vanhees71 said:
The "area rule" becomes, as expected, clear when doing the (linear) algebra. A formula is worth 1000 diagrams ;-)).
This is true!... but only when one understands the meaning of the mathematical symbols and of the mathematical operations.
That's why I felt it was worth developing this "multimedia", multiple-representations [algebraic, geometrical, physical] of the same idea.
For a novice, it may be too much to ask for the algebra and analytic geometry in the beginning to learn relativity.
For an expert, algebra and geometry and physics is needed to clearly show what input was needed to obtain the result.
My goal to address both ends of the spectrum is one of the reasons that my revisions took so long.
I had to find a balance I was happy with, given the numerous suggestions for improvement from colleagues and reviewers.
That's a very nice alternative to drawing the hyperbolae directly, because it's easier to construct without having a curve ruler at hand although nowadays it's no problem to draw hyperbolae with computer graphics programs. I like geogebra very much for that purpose.
Yes, thanks.
However, the typical introductory student is--unfortunately--unfamiliar with hyperbolas.
But they don't need to be. They need segments with tickmarks that are easy to read and interpret.
In a problem in Euclidean geometry, unless we are doing a construction with a compass, we often don't need the underlying circles (or circular arcs) to work the problem.
But, yes, tools like
http://www.geogebra.org/ will make it easier to draw hyperbolas.
I've been working on some geogebra visualizations to draw the diamonds [and hyperbolas] since my LaTeX pstricks-based graphics are tedious to construct and aren't dynamical.