history of mathematics - National STEM Centre
history of mathematics - National STEM Centre
history of mathematics - National STEM Centre
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38<br />
The Greeks<br />
Activity 3.7<br />
therefore the base AD is equal to the base FC, and the triangle ABD is<br />
equal to the triangle FBC. [1.4]<br />
Now the parallelogram BL is double <strong>of</strong> the triangle ABD, for they have the<br />
same base BD and are in the same parallels BD, AL. [1.41]<br />
And the square GB is double <strong>of</strong> the triangle FBC, for they again have the<br />
same base FB and are in the same parallels FB, GC. [1.41]<br />
[But the doubles <strong>of</strong> equals are equal to one another]<br />
Therefore the parallelogram BL is also equal to the square GB.<br />
Similarly, if AE, BK be joined, the parallelogram CL can also be proved<br />
equal to the square HC;<br />
therefore the whole square BDEC is equal to the two<br />
squares GB, HC. [C.N.2]<br />
And the square BDEC is described on BC, and the squares GB,<br />
HC on BA, AC.<br />
Therefore the square on the side BC is equal to the squares on the<br />
sides BA, AC.<br />
Axiomatic structure<br />
The previous two activities involved two examples <strong>of</strong> the way in which Euclid built<br />
a structure <strong>of</strong> propositions or theorems, each one depending on the previous ones.<br />
This single deductive system is based upon a set <strong>of</strong> five initial assumptions, called<br />
postulates, definitions and axioms. Euclid's geometry is like a firm building, based<br />
on a foundation <strong>of</strong> five pillars (the postulates), in combination with a set <strong>of</strong> accepted<br />
starting points, the common notions, and using definitions that explain the meaning<br />
<strong>of</strong> some important ideas.<br />
The first book <strong>of</strong> the Elements opens with a list <strong>of</strong> 23 definitions in which Euclid<br />
attempts to define precisely the objects and ideas that he is going to use. Each<br />
definition can make use <strong>of</strong> previously defined terms, but inevitably the first<br />
definitions are difficult to understand.<br />
Some definitions<br />
It is difficult to write definitions for a point and a line. Try question 1 briefly before<br />
looking at the answers.<br />
1 Write definitions for 'a point' and 'a line' in your own words.<br />
2 The answers to question 1 give Euclid's definitions <strong>of</strong> a point and a line. Do you<br />
find them any more helpful than the ones you have written yourself?<br />
3 The next definitions given by Euclid are the following.<br />
3 The extremities <strong>of</strong> a line are points.<br />
4 A straight line is a line which lies evenly with the points on itself.<br />
5 A surface is that which has length and breadth only.