PrepShorts · Study sheet · Class 9 Mathematics · Chapter 5, I’m Up and Down, and Round and Round
Chapter 5 · I’m Up and Down, and Round and Round
Turning an observation into a definition: the circle as a locus
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Round is something you recognise. It is not something you can argue from — which is why the chapter turns the observation into an entrance requirement.
The idea
"Round" is something you recognise; it is not something you can argue from. The chapter's opening move is to take a fact anybody can observe about circles in nature — there is a middle, and every point of the rim is the same distance from it — and reverse its logical direction, so that the fact stops being a description and becomes the entrance requirement for membership. That reversal is what makes the rest of the chapter possible: once a circle is the set of points at a fixed distance from a fixed point, every later claim about chords, arcs and angles has to be squeezed out of that one condition and nothing else, which is exactly why the proofs work.
What you should be able to do
- State the defining condition of a circle in terms of a fixed point and a fixed distance, and say which of the two is the centre and which the radius
- Explain the difference between a property a circle happens to have and the condition that decides what counts as a circle at all
- Use the word locus correctly: name the condition first, then the set of points that satisfy it
- Say why the definition specifies a plane, and what changes if the plane restriction is dropped
- Identify centre, radius, chord and diameter on a drawn circle, and say which of these are segments and which are points or lengths
- Name the angle a given chord subtends at the centre, using the three-letter convention
- Decide, for a stated point and a stated circle, whether the point is on the circle, inside it or outside it, by testing the distance condition
- Explain why a folded paper circle reveals its centre, given only the definition
Words to know
| Term | Definition in one line | First introduced |
|---|---|---|
| circle | the set of points of a plane lying at one fixed distance from one fixed point of that plane | printed in bold in §5.1, p. 93 |
| centre | the fixed point the distance in the definition is measured from | printed in bold in §5.1, p. 93 |
| radius | how far the centre stands from any point of the circle | printed in bold in §5.1, p. 93 |
| locus | every point meeting a stated condition, gathered into one set | printed in bold in §5.1, p. 93 |
| chord | a segment whose two ends are both on the circle | printed in bold in §5.1, p. 93 |
| diameter | a chord that runs through the centre | printed in bold in §5.1, p. 93 |
| equidistant | at the same distance from | printed in §5.1, p. 93 |
| line segment | the straight piece joining two named points | printed in §5.1, p. 93 |
| two-dimensional plane | the flat surface all the chapter's figures are taken to lie in | printed in §5.1, p. 93 |
| angle subtended at the centre | the angle at the centre whose arms run out to the two ends of a chord | printed in §5.1, p. 93 |
| defining condition | the explanation's phrase for the membership test a definition sets up | an added term; the chapter performs the reversal and gives it no name |
| interior point / exterior point | the explanation's labels for a point nearer the centre than the radius, or farther | an added vocabulary; §5.1 names neither, though §5.8 later needs both |
Where people slip up
- "A circle is the round region." In this chapter a circle is the rim only — only those points standing at exactly the radius. The inside is not part of it. This matters immediately: §5.8 will classify points as inside, on, or outside, and a student who thinks the inside counts as "on the circle" cannot read that argument at all.
- "The centre is on the circle." It is the point the distance is measured from, and its distance from itself is zero, not the radius. Fig. 5.3 marks A with the same style of dot as B, C, D and E, which makes this easy to slip on.
- "Radius means the segment from the centre to the rim." The chapter defines it as the distance. Both usages are current in classrooms: a length in the definition, a segment when a figure needs one drawn.
- "A definition is a description, so any true statement about circles could have been the definition." Not any: the chosen condition has to be testable on one point at a time. "Every circle is smooth" is true and useless; "this point is r from A" can be checked and can be argued from.
- "Diameter is a number, chord is a segment." Both are segments here, and the diameter is a special chord. Students routinely treat diameter as only a length because of the perimeter formulas they met earlier.
- "The plane clause is legal boilerplate." Drop it and the same condition describes a sphere. The chapter states the plane restriction once, at the top of §5.1, and it is doing real work.
- "Circles in nature are circles." A raindrop ring and a stem cross-section are approximately circular. The chapter's own wording is that the shapes were likely inspired by nature; the mathematical object is the idealisation, and saying so protects the student from thinking measurement error refutes a theorem.
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Transcript1,350 words
Long before anybody had a definition, people were painting circles on cave walls. Alongside triangles, squares and ovals, with no sign the circle was treated as anything special. And they had plenty to copy from. Rain hits still water and rings spread out from the point where the drop landed. Cut through a tree trunk and the growth rings sit one inside another. A sunflower head seen face on. The Moon.
The Sun during a total eclipse, though look carefully at that one. What you are seeing is a dark disc with a ring of light round its edge, and the circle is the boundary between them. Here is the thing. Not one of those is a circle. They are all approximately circular, which is a different thing, and that difference is the whole of today. So what do they have in common? Big ones, small ones, drawn ones, grown ones.
There is a middle. And every point of the rim stands the same distance from that middle. That is an observation. You could check it on a sunflower with a ruler and find it very nearly true. Now notice the shape of that sentence. It starts with a circle you already recognise, and then tells you something about it. Round first, property second. That order is comfortable, and it is completely useless for proving anything.
Here is the move the whole subject turns on. Take the sentence and reverse it. Instead of: this is a circle, and its points happen to be the same distance from the middle. Say: fix a point, fix a distance, and a circle is everything at that distance. The property stops describing and starts deciding. It becomes an entrance requirement. Before, you had to know it was a circle before you could say anything.
Now you can hand the condition one single point and it answers yes or no, without ever seeing the whole shape. That is the difference between a description and a definition. There is a word for a set built this way. A locus. You state a condition, and the locus is everything satisfying it. No more, no less. Say it in the right order and the definition writes itself. The set of points, in a plane, at a fixed distance from a fixed point of that plane.
Two things you have to supply: the point, and the distance. And both of them are doing work. Keep the distance and shift the point three units across, and almost the whole of the old set is refused by the new condition. The two circles do still meet, but only in two places, and neither of them is a whole number point. Keep the point and change the distance from five to six, and again, nothing shared at all.
Now the clause everybody skips. In a plane. Drop those three words and read the condition again. Everything at distance five from a fixed point. In space, that is a sphere. To see how big the difference is, lay a grid of whole number points over the circle and run the test on every point of it, then do the same with the whole number points of space. The grid is a sample, not the circle. A real circle has infinitely many points. This is just a way to watch the condition working.
In the plane, twelve of them pass. In space, thirty. Eighteen extra points, and every one of them something the circle refuses. Those three words are not legal padding. They are the difference between a curve and a surface. The definition also creates two words out of nothing at all. The fixed point is the centre. The fixed distance is the radius. Neither of them existed before the definition. Both are just names for the two things you had to supply.
One warning about the second. Radius here is a length, a distance. But everybody also uses the word for the segment drawn from the centre out to the rim. Both are current and both are fine. You just have to know which one you mean each time. A circle is the rim. Only the rim. Take the grid again. Run exactly five from the centre, and twelve points pass. Now run at most five instead, and eighty one pass.
Sixty nine more, and every one of those is something the circle does not contain. The round region is not the circle. The circle is its edge. Try three points. One three units out. One five units out. One eight units out. The first is inside and refused. The second is on it and admitted. The third is outside and refused. The definition takes exactly one of the three, and refusing the other two is the whole of its job.
So where does the centre live? Its distance from itself is nothing. And nothing is not five. The centre is not a point of its own circle. It is the thing everything else is measured from. Which is worth a pause, because it is the one place the definition needs care. Run that check for every radius from nought up to eight, and there is exactly one radius where the centre does sit on its own circle.
Radius nothing. At radius nothing the whole locus collapses to the centre and nowhere else. So the definition wants a distance bigger than nothing, and that is not fussiness. It is the one case that would break it. Now some vocabulary the definition has earned. A chord is a segment with both ends on the circle. A diameter is a chord that runs through the centre. Not a different kind of object. A chord that happens to contain the centre.
Take those twelve grid points and join every pair. Sixty six chords. Six of them pass through the centre. So sixty are chords that are not diameters, and all six diameters are also chords. Every diameter is a chord. Almost no chord is a diameter. Those sixty six come in ten different lengths, and the longest of them is the diameter. One more piece, and it arrives early for a reason.
Take any chord and draw the two radii out to its ends. You get a triangle with two equal sides, and it is free. Both sides are radii, straight from the definition. The angle at the centre is called the angle that chord subtends. Here is what is worth noticing about it. That angle depends on nothing whatever except the chord's length. Check it on all sixty six and each of the ten lengths gives exactly one angle, every time.
And the longest chord gives a straight angle. The diameter, and only the diameter. A puzzle to hold on to. Somebody hands you a paper disc. Perfectly circular, nothing marked on it. Find the centre. You are not allowed to measure and guess. Everything you have is the definition, and the definition mentions a centre, so the information is in there somewhere. You just have to get it out. Try folding it.
I am not going to answer that. Hold on to it, because the answer is where the next argument starts. So what has been bought here. A circle is now a set, decided one point at a time, by a condition anybody can check. Centre and radius have names. Chord and diameter have names. The angle at the centre has a name. And notice what is not settled. Nothing yet about which chords are equal to which. Nothing about arcs. Nothing about angles anywhere except at the centre.
Every single one of those has to be squeezed out of this one condition, and nothing else is allowed in. One last thought about the true statements that did not make it. Every point of a circle of radius five stands a whole number of units from the centre. Perfectly true. But so do thirty seven other points of that grid, and not one of them is on the circle.
A true statement is not a definition. A definition has to refuse things.
Where this fits
Taken from the notes each video was made from, not from the reading order — these are the ideas this one rests on and the ones that later rest on it.
Builds on
- Where coordinates came from: grid cities, meridians, and the road to the Cartesian planeClass 9 · Ch 1, Orienting Yourself: The Use of Coordinates
Comes up again in
- Total rotational symmetry, and why every diameter is an axis of reflectionClass 9 · Ch 5, I’m Up and Down, and Round and Round
- Two points: infinitely many circles, centres on the perpendicular bisectorClass 9 · Ch 5, I’m Up and Down, and Round and Round
- Three points not in a line: exactly one circle (Theorem 1)Class 9 · Ch 5, I’m Up and Down, and Round and Round
- Chords of equal length cut off equal central angles, and the converse (Theorems 2–3)Class 9 · Ch 5, I’m Up and Down, and Round and Round
- Major and minor arcs, and why an arc's central angle is double what it subtends on the circle (Theorem 9)Class 9 · Ch 5, I’m Up and Down, and Round and Round
Either side of this one
- Simplifying a rational expression, and the factor you must not cancelClass 9 · Ch 4, Exploring Algebraic Identities