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Parallel lines and planes in space

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

高一必修 第二册(A版).pdf · 8.5 · PDF 140 / printed page 133

Revisit first: Positions of points, lines and planes in space

TOPIC 01

Parallel lines and planes in space

Build understanding of parallel 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 parallel 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.

Line-plane criterion

An outside line parallel to a line in a plane is parallel to the plane.

Plane-plane criterion

Two intersecting directions are needed to establish a plane orientation.

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 parallel 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

A line l is outside plane α and parallel to a line m in α. State and justify the conclusion.

l⊈α,m⊆α,l∥ml\not\subseteq\alpha,\quad m\subseteq\alpha,\quad l\parallel m
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Apply a parallelism criterion with all its incidence and outside-plane conditions.
Hint 2
The line must not already lie in the plane.
Worked solution
  1. Apply a parallelism criterion with all its incidence and outside-plane conditions.

  2. Calculate or simplify this relation.

    l∥m⊆α, l⊈α⇒l∥αl\parallel m\subseteq\alpha,\ l\not\subseteq\alpha\Rightarrow l\parallel\alpha
  3. Without the outside-plane condition, l could be contained in α.

l is parallel to α.

Checks and common pitfalls: Without the outside-plane condition, l could be contained in α.

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.

02 / Standard#Worked example

In tetrahedron ABCD, E and F are midpoints of AB and AC. Prove EF is parallel to plane BCD.

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

Working and explanation

BUILD THE REASONING

Hint 1
Apply a parallelism criterion with all its incidence and outside-plane conditions.
Hint 2
Use the midpoint theorem in triangle ABC first.
Worked solution
  1. Apply a parallelism criterion with all its incidence and outside-plane conditions.

  2. Calculate or simplify this relation.

    EF∥BC,BC⊆(BCD)EF\parallel BC,\quad BC\subseteq(BCD)
  3. The tetrahedron is nondegenerate, so E and F do not lie in the base plane.

EF∥BC and EF is outside plane BCD, hence EF∥plane BCD.

Checks and common pitfalls: The tetrahedron is nondegenerate, so E and F do not lie in the base plane.

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.

03 / Transfer#Worked example

Two parallel planes have equations z=a and z=b. For a=0 and b=k, find their distance.

k=2k=2
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Apply a parallelism criterion with all its incidence and outside-plane conditions.
Hint 2
Measure along a common perpendicular.
Worked solution
  1. Apply a parallelism criterion with all its incidence and outside-plane conditions.

  2. Calculate or simplify this relation.

    d=∣b−a∣=∣2−0∣=2d=|b-a|=|2-0|=2
  3. An oblique joining segment would be longer than the plane distance.

The requested value is 2.

Checks and common pitfalls: An oblique joining segment would be longer than the plane distance.

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

04 / Foundation#Your turn

In a cube with base z=0 and top z=4, prove a base edge directed along x is parallel to the top plane.

l=(t,0,0),α:z=4l=(t,0,0),\quad\alpha:z=4
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Find an explicit parallel line inside the top plane.
Hint 2
The base edge remains at z=0.
Worked solution
  1. Find an explicit parallel line inside the top plane.

  2. Calculate or simplify this relation.

    m=(t,0,4)⊆α;l∥mm=(t,0,4)\subseteq\alpha;\quad l\parallel m
  3. Both the direction and outside-plane condition are verified.

It does not meet the top plane and is parallel to the corresponding top edge.

Checks and common pitfalls: Both the direction and outside-plane condition are verified.

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

In tetrahedron ABCD, E,F,G are the midpoints of AB,AC,AD. Prove plane EFG is parallel to plane BCD.

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

Working and explanation

BUILD THE REASONING

Hint 1
Apply the midpoint theorem in two faces.
Hint 2
Use the plane-plane parallelism criterion.
Worked solution
  1. Apply the midpoint theorem in two faces.

  2. Calculate or simplify this relation.

    EF∥BC,EG∥BD,EF∩EG={E}EF\parallel BC,\quad EG\parallel BD,\quad EF\cap EG=\{E\}
  3. One midpoint segment alone would establish only one direction.

EF∥BC and EG∥BD give two intersecting directions.

Checks and common pitfalls: One midpoint segment alone would establish only one direction.

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.

06 / Foundation#Your turn

Parallel planes are cut by a third plane in two lines. What is the relation between those lines?

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

Working and explanation

BUILD THE REASONING

Hint 1
Apply a parallelism criterion with all its incidence and outside-plane conditions.
Hint 2
If the lines met, their common point would belong to both parallel planes.
Worked solution
  1. Apply a parallelism criterion with all its incidence and outside-plane conditions.

  2. Calculate or simplify this relation.

    α∥β,l=α∩γ, m=β∩γ⇒l∥m\alpha\parallel\beta,\quad l=\alpha\cap\gamma,\ m=\beta\cap\gamma\Rightarrow l\parallel m
  3. The contradiction excludes intersection inside the common cutting plane.

They are parallel.

Checks and common pitfalls: The contradiction excludes intersection inside the common cutting plane.

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

Do two lines both parallel to a plane have to be parallel to each other? 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
Apply a parallelism criterion with all its incidence and outside-plane conditions.
Hint 2
Keep both lines at a nonzero constant height.
Worked solution
  1. Apply a parallelism criterion with all its incidence and outside-plane conditions.

  2. Calculate or simplify this relation.

    l=(t,0,1),m=(0,s,1),α:z=0l=(t,0,1),\quad m=(0,s,1),\quad\alpha:z=0
  3. A shared plane-parallel relation does not determine their relative directions.

No: x- and y-directed lines in z=1 may intersect while both are parallel to z=0.

Checks and common pitfalls: A shared plane-parallel relation does not determine their relative directions.

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

State a sufficient criterion for two distinct planes to be parallel using lines in one plane.

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

Working and explanation

BUILD THE REASONING

Hint 1
Apply a parallelism criterion with all its incidence and outside-plane conditions.
Hint 2
The two lines must intersect rather than be parallel.
Worked solution
  1. Apply a parallelism criterion with all its incidence and outside-plane conditions.

  2. Calculate or simplify this relation.

    l,m⊆α, l∩m≠∅, l∥β, m∥β⇒α∥βl,m\subseteq\alpha,\ l\cap m\ne\varnothing,\ l\parallel\beta,\ m\parallel\beta\Rightarrow\alpha\parallel\beta
  3. Two independent directions constrain the plane orientation.

Two intersecting lines in one plane must each be parallel to the other plane.

Checks and common pitfalls: Two independent directions constrain the plane orientation.

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

Why are two parallel lines in α, both parallel to β, insufficient to prove α∥β?

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

Working and explanation

BUILD THE REASONING

Hint 1
Apply a parallelism criterion with all its incidence and outside-plane conditions.
Hint 2
Construct tilted and horizontal planes sharing the x-direction.
Worked solution
  1. Apply a parallelism criterion with all its incidence and outside-plane conditions.

  2. Calculate or simplify this relation.

    α:z=y,β:z=0;l=(t,1,1), m=(t,2,2)\alpha:z=y,\quad\beta:z=0;\quad l=(t,1,1),\ m=(t,2,2)
  3. Both lines avoid β but their plane intersects β along y=z=0.

They supply only one direction; α can tilt about that direction and intersect β.

Checks and common pitfalls: Both lines avoid β but their plane intersects β along y=z=0.

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

Two parallel planes have equations z=a and z=b. For a=0 and b=k, find their distance.

k=3k=3
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Apply a parallelism criterion with all its incidence and outside-plane conditions.
Hint 2
Measure along a common perpendicular.
Worked solution
  1. Apply a parallelism criterion with all its incidence and outside-plane conditions.

  2. Calculate or simplify this relation.

    d=∣b−a∣=∣3−0∣=3d=|b-a|=|3-0|=3
  3. An oblique joining segment would be longer than the plane distance.

The requested value is 3.

Checks and common pitfalls: An oblique joining segment would be longer than the plane distance.

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

11 / Standard#Your turn

If a line is parallel to plane α and plane β is parallel to α, what are the possible positions of the line relative to β?

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

Working and explanation

BUILD THE REASONING

Hint 1
Use horizontal planes and a horizontal line at height c.
Hint 2
Compare c=1 with c≠1.
Worked solution
  1. Use horizontal planes and a horizontal line at height c.

  2. Calculate or simplify this relation.

    α:z=0,β:z=1;l=(t,0,c)\alpha:z=0,\quad\beta:z=1;\quad l=(t,0,c)
  3. A line already contained in β is not called parallel to β under the disjoint definition.

It can lie in β or be parallel to β.

Checks and common pitfalls: A line already contained in β is not called parallel to β under the disjoint definition.

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.

12 / Transfer#Your turn

Does a line parallel to a plane have to be parallel to every line in that 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
Compare direction vectors.
Hint 2
Plane parallelism constrains a normal component, not one unique direction.
Worked solution
  1. Compare direction vectors.

  2. Calculate or simplify this relation.

    l direction (1,0,0);m direction (0,1,0)l\text{ direction }(1,0,0);\quad m\text{ direction }(0,1,0)
  3. There are many different directions in a plane.

No: l=(t,0,1) is parallel to z=0, but not parallel to the y-axis in that plane.

Checks and common pitfalls: There are many different directions in a plane.

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.

13 / Transfer#Your turn

A plane parallel to a pyramid base cuts at two-thirds of the full height measured from the apex. Find the section-to-base area ratio.

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

Working and explanation

BUILD THE REASONING

Hint 1
Use similar triangles along corresponding rays from the apex.
Hint 2
Area ratio is the square of the height ratio from the apex.
Worked solution
  1. Use similar triangles along corresponding rays from the apex.

  2. Calculate or simplify this relation.

    λ=2/3;Ssection/Sbase=λ2=4/9\lambda=2/3;\quad S_{\text{section}}/S_{\text{base}}=\lambda^2=4/9
  3. Measuring from the base would give a different linear ratio.

The requested value is 0.44444444.

Checks and common pitfalls: Measuring from the base would give a different linear ratio.

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 parallel 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 parallel lines and planes in space.
    • Line-plane criterion: An outside line parallel to a line in a plane is parallel to the plane.
    • Plane-plane criterion: Two intersecting directions are needed to establish a plane orientation.
    • Close with: conditions → representation → reasoning → check.

    Anticipated thinking

    • Expected reasoning: An outside line parallel to a line in a plane is parallel to the plane.
    • Expected reasoning: Two intersecting directions are needed to establish a plane orientation.
    • Expected correction: Parallel to the same plane does not mean parallel to each other.

    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 ↗