Learn/Teach Analytical Geometry on a Spreadsheet.

Atteeq Razzak1, Zaheer Uddin2

1
Department of Mathematics, University of Karachi, Pakistan [email protected]
2
Department of Physics, University of Karachi, Pakistan [email protected]

Abstract
For the last two years, we switched to online, physical, and hybrid teaching models during the
pandemic and lockdown. We faced problems in teaching various modules in calculus and
analytical geometry online. Considering the ongoing scenario, a graphical user interface (GUI)
teaching tool has been designed to teach several analytical geometry modules to college and
undergraduate students. These executable spreadsheets can help physics and mathematics students
practice numerous principles of analytical geometry with few inputs and comprehensive solutions
with a single click. Because spreadsheets are so widespread, they can be used to calculate equations
of straight lines, planes, areas, and volumes in 3-dimensional geometry. Some online vector GUIs
display the outcomes; however, this GUI illustrates the computation methods to get the results,
making it easier to study the topic. The designed GUI also aids mentors in their lab work and tests
by creating various papers with answer keys.
Keywords: Teaching through GUI, spreadsheet, analytical geometry,
1. Introduction
In recent years, the teaching of mathematics has received limited but increasing attention (Beswick
& Goos, 2018). Indeed, undergraduate and college-level education generally has changed
significantly due to online teaching and learning. Teaching techniques have evolved substantially
because of technological advancements. Change happens quickly, travels quickly, and is favorably
embraced in physics research, but the changes in physics education take time, spread slowly, and
are usually met with resistance. Students may learn physics using simulations, an interactive and
enjoyable way of teaching. Many scientists have recently used spreadsheets to model physics and
other scientific content. In these lockdown situations, spreadsheets are helpful tools for teaching
physics experiments online through simulation (Iqbal, Ahmed, Iqbal, & Uddin, 2020).
Excel is a collection of convenient tools. Students and teachers from many fields are familiar with
Microsoft Office and Excel spreadsheets; they know how to use them for data analysis. Examples
from physics and other sciences can be displayed and demonstrated on MS Excel or spreadsheets,
which can be used to make up scenarios (Uddin, Ahsanuddin, & Khan, 2017). CLI (Command
Line Interface) existed before the start of GUI (Graphical User Interface). No one imagined
ordinary people could use a computer at the time. However, most people today own a computer
and understand how to use it. GUI accomplished this. It did not require any additional information
from the user. Instead, it made it easier for the user to start with the computer. The Information
Technology industry exploded, with many work opportunities for creating and developing GUI.
Future languages have evolved and are now employed to create the GUI, GUI will continue to
improve and update itself into a more accessible and easier user interface. Viewing a visual and
fully comprehending it is more appealing than reading theory. For example, if a student reads the
word mango and does not see a picture of a mango, they will not be able to understand it
effectively. So much flexibility is provided by technology that teachers are teaching with computer
systems, and many materials are GUI-based applications rather than books.
Students are also following the educational process, and it is enjoyable for them to understand
concepts by seeing animation, photos, or videos. Another example is where a student is learning
the respiratory process. Instead of reading from a book, they can learn if taught by a GUI-based
program such as a video presentation because human brains process visuals faster than sentences.
Numerous GUI-based tools available on the internet can help the instructor create the ideal study
lesson for students. One example is a PowerPoint presentation, which is very simple to use. GUIs
help in acquiring information. Visual structures (widgets) that replicate physical elements such as
'switches' and 'buttons' aid learning by providing a natural way to communicate data to the
computer. Almeida, Nogueira, & André (2013) highlighted the utilization of graphical user
interfaces (GUIs) built with the MATLAB guide tool for university-level optical communications
courses and research. Not only do, MATLAB-programmed graphical user interfaces help the
learning process by making models easier to understand but they can also be updated and managed
more effectively by students. MATLAB is already taught at many universities, Students can
engage in a participatory experience in a variety of model settings. Scientists have created a variety
of graphical user interfaces (GUIs) for time series analysis, DNA, and crystallography (Randhawa,
Hill, & Kari, 2020; Rosadi, 2008; Toby, 2001). Von Dohlen (2020) evaluated several techniques
for coding and graphical user interfaces (GUIs) in teaching an undergraduate numerical analysis
class. Although MATLAB is a very useful software due to its framework and built-in features,
some authors feel otherwise. First and foremost, the thing to look at is the level of teaching. The
basics of analytic geometry are taught in high school courses like Geometry, second-year Algebra,
and Pre-calculus in many countries. Some high schools used to provide a separate Analytic
Geometry course, but the topic has been dispersed among various other classes during the last fifty
years. MATLAB, Python, and other advanced software can be used in advanced courses and in
research. Mojžišová & Pócsová (2019) developed a test finder for analytical geometry based on
the MATLAB program. Excel, on the other side, is ubiquitous, inexpensive, and even available
on smartphones. Secondly, making GUIs on Excel is far too easy for teaching purposes because
its coding is simple. Authors found that when learning about numerical approaches, students must
have practical experience applying the methods to situations where hand computations would be
time-consuming. An instructor can employ different levels of coding depending on the computing
proficiency of the intended students, among other things. As a result, they can employ various
techniques, from pre-programmed graphical user interfaces (GUIs) to entire code generation and
implementation.
For the convenience of a broader readership, it is important to describe the difference between a
school, college, and university student. In subcontinent countries, high schools and colleges are
referred to by the same terms, i.e., 12 years of education. University teaching in these countries
starts after completing high school and college. The undergraduate level of teaching in these
countries comprises fourteen years of education. Students take direct admissions after high school
or advanced level (A levels) in the USA, UK, Australia, and European countries. Analytical
geometry, as described earlier, is important at the high school or college level, and is also a
prerequisite for engineering. Students who intend to do bachelor's degree in mathematics and
physics also need to take this course (Analytical Geometry) in the program's first year.
This article aims to design a GUI to make analytical geometry easily understandable and
convenient for university students at high school, college, and undergraduate levels.
2. Spreadsheets in Mathematics
The computer spreadsheet has been around for about thirty years. Throughout its existence, the
applications of this innovative model have expanded and spread way beyond its original
application in financial domains into every aspect of human activity. It is now the key
mathematical tool in the workplace. It is widely available on practically any computer, with
Microsoft Excel being the most widely used version. It is also becoming more prevalent in
mathematics instruction and communication at all levels. This work presents some academic
insights into a wide range of spreadsheet applications in analytical geometry, a very important
field of mathematics. The spreadsheet provides numerous benefits for learning mathematical
concepts. It is a simple and creative tool with basic operations that most students and teachers are
familiar with. Teachers can use spreadsheets to teach and reinforce mathematical ideas while
constructing a spreadsheet model.
Furthermore, the spreadsheet design frequently enables students to successfully study a wide range
of topics that would otherwise be regarded as too difficult for them. Its use also gives students
excellent hands-on experience with a tool they will use in their future careers. Finally, the
spreadsheet assists teachers and students in making mathematics learning enjoyable. Our approach
to spreadsheet use includes an emphasis on creating good graphics to encourage the development
of visualization abilities. To accomplish this, we give instructive examples of inventive methods
to employ spreadsheets to create interactive animated images. Our samples are drawn from a
variety of applications and fields. Each of these examples makes use of mathematics.
A spreadsheet can be used for a variety of educational purposes. For beginners, it allows instructors
to easily design mathematical algorithms and models and build interactive graphs for use in student
assignments and activities. This situation allows students to collaborate in groups on larger tasks.
Secondly, it enables teachers to create unique and effective classroom demonstrations to help
students understand mathematical concepts. Additionally, it enables teachers to develop visual
models for most textbook topics, including algebra, calculus, statistics, numerical analysis, and
linear algebra. Third, it can provide an avenue for educators' professional growth by allowing them
to give professional presentations on novel methods of teaching and research. This is true not only
of mathematics but of almost any other discipline. Finally, it is a good site for conducting
continuing education courses and communicating with the general public and colleagues from
various fields.
 3. Theory
Equation of Straight Line in 3D Space
Consider a straight line passing through a given point 𝑃𝑜 (𝑥𝑜 , 𝑦𝑜 , 𝑧𝑜 ) And having direction cosines
𝑙, 𝑚, 𝑛. Then ant point 𝑝(𝑥, 𝑦, 𝑧) on this line is given by

𝑟𝑜 + ⃗⃗⃗⃗⃗⃗
𝑟⃗ = ⃗⃗⃗⃗ 𝑃𝑜 𝑃 (1)

𝑥𝑖̂ + 𝑦𝑗̂ + 𝑧𝑘̂ = 𝑥𝑜 𝑖̂ + 𝑦𝑜 𝑗̂ + 𝑧𝑜 𝑘̂ + 𝜆𝑖̂ + 𝜇𝑗̂ + 𝜈𝑘̂

𝑟𝑜 = 𝑣𝑒𝑐𝑡𝑜𝑟 ⃗⃗⃗⃗⃗⃗⃗
Where ⃗⃗⃗⃗ 𝑂𝑃𝑜 , 𝑟⃗ = 𝑣𝑒𝑐𝑡𝑜𝑟 ⃗⃗⃗⃗⃗
𝑂𝑃
The equation of a straight line passing through some other point 𝑃(𝑥, 𝑦, 𝑧) and 𝑃𝑜 (𝑥𝑜 , 𝑦𝑜 , 𝑧𝑜 ) can
be given by rearrangement of equation (1)
𝑥 − 𝑥1 𝑦 − 𝑦1 𝑧 − 𝑍1
= = (3)
𝜆 𝜇 𝜈

or
𝑥 − 𝑥1 𝑦 − 𝑦1 𝑧 − 𝑍1
= = (4)
𝑙 𝑚 𝑛

𝜆, 𝜇, 𝜈 are direction ratios while 𝑙, 𝑚, 𝑛 are direction cosines

Area of Parallelogram
A parallelogram is a quadrilateral plane whose opposite sides are parallel, and its area is given by
𝐴𝑟𝑒𝑎 = 𝐵𝑎𝑠𝑒 × 𝐻𝑒𝑖𝑔ℎ𝑡 (5)

𝐴𝑟𝑒𝑎 = 𝑎 𝑏 sin 𝐴 = 𝑏 𝑎 sin 𝐵 (6)

This shows that the area is given by the determinant of |𝐴𝑥𝐵|, ½ of |𝐴𝑥𝐵| gives the area of a
triangle.
Equation of Plane
A plane is a two-dimensional surface described by a unit normal to the plane. Suppose
P(𝑥𝑜 , 𝑦𝑜 , 𝑧𝑜 ) is a fixed point of the plane and P(𝑥, 𝑦, 𝑧) is the moving point, and a vector 𝑎𝑖̂ +
𝑏𝑗̂ + 𝑐𝑘̂ is perpendicular to the plane, then ⃗⃗⃗⃗⃗⃗
𝑃𝑜 𝑃 • (𝑎𝑖̂ + 𝑏𝑗̂ + 𝑐𝑘̂ ) = 0 or
(𝑥 − 𝑥𝑜 )𝑖̂ + (𝑦 − 𝑦𝑜 )𝑗̂ + (𝑧 − 𝑧𝑜 )𝑘̂] • (𝑎𝑖̂ + 𝑏𝑗̂ + 𝑐𝑘̂) = 0
This given equation of the plane,
𝑎(𝑥 − 𝑥𝑜 ) + 𝑏(𝑦 − 𝑦𝑜 ) + 𝑐(𝑧 − 𝑧𝑜 ) = 0 (8)

The simplification gives 𝐴𝑥 + 𝐵𝑦 + 𝐶𝑧 + 𝐷 = 0

Volume of Tetrahedron
A tetrahedron is a 3D surface formed by four vertices A, B, C, and D, and it contains one of the
points outside a triangular plane formed by the other three points; its volume is given by
1
𝑉= 𝑜𝑓 𝑉𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑝𝑎𝑟𝑎𝑙𝑒𝑙𝑙𝑜𝑝𝑖𝑝𝑒𝑑 (9)
3

𝐴𝐷 . ⃗⃗⃗⃗⃗⃗⃗
Where the volume of the parallelepiped is given by ⃗⃗⃗⃗⃗ (𝐴𝐵 x𝐴𝐶⃗⃗⃗⃗⃗ )

Distance of a Point from Line

Let 𝐷(𝑥1 , 𝑦1 , 𝑧1 ) Is the point whose perpendicular distance from the line AC is to be found, the
equation of line AC is given by
𝑥 − 𝑥0 𝑦 − 𝑦0 𝑧 − 𝑧0
= = (10)
𝑙 𝑚 𝑛

⃗⃗⃗⃗⃗⃗ • (𝑙𝑖̂ + 𝑚𝑗̂ + 𝑛𝑘̂)

𝐴𝐷
𝑐𝑜𝑠𝜃 =
|𝐴𝐷|

1𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝐷 𝑓𝑟𝑜𝑚 𝑙𝑖𝑛𝑒 𝐴𝐶 = |𝐷𝑃| = |𝐴𝐷|𝑠𝑖𝑛𝜃 = |𝐴𝐷|(1 − 𝑐𝑜𝑠 2 𝜃)

We can also find projection |AP| and then |𝐷𝑃|2 = |𝐴𝐷|2 − |𝐴𝑃|2
Shortest Distance between Two Lines
Let 𝜆1 , 𝜇1 , 𝜈1 and 𝜆2 , 𝜇2 , 𝜈2 be direction cosines of two straight lines. Also, u is a vector
perpendicular to both the lines given by
𝑖 𝑗 𝑘
𝑢 = |𝜆1 μ1 ν1 | (11)
𝜆2 μ2 ν2

𝑢
The unit vector in the direction of the common perpendicular will be |𝑢|, Now, if P1 and P2 are
two points, one on each of the given lines, the projection of P1P2 on the common perpendicular
will give the shortest distance
𝑢
𝐷 = 𝑃1𝑃2 |𝑢|

Though the information given in this section is available in textbooks, this spreadsheet program's
pattern and its sequence require these equations. Readers can easily take this information to
innovate this GUI.
4. Results and Discussion
There are two spreadsheets on which examples of the equation of a straight line in 3 Dimensions
that contains two points, the area of the triangle, equation of a plane, and volume of the tetrahedron
are shown. The spreadsheet is independent of other sheets. The following provides the detail of
each sheet:
Sheet 1: Equation of a Straight Line in 3 Dimensions
This sheet shows an example of the problem of determining the equation of a straight line in 3
Dimensions that contains two points. The points in the 3-dimensional coordinates system are
shown in cells B2, C2, D2, and B3, C3, and D3, respectively. The sheet contains a button; pressing
the button instructs the macro program to calculate direction cosines, the equation of a straight line
in 3 Dimensions that contains two points in general, and the parametric forms. The problem's
solution will appear in the box on the right side of the button.
 Figure 1: The screenshot of the equation of a straight line in 3-dimensions
Sheet 2: Area and Volumes in Analytical Geometry
The students can learn about important quantities like the triangle area formed by three points, the
equation of a plane containing three points, and volumes of parallelopiped and tetrahedron formed
by AB, AC, BC, and BD. The points A, B, C, and D are shown under yellow shade in cells B2:D5.
Five command buttons appear on the screen that calculates the area of any triangle, the equation
of a plane, the volume of parallelopiped and tetrahedron, the perpendicular distance of D from line
AC, and the shortest distance between two lines AC and BD through corresponding buttons of the
spreadsheet. The change in given points generates a new set of problems. The student can practice
the same problem as many times as they wish.

Figure 2: The screenshot of an area of triangles, Equation of plane, and Volumes

5. Conclusion
For the last two years, we switched to online, and hybrid teaching models during the pandemic
and lockdown. We faced problems in teaching various modules in calculus and analytical
geometry online. Considering that scenario, we developed various GUIs for different calculus and
analytical geometry modules. This GUI is about some important examples from analytical 3-
dimensional geometry. The first sheet of this GUI contains finding the equation of the line passing
through two given points in three dimensions. The second sheet contains five more examples:
volume, angles, projections, the perpendicular distance from a line, and the shortest distance
between two lines. The advantage of this GUI that is both students and teachers can make different
questions with known answer keys. Students can learn by practicing different situations and can
verify their solutions with answer keys. Viewers can also see a tutorial at the link
https://drive.google.com/drive/u/0/my-drive. Moreover, an Excel program can be provided for
better practice, but macros must be enabled before operating them.
6. Declaration of interests
The authors declare that they have no known financial or personal relationships that could have
appeared to influence the work reported in this paper.
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