigation, the children tentatively suggested that
drawing parallel lines on a sphere may be impossible. We could almost see this realization dawn on
the children one by one. We marveled at how we
could imagine their mental wheels turning.
Just to be sure, we considered another property: On the plane, parallel lines do not intersect.
On the sphere, all lines (great circles) eventually
intersect. Clearly, this exploration was not proof
because it was based on properties rather than definitions, but it satisfied the students developing
conjecture that parallel lines as defined for a plane
could not be drawn on a sphere. In addition, students had previously discovered that any two longitudes on the globe intersected at two points: the
North and South Poles. The students had to depend on their new visualizations about lines to analyze their drawings. They studied their figures to
decide that no two lines on the sphere had those
familiar properties of parallel lines. Annie observed, It is impossible to have parallel lines on
the sphere; they will touch eventually, but on a
plane, they will never touch. This sort of analysis
lays the foundation for the formation of informal
deductions, a vital skill in geometric thinking,
whether on the plane or the sphere.
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d
PHOTOGRAPHS BY JANET M. SHARP AND CORRINE HEIMER;
ALL RIGHTS RESERVED
we presented to the students was to invite them to consider their mental images of a triangle and their understanding of how to draw a triangle. After a brief review
of the definition of a triangle as being a three-sided
polygon, the students appeared to be ready to draw triangles on their spheres. At first, students just quickly
sketched triangles. Most of these early sketches
looked exactly like a triangle from the plane. We
were not surprised that some of the students pasted
their existing mental images from the plane onto the
sphere, rather than analyze a triangle and consider its
individual properties. We know students build new
knowledge on what they already understand. With
their growing sense of spherical geometrys figures,
we anticipated a smooth exploration of triangles.
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Fig. 7 A lune
Our Reflections
THE STUDENTS WERE AMAZED AT WHAT THEY
had discovered and were quite proud of themselves. This is college mathematics! Ben said. We
believe our students most enjoyed learning about
concepts in spherical geometry that drastically contradicted ideas from its planar counterpart. The students could see that they could draw some of the
special polygons on the sphere but were even more
excited to draw a two-sided polygon (see fig. 7),
which is impossible in plane geometry! They giggled when we introduced them to the term lune to
name this unique polygon. Rachel said, Its really
cool that you can make a two-sided figure. When
comparing the sphere with the plane, Caleb added,
You can only make it [a lune] on a sphere.
We used the worksheet in figure 8 to help students reflect on their discoveries. During reflection
A polygon is a closed figure with edges that are formed of line segments joined
at their endpoints.
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References
Greenberg, Marvin Jay. Euclidean and
Non-Euclidean Geometries. San Francisco, Calif.: W. H. Freeman & Co.,
1972.
Hogben, Leslie. Personal communication,
6 February 2001.
National Council of Teachers of Mathematics (NCTM). Principles and Standards for School Mathematics. Reston,
Va.: NCTM, 2000.
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