Heron's Formula Synthetic Proof (Animation)

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In this video, On The Spot STEM Heron's Formula proved geometrically!

Manim was created by Grant Sanderson (3Blue1Brown).

If you want anything else to be animated, please let us know in the comments.

Code for this video and the other animations:
Please don't reuse the code for your own videos or any revenue-generating platform, or else I will have to make it private. It's public for recreational uses.

Please like and subscribe if you enjoyed this video!

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Music used in this video:
Symphony No. 40 in G minor, K.550 - IV. Allegro assai (Mozart, Wolfgang Amadeus)

Mozart-The Marriage of Figaro

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Excellent!! I'm Seriously lacking geometrical skills! Confusing at first but its best to know the geometrical proof than the algebraic proof. Spproaching this from the classical geometric POV really takes concentration and careful inspection.

I loved the classical music touch as well, when I was younger i used to listen to classical music while solving equations.❤

J_H

The animation is getting better and better each time.

satyankarchandra

رسم واضح مرتب . شرح واضح مرتب لنظرية هيرون . شكرا جزيلا لكم والله يحفظكم ويرعاكم ويحميكم جميعا . تحياتنا لكم من غزة فلسطين .

اممدنحمظ

Awesome video. Makes me wanna watch it again later, and I love that it shows how bad I am at geometry.
Manim is a great addition. Oh, and the music is great too.

tricanico

رسم واضح مرتب. شرح واضح مرتب . شكرا جزيلا لكم والله يحفظكم ويرعاكم ويحميكم جميعا . تحياتنا لكم من غزة فلسطين .

اممدنحمظ

This channel has come quite a way in a short amount of time. It never ceases to impress me.

yakuzaboss

Awesome work, , nice & neat. Mozart plays along quite well with Heron :))) ... thank you very much :)))

robertodelaprieta

رسم واضح مرتب . شرح شرح جيد مرتب . شكرا جزيلا لكم والله يحفظكم ويحميكم ويرجميعا. تحياتنا لكم من غزة غلسطين.

ghhdcdvv

Wow, this is a really high quality animation and proof. I'm really bad at geo so the bashy algebraic proof might be easier for me, lol.

benjamaster

Eulers line times x =the area of triangle, any constant terms are theirs or not ???

anilkumarsharma

If we are given the perimeter and all three angles of a triangle then how to calculate it's sides individually?

محمدحارثبھائی

Nice video. But I am said why you can't do some advanced math animation with manim like deriving formula ??

faroukhasnaoui

Some constructive criticism from a web designer (I enjoyed the video!):

Both you and 3Blue1Brown are guilty of animating things in a way that makes the video cluttered and confusing. Coming at this from an information architecture and graphic design perspective: your animations should convey meaning. This is the advantage animation has over static documents. Not that things are "pretty", or "smooth". It's the conveyance of *meaning* in an intuitive, integrated, clear way. That is to say, if the context is that you're trying to teach a complex subject by being as clear as possible, you should use the animation to "mark up" content semantically, not to "style" content per se.

For example: a great use of animation is to slide certain terms of the equation into different positions in the frame (such as into a new, different equation), so that it's visually clear how you are repurposing them in a different context. Otherwise, it's more difficult to show that there is a *deliberate semantic relationship* between the original terms and the same terms in the later equation.
Another example would be: animating the different coordinate positions of a single variable in 3D space. By showing only one position changing over time, it's obvious that we're dealing with a single variable, and that the variable can have continuous/arbitrary values between the points we give as examples.

An example of how *not* to use animation: Drawing out written text, stroke by stroke, from one side to another. The text is not being handwritten; it's not necessarily directional in nature, and the text doesn't make sense in its partial/in-progress state of being "written out". By making this animated, rather than just cutting (or quickly fading) in the text, you are mixing up *content/information* and *presentation/style* in a way that's (sometimes subtly or subliminally) confusing. The aim for educators should always be to cut out the "fat" so that students don't need to do any superfluous work to parse or filter what's being taught. I know it often seems like animation is a secret sauce you can slather on anything to just make it "nicer", (especially when compared with static/written media), but actually it's a technique you need to apply consistently and intentionally ("when the only tool you have is a hammer..."). Having purely aesthetically "pretty" animations is fine, but make it so that they're very clearly *separate* from the animations which are used to convey information (so, some good places could be interludes, credits, title cards, or playing around with a visualisation to show its beauty or versatility).

gloverelaxis