Geometric Constructions

Euclid, a Greek mathematician known as the “Father of Geometry,” wrote the book Elements, which
recorded all of the mathematical knowledge of the time in an organized and logical fashion. Since 1482,
more than a thousand editions of Elements have been published in many languages. In fact, it was
considered to be required reading by all educated people until the twentieth century, and was still being
used as a high school textbook as recently as 1980. In Elements, Euclid used construction techniques
extensively, and so they have become a part of the geometry field of study. A compass and straightedge
are used to create constructions.

As you complete the assignment, keep this question in mind:

How can congruent segments and lengths be created with a tool with no marked measurements?
In this task, you will apply what you have learned in this lesson to answer this question.

Directions
Answer each of the following questions, reading the directions carefully as you go. Refer to the
constructions you completed in the previous assignment to help answer the questions.Type all your
responses into this document so you can submit it to your teacher for a grade. You will be given partial
credit based on the completeness and accuracy of your explanations.
Your teacher will give you further directions about how to submit your work. You may be asked to upload
the document, e-mail it to your teacher, or print it and hand in a hard copy.
Now, let’s get started!

Step 1: Copy a segment and an angle.

• Which step in the construction of copying a line segment ensures that the new line segment has
the same length as the original line segment?

The wiedth of the compuss was te same as the length of the line.
 • Explain how you could use the construction tool or a compass and straightedge to create a line
segment that is twice as long as .

Use the compuss twice at the first point then at the second point.

• The construction of copying is started below. The next step is to set the width of the compass to
the length of . How does this step ensure that the new angle will be congruent to the original
angle? Point S is drawn to mimic point P.

The length of PA is measured and copied to point S so PA = ST.The length of PB is measured and
copied to point U so PB = SU.Now we know that AB = SU.Since all of the sides are congruent (if we were
to draw a triangle), we can state that the triangles are congruent by Side-Side-Side Congruency Theorem.
Thus, ∠P ≡ ∠S by CPCTC Theorem.
 • How is copying a line segment similar to copying an angle?

You are takeing one thing and moving it to anothe place.

Step 2: Construct a perpendicular line.

• In the step shown of the construction of a line through a point that is perpendicular to the given
line, why must the compass point be placed on points A and B? How would the construction be
different if the compass point were placed at random points on the original line?

In this method of drawing perpendicular line through given point,you will draw an arc from given point R,
so as to cut given line at A and B.now ,length RA will be equal to length RB (radius of circle)now, with
length RA you will place compass at A and B to cut the arcs at point P (let) on other side of given
line.Now, join PA and PB. The closed RAPB makes a rhombus and diagonal bisect perpendicularly in
rhombus.
Step 3: Construct an angle and a perpendicular bisector.

• The construction of creating the perpendicular bisector of is started below. How would the
construction be different if you changed the compass setting in the next step of the perpendicular
bisector construction?

• If the setting of the compass is changed, then the arcs made by it wont intersect each other at all.
Hence construction of the perpendicular bisector would not be possible.