Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur
Website: www.cbsua.edu.ph

MATH 113 | COURSE

M ODULE
MODERN GEOMETRY .
(Weeks 15-First Semester S/Y 2021-2022)

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur
Website: www.cbsua.edu.ph

Course Name : Modern Geometry

Course Code : Math 113 Course
Units : 3 units
Course Description : The course is an enrichment of the course on Euclidean Geometry. It
discusses the properties and application of other type of geometries such as finite geometry, non-
Euclidean geometry, and projective geometry. It begins with the basic concepts of modern geometry,
followed by axiomatic system and finite geometry, Euclid’s geometry, Non-Euclidean, Transformation
of the Euclidean plane, Plane Projective Geometry and Chaos theories and fractal geometry. The
Primary goal of this course is for the students to: demonstrate knowledge and understanding on the key
axioms of Euclidean geometry and its associated constructions and theorem, demonstrate properties of
components of axiomatic system and prove elementary theorems in finite geometry, prove simple
theorem of hyperbolic geometry, explain the significance of the fifth axiom of Euclid’s Playfair’s
Postulate, identify the main types of transformation and demonstrate its properties, trace the historical
background of projective geometry and identify the different mathematician and their contribution in the
beginning of this geometry, define and provide an example of chaos and fractal geometry and provide

TOPIC ACTIVITIES
WEEK 15 Online Session:
UNIT VI. PARALLEL Monitored independent learning
POSTULATE  Advanced readings using PDF/slides presentation
A. History of Parallel Postulate  Brainstorming
B. Definition and Illustration  Online discussions
C. Proofs of;  Summary of the Topic
1. Proclus
2. Wallis  Quiz (Essay: 3 items)

Week Begin Date Topic Assessment

15 November 17, 2021 UNIT VI. PARALLEL Online quiz
POSTULATE Discussion of
A. History of Parallel Postulate Insights, reflections
B. Definition and Illustration through the
C. Proofs of; Discussion board
1. Proclus
2. Wallis

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur
Website: www.cbsua.edu.ph

HISTORY OF THE PARALLEL POSTULATE

Week 15 The history of Parallel Postulate and Proclus and Wallis Contributions

I. INTRODUCTION
This chapter introduces the students to be abreast with the history of Parallel Postulate. This module
also illustrates the great contribution of Proclus and Wallis in the history of Parallel Postulate.

Learning Outcomes.
At the end of the chapter, the students should be able to:
1. Discuss the History of parallel postulate.
2. Identify the great contribution of Proclus and Wallis
3. Illustrate how Proclus and Wallis attempted to prove the parallel postulate.

II. PRE-COMPETENCY CHECKLIST

Before reading and studying the discussion of this module, read the question below and think about
the possible answers.
1. Can you discuss the history of parallel postulate?
2. Compare the contribution of Proclus and Wallis in the history of parallel postulate

III. LEARNING RESOURCES/MATERIALS

This part contains the instructional materials that are used to convey the elaboration of the content
of the subject matter for Week 15; “The history of Parallel Postulate and Proclus and Wallis
Contributions”

History of Parallel Postulate

In about 300 BC Euclid wrote The Elements, a book which was to become one of the most famous
books ever written. Euclid stated five postulates on which he based all his theorems:
1. To draw a straight line from any point to any other.
2. To produce a finite straight line continuously in a straight line.
3. To describe a circle with any centre and distance.
4. That all right angles are equal to each other.

Euclid's fifth postulate (called also the eleventh or twelfth axiom) states: "If a straight line falling on two
straight lines makes the interior angles on the same side less than two right angles, the two straight lines if
produced indefinitely meet on that side on which are the angles less than two right angles.
"The earliest commentators found fault with this statement as being not self-evident. Concerning the
meaning of axioms, Aristotle says: "That which it is necessary for anyone to hold who is to learn anything at
all is an axiom," and "It is ignorance alone that could lead anyone to try to prove the axiom." Without going
into the difficult question of the precise distinction in the Greek mind between axiom and postulate, we may
take it that the character of being indisputable pertained to each. Postulates stating that a straight line joining
any two points can be drawn, that a circle can be drawn with a given center and radius, or that all right angles
are equal, were accepted, while the postulate of parallels was scrutinized and admitted at best with reluctance.

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur
Website: www.cbsua.edu.ph

Parallel Postulate
Since ancient times, mathematics has been one of the most important sciences. A significant
contribution to mathematics was made by Euclid, a famous mathematician, often called the "father of
geometry." He is the author of the treatise on mathematics, "The Elements", a very important work in the
history of mathematics. But the most interesting is the fifth postulate of Euclid, also known as the Parallel
Postulate.
It states that in two-dimensional geometry: Fifth postulate "If a line segment intersects two straight
lines forming two interior angles on the same side that sum to less than two right angles, then the two lines, if
extended indefinitely, meet on that side on which the angles sum to less than two right angles". It states that
through any given point not on a line, there is exactly one line
parallel to that line in the same plane. This postulate was
commented on and studied by many scientists, which led to the
emergence of non-Euclidean geometry in the New World.
The formulation of the postulate according to the figure is:
If the sum of two angles A and B formed by a line L
and another two lines L1 and L2 sum up to less than two right
angles then lines L1 and L2 meet on the side of angles A and B
if continued indefinitely.

Proclus
Among those who attempted a proof of the parallel postulate was Proclus. His works, a valuable
source of information on the history of Greek geometry, included a commentary on Book I of
Euclid's Elements. This commentary may not have been written with the intention of correcting or improving
upon Euclid, but there is one instance in which he attempts to alter a "difficulty " he finds in
Euclid's Elements. This difficulty is what we commonly refer to as the "parallel postulate ".
The postulate attracted immediate attention. The commentator Proclus tells us that the postulate was
attacked from the very start. He wrote, "This postulate ought even to be struck out of Postulates altogether;
for it is a theorem". The statement Proclus proves instead of the parallel postulate is, "Given a + b < 2d ,
prove that the straight lines g' and g'' meet at a certain point C."
In his proof of this, Proclus draws a straight line, g''' through a given point a parallel to g'. Then
taking a point B on g '' he drops a perpendicular to g ''' from it. From this he reasons that since the distance
from g ''' increases without limit as the distance between a
and B grows and the distance between g' and g''' is constant
then there must be a point C on g'' belonging to g'. And it is
this point where g' and g'' meet, thus completing his proof.
However, as with most of the other alternatives to the
parallel postulate, this one had faults. It is observed by
Pogorelov that the parallel straight lines this proof relies on
are not explicitly contained in the other postulates or axioms

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur
Website: www.cbsua.edu.ph

and therefore cannot be deduced from them. (Pogorelov, page 188).

John Wallis
Another person who attempted to prove the parallel postulate. Wallis' recognition of the significance
of exponents, he also attempted a proof to the parallel postulate. However, instead of proving the theorem
directly with neutral geometry, he proposed a new axiom. This postulate expressed the idea was that one
could either magnify or shrink a triangle as much as one likes without distortion. Using this, Wallis proves
the parallel postulate as follows.
He begins with two straight lines making, with
a third infinite straight line, two interior angles, less
than two right angles. He then "slides " one angle down
the line AF until it reaches a designated position ab,
cutting the first line at p Then using his first postulate,
he claims that the two triangles aC b and ACP are
similar, thus showing that AB and CD meet at a point P,
and proving the theorem. However, this too had a fault.
In fact, the original postulate that he based the proof on
was logically equivalent to Euclid's fifth postulate.
(Heath, page 210). Therefore, he had assumed what he
was trying to prove, which makes his proof invalid. He thought he had deduced the fifth postulate, but he
had actually shown it to be equivalent to:- “To each triangle, there exists a similar triangle of arbitrary
magnitude.”

Proclus' and Wallis' proofs

A famous mathematical stalwart who attempted to prove the fifth postulate from the other four,
many of them being accepted as proofs for long periods of time until the mistake was found. Invariably, the
mistake was assuming some 'obvious' property which turned out to be equivalent to the fifth postulate. In
addition to Proclus' and Wallis' proofs, in 1826, another mathematician's replacement of the parallel
postulate led to the discovery of non-Euclidean geometry. In conclusion, throughout the past 2300 years of
mathematical history, many mathematicians from all over the world have unsuccessfully tried to prove
Euclid's parallel postulate. Although these attempted proofs did not lead to the desired result, they did play a
part in the development of geometry, enriching it with new theorems that were not based on the fifth
postulate, as well as leading to the construction of a new geometry, Non-Euclidean geometry, not based on
the parallel postulate.

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur
Website: www.cbsua.edu.ph

Learning Resources 1.2:

https://youtu.be/LPET_HhN0VM

IV. EXPLORE
This part contains the specific instructions on what are you going to do with the learning
resources. This part contains as well the learning activities and tasks anchored on the learning resources
that you have read, studied, watched, or visited.

Learning Resource 1.1: Reading Material

The reading material is attached in pages 4 - 6. Read on your own pace but make sure
that you are not to compromise comprehension and understanding of the material. After studying
the reading material, accomplish the task/quiz on the post-competency page.

Learning Resource 1.2: YouTube Video

This learning resource will cater the online learners. Go to the YouTube app and search
for the link provided in learning resource section page 6. The title of the video clip is ― Euclid's
puzzling parallel postulate - Jeff Dekofsky published on Mar 26, 2013. Make sure to take some
notes that will help you understand further the Topic.

V. DISCUSSION BOARD
Accomplish the things embedded on this part because this will serve as your
recitation/participation.

For the online learners: Check our Facebook messenger group chat and wait for the meeting
code and password of our google meeting. Prepare yourselves for the sharing of thoughts with
regards to the etymology of literature. Also, in our google meeting, the topic will be discussed
briefly to enlighten your queries and questions.

For the offline learners. You may share your thoughts in a form of a short paragraph on our chat
group on facebook messenger. Should you have no data/internet connection, you may send your
thoughts via text messaging and send it to my mobile number that I provided.

VI. POST-COMPETENCY CHECKLIST

TASK 1.1 Upon learning the concepts of ― history of Parallel Postulate and how Proclus and Wallis
attempted to prove the fifth postulate (parallel postulate), please do the following task.

1. Create a graphic organizer on how the Parallel Postulate started. Explain how Proclus and Wallis
attempted to prove the fifth postulate (parallel postulate).

2. Make a Venn Diagram, then compare the similarities and differences between the proofs of Proclus
and Wallis.

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 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur
Website: www.cbsua.edu.ph

3. In your own understanding, how does the parallel postulate of Euclid help the development of modern
geometry.

Prepared:

EDITH BUSTILLOS
Pre-Service Teacher

Checked:

REY A. AÑONUEVO
Instructor