Some time ago I looked at questions about trisecting an angle by compass and straightedge, which entailed discussing the rules for such constructions. We left open another common question: Why are such constructions important, and why do we use those particular tools? This probably isn’t explained as often as it should be.

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## Why does it matter? Axioms

The Importance of Geometry ConstructionsI am doing a report on constructions in geometry. I would like to know why constructions are important. I realize that they challenge us to use different tools but there must be more to it then that. So I was wondering if you could give me more of a reason why constructions are so important?Since many things we ask children to do are largely to get them used to certain ways to use their hands or bodies, it is understandable that Kel would suppose that we teach constructions just because compasses and straightedges are worth knowing how to use. But that isn’t really it. Ultimately, it’s because our minds are worth knowing how to use!

Hi, Kel. That"s a good question. We tend to teach it out of tradition, and forget to think about why it"s worth doing!Certainly learning how to use the tools is useful. Some of the techniques are useful in construction (of buildings, furniture, and so on), though in fact sometimes there are simpler techniques builders use that we forget to teach. But I think the main reason for learning constructions is their close connection to axiomatic logic. If you haven"t heard that term, I"m talking about the whole idea of proofs and careful thinking that we often use geometry to teach.I’ve used compass constructions when I helped renovate a church building; but then the “compass” was a length of string. It was the idea behind it that really mattered.

Euclid, the Greek mathematician who wrote the geometry text used for centuries, stated many of his theorems in terms of constructions. His axioms are closely related to the tools he used for construction. Just as axioms and postulates let us prove everything with a minimum of assumptions, a compass and straightedge let us construct everything precisely with a minimum of tools. There are no approximations, no guesses. So the skills you need to figure out how to construct, say, a square without a protractor, are closely related to the thinking skills you need to prove theorems about squares.A construction is, at root, a theorem: If you follow this sequence of steps, the result will necessarily be the object you claim to be creating, such as the bisector of an angle, or a triangle that meets certain requirements. So learning to design a construction is practice in “constructing” geometrical proofs. Practice in construction is not primarily practice in using your hands, but your mind.

I closed my short answer by referring to the first proof in Euclid’s Elements, Proposition I.1:

### Proposition 1 It is required to construct an equilateral triangle on the straight line AB.

Describe the circle BCD with center A and radius AB. Again describe the circle ACE with center B and radius BA. Join the straight lines CA and CB from the point C at which the circles cut one another to the points A and B.

Now, since the point A is the center of the circle CDB, therefore AC equals AB. Again, since the point B is the center of the circle CAE, therefore BC equals BA.

But AC was proved equal to AB, therefore each of the straight lines AC and BC equals AB.

And things which equal the same thing also equal one another, therefore AC also equals BC.

Therefore the three straight lines AC, AB, and BC equal one another.

Therefore the triangle ABC is equilateral, and it has been constructed on the given finite straight line AB.

This theorem is in reality a construction. Note that the steps involve making circles (with a compass) and making lines (with a straightedge); and at the end he puts “Q.E.F.”, short for “Quod erat faciendum”, Latin for “Which was to be done”. (Euclid, of course, actually used Greek, “ὅπερ ἔδει ποιῆσαι”, “hoper edei poiēsai”.)

## Why not rulers and protractors? Axioms

In 2002, we got a similar question from a teacher, that called for a little more detail on how the axioms (Euclid’s Postulates) relate to the compass and straightedge:

Why Straightedge and Compass Only?My Geometry students want to know why constructions can only be done using a straightedge and a compass. They want to know why they can"t just measure a line segment to copy it or use a protractor to construct an angle. What"s the difference? We have searched our book as well as some internet sites containing constructions, but to no avail.I referred back to the previous answer, then elaborated.

There are two ways that I can see to explain the restrictive rules for constructions, which come to us from the ancient Greeks:1. They are just the rules of a game mathematicians play. There are many other ways to do constructions, but the compass and straightedge were chosen as one set of tools that make a construction challenging, by limiting what you are allowed to do, just as sports restrict what you can do (e.g. touching but not tackling, or tackling but no nuclear weapons) in order to keep a game interesting. Other tools could have been chosen instead; for example, geometric constructions can be done using origami.Euclid could have started with any tools he wanted; but a major goal was to restrict what could be done, as sort of a game to see how little we can use, to do how much.

For more on axioms or postulates, see my series in July 2018, beginning with Why Does Geometry Start With Unproved Assumptions?

But it’s not just a game; it’s the game:

2. They are the basis of an axiomatic system, with the goal of ensuring that geometry is built on a solid foundation. Euclid wanted to start with as few assumptions as possible, so that all of his conclusions would be certain if you just accepted those few things. So he listed five postulates (in addition to some other assumptions even more basic); I"ve taken these from the reference given in my answer above: Postulate 1. to draw a straight line from any point to any point. Postulate 2. to produce a finite straight line continuously in a straight line. Postulate 3. to describe a circle with any center and radius. Postulate 4. That all right angles equal one another. Postulate 5. That, 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 the two right angles.He starts with the existence of lines and circles, then adds only two additional facts. (His system is not quite complete, and additional axioms are now known to be necessary.)

The first two postulates say that you can use a straightedge: line it up with two given points, and draw the line between them, or line it up with an existing segment, and draw the line beyond it. That"s the first tool you are allowed to use, and those are the only ways you are allowed to use it.As is often noted, you are not allowed to do other things, like measure or copy a length by making marks on the straightedge. This is not just because Euclid wanted to keep his tools clean! It’s because he wanted to minimize his assumptions, proving as much as possible starting with as little as possible.

The third postulate says you can use a compass to draw a circle, given the center and radius (or a point on the circle). That is the only way you are allowed to use the compass; you can"t, for example, draw a circle tangent to a line by adjusting its radius until it _looks_ tangent, without knowing a specific point the circle has to pass through.The last two postulates relate to angles, and are less associated with the construction process itself than with what you see when you are done.Again, the restrictions are to minimize the assumptions, not because his compass was defective. I actually understated the restriction in this case. (More on that later.)

So really the two tools Euclid required for a construction just represent the assumptions he was willing to make: if these two tools work, then you can construct everything he talks about. For example, you can use these tools, in the prescribed manner, to construct a tangent to a given circle through a given point; but it takes some thought to find how to do so (without just drawing a line that _looks_ tangent), and it takes several theorems to show that it really works.Here we are back to the challenge! And the goal is not just to make something that looks right, but to be able to prove something.

Of course you CAN just measure a line or an angle, if your goal is just to make a drawing - and usually that will be more accurate than a complicated compass construction! But when you use only the tools allowed in this game, you are actually playing within an axiomatic system, getting a feel for how proofs work. You are simultaneously playing a challenging game, and doing one of the few things in life that can give you absolute certainty: if these lines and circles were exactly what they pretend to be (with no thickness, etc.), then the point I construct would be exactly what I claim it is. And it"s that sense of certainty that the Greeks were looking for.

## Why does the compass collapse? Axioms!

I didn’t mention above a special restriction on the compass, which turns out to be entirely theoretical. We got a question about that in 2003:

Collapsible CompassI need to know what a collapsible compass is and what it is used for. All I know is that when you pick it up from the paper, you lose your place.Again, I answered the question, keeping it brief:

The collapsible compass is not something that is "used"; rather, it represents the fact that Euclid wanted to make as few assumptions (postulates, or axioms) at the base of his proofs as possible. So rather than assume that it was possible to move a line around, keeping the same length (as you could do with a real, fixed compass), or equivalently that you can draw a circle with a given center and length, he assumed only that you can draw a circle with a given center and through a given point. Then he went on to prove that if you could do that, you COULD then construct a circle with a given radius, or move a line to a given place: Collapsible Compass http://mathforum.org/library/drmath/view/52601.htmlThe reference is to a short answer that links to the proposition I am about to discuss.

Where I quoted Euclid’s postulates above, it may look as if you can just set the compass to any radius you want, contrary to what I’ve said here: “ to describe a circle with any center and radius.” But the word “radius” to Euclid does not refer to a number, as we think of it today, but to a specific segment! This is made explicit in the commentary to the Elements on Joyce’s site that I’ve referred to before, Postulate 3:

Circles were defined in Def.I.15 and Def.I.16 as plane figures with the property that there is a certain point, called the center of the circle, such that all straight lines from the center to the boundary are equal. That is, all the radii are equal.

The given data are (1) a point A to be the center of the circle, (2) another point B to be on the circumference of the circle, and (3) a plane in which the two points lie. …

Note that this postulate does not allow for the compass to be moved. The usual way that a compass is used is that is is opened to a given width, then the pivot is placed on the drawing surface, then a circle is drawn as the compass is rotated around the pivot. But this postulate does not allow for transferring distances. It is as if the compass collapses as soon as it’s removed from the plane.

See more: Wh At What Level Does Nidorino Evolve, What Is The Best Level To Evolve Nidorino

Proposition I.3, however, gives a construction for transferring distances. Therefore, the same constructions that can be made with a regular compass can also be made with Euclid’s collapsing compass.