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Positions of points, lines and planes in space

Read the idea, work independently, then explain what changed.

高一必修 第二册(A版).pdf · 8.4 · PDF 131 / printed page 124

Revisit first: Surface areas and volumes of simple solids

TOPIC 01

Positions of points, lines and planes in space

Build understanding of positions of points, lines and planes in space through definitions, contrasting cases and justified applications.

What you will be able to explain

  • Use definitions, valid spatial reasoning and metric checks for positions of points, lines and planes in space.
  • Connect representations and justify the steps, including boundary cases.
  • Explain a solution and apply the idea to a changed situation.

Plane determination

Three noncollinear points determine one plane.

Line positions

Spatial lines may intersect, be parallel, or be skew.

PREDICT → EXPLORE → EXPLAIN → TRANSFER

Make a prediction, then explore the relationship.

Lesson question: Before calculating, predict how the conclusion changes when one defining condition in positions of points, lines and planes in space changes. Record a reason.

Model exploration: predict which displayed result changes with the parameters, check the values, and compare the observation with the lesson question.

Schematic cuboid (not to scale): 3×4×2; volume=24, surface area=52.

Schematic cuboid (not to scale): 3×4×2; volume=24, surface area=52.

Explain: Compare two admissible cases and one boundary or invalid case. Explain the observed difference using the stated definition.

Transfer: Construct a new example and a tempting incorrect solution. Repair the solution by naming the missing condition.

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

01 / Foundation#Worked example

How many planes are determined by three noncollinear points?

  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use precise incidence conditions; diagrams alone do not prove spatial relationships.
Hint 2
The noncollinear condition is essential.
Worked solution
  1. Use precise incidence conditions; diagrams alone do not prove spatial relationships.

  2. Calculate or simplify this relation.

    A,B,C noncollinear ⇒∃!α:A,B,C∈αA,B,C\text{ noncollinear }\Rightarrow\exists!\alpha:A,B,C\in\alpha
  3. Three collinear points instead lie in infinitely many planes.

The requested value is 1.

Checks and common pitfalls: Three collinear points instead lie in infinitely many planes.

Think first. Reveal a hint when the class is ready.

02 / Standard#Worked example

How many planes are determined by choosing three of four noncoplanar points?

  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use precise incidence conditions; diagrams alone do not prove spatial relationships.
Hint 2
Different triples cannot determine the same plane here.
Worked solution
  1. Use precise incidence conditions; diagrams alone do not prove spatial relationships.

  2. Calculate or simplify this relation.

    (43)=4\binom43=4
  3. If two such planes coincided, all four points would be coplanar.

The requested value is 4.

Checks and common pitfalls: If two such planes coincided, all four points would be coplanar.

Think first. Reveal a hint when the class is ready.

03 / Transfer#Worked example

How many planes contain two distinct parallel lines? Explain.

  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use precise incidence conditions; diagrams alone do not prove spatial relationships.
Hint 2
Take two points on one line and a point on the other.
Worked solution
  1. Use precise incidence conditions; diagrams alone do not prove spatial relationships.

  2. Calculate or simplify this relation.

    l∥m, l≠m⇒∃!α:l,m⊆αl\parallel m,\ l\ne m\Rightarrow\exists!\alpha:l,m\subseteq\alpha
  3. The three selected points are noncollinear and determine a unique plane.

The requested value is 1.

Checks and common pitfalls: The three selected points are noncollinear and determine a unique plane.

Think first. Reveal a hint when the class is ready.

04 / Foundation#Your turn

How many planes pass through three distinct collinear points? Explain.

  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
The three-point plane axiom requires noncollinearity.
Hint 2
The points determine only a line.
Worked solution
  1. The three-point plane axiom requires noncollinearity.

  2. Every plane containing their common line contains all three points; rotating a plane around that line gives infinitely many choices.

  3. The missing noncollinearity condition changes uniqueness completely.

Infinitely many.

Checks and common pitfalls: The missing noncollinearity condition changes uniqueness completely.

Reasoning checklist · self / teacher assessment
  • State the relevant definition, condition or model.
  • Show a valid calculation, proof or counterexample.
  • Interpret the conclusion with its restrictions.

Think first. Reveal a hint when the class is ready.

05 / Foundation#Your turn

How many planes contain a given line and a point outside it? Explain.

  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Select two distinct points on the line.
Hint 2
Together with the external point they are noncollinear.
Worked solution
  1. Select two distinct points on the line.

  2. Calculate or simplify this relation.

    A,B∈l, A≠B, P∉l⇒A,B,P noncollinearA,B\in l,\ A\ne B,\ P\notin l\Rightarrow A,B,P\text{ noncollinear}
  3. The unique plane of those three points contains the whole original line.

The requested value is 1.

Checks and common pitfalls: The unique plane of those three points contains the whole original line.

Think first. Reveal a hint when the class is ready.

06 / Foundation#Your turn

In the coordinate cube, classify AB and CC′.

A=(0,0,0),B=(3,0,0),C=(3,3,0),C′=(3,3,3)A=(0,0,0),B=(3,0,0),C=(3,3,0),C'=(3,3,3)
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use precise incidence conditions; diagrams alone do not prove spatial relationships.
Hint 2
They are not parallel and cannot intersect because their y-coordinates differ.
Worked solution
  1. Use precise incidence conditions; diagrams alone do not prove spatial relationships.

  2. Calculate or simplify this relation.

    AB:(t,0,0);CC′:(3,3,s)AB:(t,0,0);\quad CC\prime:(3,3,s)
  3. Two nonparallel nonintersecting lines in space are skew, not parallel.

Skew lines.

Checks and common pitfalls: Two nonparallel nonintersecting lines in space are skew, not parallel.

Reasoning checklist · self / teacher assessment
  • State the relevant definition, condition or model.
  • Show a valid calculation, proof or counterexample.
  • Interpret the conclusion with its restrictions.

Think first. Reveal a hint when the class is ready.

07 / Foundation#Your turn

State the intersection of two distinct planes known to share two distinct points.

  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use precise incidence conditions; diagrams alone do not prove spatial relationships.
Hint 2
Both planes contain the line determined by the points.
Worked solution
  1. Use precise incidence conditions; diagrams alone do not prove spatial relationships.

  2. Calculate or simplify this relation.

    A,B∈α∩β, A≠B⇒AB⊆α∩βA,B\in\alpha\cap\beta,\ A\ne B\Rightarrow AB\subseteq\alpha\cap\beta
  3. Distinct intersecting planes meet in a line, not a finite segment.

The entire line through those two points.

Checks and common pitfalls: Distinct intersecting planes meet in a line, not a finite segment.

Reasoning checklist · self / teacher assessment
  • State the relevant definition, condition or model.
  • Show a valid calculation, proof or counterexample.
  • Interpret the conclusion with its restrictions.

Think first. Reveal a hint when the class is ready.

08 / Standard#Your turn

Do three pairwise intersecting lines always lie in one plane? Give a counterexample.

  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use precise incidence conditions; diagrams alone do not prove spatial relationships.
Hint 2
Consider concurrent lines instead of triangle sides.
Worked solution
  1. Use precise incidence conditions; diagrams alone do not prove spatial relationships.

  2. Calculate or simplify this relation.

    Ox∩Oy∩Oz={O}Ox\cap Oy\cap Oz=\{O\}
  3. Pairwise intersections at three distinct points would give a different conclusion.

No: the three Cartesian coordinate axes meet at one point but are not coplanar.

Checks and common pitfalls: Pairwise intersections at three distinct points would give a different conclusion.

Reasoning checklist · self / teacher assessment
  • State the relevant definition, condition or model.
  • Show a valid calculation, proof or counterexample.
  • Interpret the conclusion with its restrictions.

Think first. Reveal a hint when the class is ready.

09 / Standard#Your turn

Prove that a line with two distinct points in a plane lies entirely in the plane.

A,B∈α,A≠BA,B\in\alpha,\quad A\ne B
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use precise incidence conditions; diagrams alone do not prove spatial relationships.
Hint 2
Use the axiom with both points, not just one.
Worked solution
  1. Use precise incidence conditions; diagrams alone do not prove spatial relationships.

  2. Calculate or simplify this relation.

    A,B∈α⇒AB⊆αA,B\in\alpha\Rightarrow AB\subseteq\alpha
  3. One common point permits a line to pass through the plane without lying in it.

The line AB is contained in α by the plane incidence axiom.

Checks and common pitfalls: One common point permits a line to pass through the plane without lying in it.

Reasoning checklist · self / teacher assessment
  • State the relevant definition, condition or model.
  • Show a valid calculation, proof or counterexample.
  • Interpret the conclusion with its restrictions.

Think first. Reveal a hint when the class is ready.

10 / Standard#Your turn

Can two distinct planes have exactly one common point? Explain.

  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Recall the intersection axiom rather than judging a perspective sketch.
Hint 2
A line contains infinitely many points.
Worked solution
  1. Recall the intersection axiom rather than judging a perspective sketch.

  2. Apply the intersection property of planes: nonempty intersection of two distinct planes is an entire straight line.

  3. A single common point guarantees many common points.

No; distinct planes that intersect do so in a line.

Checks and common pitfalls: A single common point guarantees many common points.

Reasoning checklist · self / teacher assessment
  • State the relevant definition, condition or model.
  • Show a valid calculation, proof or counterexample.
  • Interpret the conclusion with its restrictions.

Think first. Reveal a hint when the class is ready.

11 / Standard#Your turn

Five points have no three collinear and no four coplanar. How many different planes do their triples determine?

  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Count unordered triples.
Hint 2
No-four-coplanar ensures distinct triples yield distinct planes.
Worked solution
  1. Count unordered triples.

  2. Calculate or simplify this relation.

    (53)=5⋅4⋅3/(3⋅2⋅1)=10\binom53=5\cdot4\cdot3/(3\cdot2\cdot1)=10
  3. Both general-position conditions are needed for this count.

The requested value is 10.

Checks and common pitfalls: Both general-position conditions are needed for this count.

Think first. Reveal a hint when the class is ready.

12 / Transfer#Your turn

How many regions do two distinct intersecting planes divide space into?

  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Take a cross-section perpendicular to the intersection line.
Hint 2
The section contains two intersecting lines.
Worked solution
  1. Take a cross-section perpendicular to the intersection line.

  2. Calculate or simplify this relation.

    2×2=42\times2=4
  3. The four planar sectors correspond to four spatial regions.

The requested value is 4.

Checks and common pitfalls: The four planar sectors correspond to four spatial regions.

Think first. Reveal a hint when the class is ready.

13 / Transfer#Your turn

In the coordinate cube, classify AB and CC′.

A=(0,0,0),B=(4,0,0),C=(4,4,0),C′=(4,4,4)A=(0,0,0),B=(4,0,0),C=(4,4,0),C'=(4,4,4)
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use precise incidence conditions; diagrams alone do not prove spatial relationships.
Hint 2
They are not parallel and cannot intersect because their y-coordinates differ.
Worked solution
  1. Use precise incidence conditions; diagrams alone do not prove spatial relationships.

  2. Calculate or simplify this relation.

    AB:(t,0,0);CC′:(4,4,s)AB:(t,0,0);\quad CC\prime:(4,4,s)
  3. Two nonparallel nonintersecting lines in space are skew, not parallel.

Skew lines.

Checks and common pitfalls: Two nonparallel nonintersecting lines in space are skew, not parallel.

Reasoning checklist · self / teacher assessment
  • State the relevant definition, condition or model.
  • Show a valid calculation, proof or counterexample.
  • Interpret the conclusion with its restrictions.

Think first. Reveal a hint when the class is ready.

Focus on one question

End-of-lesson check and correction

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    Teacher preparation and assessment

    Question sequence

    • What must be true before using the main rule for positions of points, lines and planes in space?
    • Which representation makes this task easier, and why?
    • Change one assumption. Does the conclusion survive?

    Board plan

    • Use definitions, valid spatial reasoning and metric checks for positions of points, lines and planes in space.
    • Plane determination: Three noncollinear points determine one plane.
    • Line positions: Spatial lines may intersect, be parallel, or be skew.
    • Close with: conditions → representation → reasoning → check.

    Anticipated thinking

    • Expected reasoning: Three noncollinear points determine one plane.
    • Expected reasoning: Spatial lines may intersect, be parallel, or be skew.
    • Expected correction: Nonintersecting spatial lines need not be parallel.

    Assessment checklist

    • 1: identify the givens and required quantity.
    • 1: choose a valid definition, representation or method.
    • 1: present connected, correct reasoning.
    • 1: check conditions and explain the result.

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    Curriculum and source notes ↗