CENTER OF GRAVITY: THEOREM OF PAPPUS

Introduction

Historically, this theorem was first discovered by Pappus of Alexandria in the

third century of the Christian era, but his work was forgotten until the sixteenth century,
when Kepler and Guldin revived interest in the subject

The contribution of Paul Guldin (1577-1643) to the Pappus-Guldin Theorem

occurs toward the end of a long road of re-discovery and invention related to centers
of gravity. Archimedes had initiated the classical study of centers of gravity in the two
books On the Equilibrium of Planes. Given its rather marginalized status in today's
mathematics curriculum, it might be surprising to learn that finding centers of gravity
was an important research topic in mathematics in the 16th and 17th centuries which
was completely on par with computation of areas, volumes, and tangents. The
translation of Archimedes' work on centers of gravity by Frederico Commandino
(1506-1575) in 1565 had established the computation of centers of gravity as a
problem very much of interest in mathematics, and it is perhaps noteworthy that
Commandino himself, who was familiar with the length and breadth of Greek
mathematics, wrote only one major original mathematical work, Liber De centro
gravitatis solidorum, the focus of which was to determine the center of gravity of a
parabolic conoid.

Kepler succeeded in finding rules for computing volumes of a number of solids

generated by the revolution of a plane figure.

Objectives

 To be able compare the two theorems of Pappus

 Solve different problems involving the two theorems of Pappus Guilden

Definition of Terms
Surface area

Surface area is the area of a given surface. Roughly speaking, it is the "amount" of a
surface (i.e., it is proportional to the amount of paint needed to cover it), and has units
of distance squared. Surface area is commonly denoted for a surface in three
dimensions, or for a region of the plane (in which case it is simply called "the" area).

Surface of Revolution

A surface of revolution is a surface generated by rotating a two-dimensional curve

about an axis. The resulting surface therefore always has azimuthal symmetry.
Examples of surfaces of revolution include the apple, cone (excluding the base),
conical frustum (excluding the ends), cylinder (excluding the ends), Darwin-de Sitter
spheroid, Gabriel's horn, hyperboloid, lemon, oblate spheroid, paraboloid, prelate
spheroid, pseudo sphere, sphere, spheroid, and torus (and its generalization, the
toroid).

Arc length

Arc length is defined as the length along a curve.

Geometric Centroid

The centroid is center of mass of a two-dimensional planar lamina or a three-

dimensional solid. The mass of a lamina with surface density function sigma (x, y)

Volume

The volume of a solid body is the amount of "space" it occupies. Volume has units of
length cubed (i.e., 𝑖. 𝑒. , 𝑚3 , 𝑖𝑛3 , 𝑐𝑚3 , 𝑒𝑡𝑐). For example, the volume of a box (cuboid) of
length L, width W, and height H
Discussion

Generating Curve
 First Theorem

The following table summarizes the surface areas calculated using Pappus's
centroid theorem for various surfaces of revolution.

solid generating curve

cone inclined line segment

cylinder parallel line segment

sphere semicircle
 Second Theorem

The following table summarizes the surface areas and volumes calculated
using Pappus's centroid theorem for various solids and surfaces of revolution.

Solid Generating Lamina

cone right triangle

cylinder rectangle

sphere semicircle
 Activities

This activity can be best performed by a group activity with at least 5-members
of each group to have a best result. A “Group" is a collection of individuals who have
regular contact and frequent interaction and who work together to achieve a common
set of goals. "Discussion" is the process whereby two or more people exchange
information or ideas in a face-to-face situation to achieve a goal. In order to manage
well the time.

Activity number no. 1

Activity number no. 2

“Game kana ba”. Each group will be given a 20 minutes of analyze and solve
the problems. After that, each group will present there answer on the board and select
one representative to explain their output. The grading system will be best on the
performance on how they understand and explain their output.

1. Determine the amount of paint required to paint the inside and outside surfaces of
the cone, if one gallon of paint covers 300 ft2.
2. Determine the area of the half – torus (half of the doughnut)
 References

http://mathworld.wolfram.com/PappussCentroidTheorem.html
http://mathworld.wolfram.com/SurfaceArea.html
http://mathworld.wolfram.com/SurfaceofRevolution.html
http://mathworld.wolfram.com/GeometricCentroid.html
http://mathworld.wolfram.com/Volume.html
http://mathworld.wolfram.com/GeometricCentroid.html
https://www.maa.org/press/periodicals/convergence/james-gregory-and-the-pappus-
guldin-theorem-historical-background-guldin
VERGEL L. ITIM
Purok 1A, Rizal, Buenavista, Agusan del Norte
Contact No(s).: 09096143070
Email Address: itimgel@gmail.com

PERSONAL BACKGROUND:

Date of Birth: November 06,1995

Age: 23
Place of birth: Surigao del Sur
Height: 5’4’
Religion: Roman Catholic
Sex: Male
Civil status: Single
Language/Dialect spoken: Bisaya, Tagalog, English

EDUCATIONAL BACKGROUND

Graduate Study: Caraga State University

Master of Science in Mathematics Education (MSMathEd)
(On going)

College: Saint Joseph Institute of Technology, Butuan City

Course: Bachelor of Secondary Education Major in Mathematics
2016-2017

High School: Rizal National High School

Rizal, Buenavista, ADN
2012-2013

Elementary: Sto Niño Elementary School

Surigao del Sur
2008 -2009

WORKING EXPERIENCE:
Saint Joseph Institute of Technology Senior High School Faculty
2017 – present

VERGEL L. ITIM
Signature over printed name