The Golden & Silver Ratio: an Overview
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From a GOLDEN RECTANGLE to GOLDEN QUADRILATERALS And
An example of constructive defining: TechSpace From a GOLDEN TechSpace RECTANGLE to GOLDEN QUADRILATERALS and Beyond Part 1 MICHAEL DE VILLIERS here appears to be a persistent belief in mathematical textbooks and mathematics teaching that good practice (mostly; see footnote1) involves first Tproviding students with a concise definition of a concept before examples of the concept and its properties are further explored (mostly deductively, but sometimes experimentally as well). Typically, a definition is first provided as follows: Parallelogram: A parallelogram is a quadrilateral with half • turn symmetry. (Please see endnotes for some comments on this definition.) 1 n The number e = limn 1 + = 2.71828 ... • →∞ ( n) Function: A function f from a set A to a set B is a relation • from A to B that satisfies the following conditions: (1) for each element a in A, there is an element b in B such that <a, b> is in the relation; (2) if <a, b> and <a, c> are in the relation, then b = c. 1It is not being claimed here that all textbooks and teaching practices follow the approach outlined here as there are some school textbooks such as Serra (2008) that seriously attempt to actively involve students in defining and classifying triangles and quadrilaterals themselves. Also in most introductory calculus courses nowadays, for example, some graphical and numerical approaches are used before introducing a formal limit definition of differentiation as a tangent to the curve of a function or for determining its instantaneous rate of change at a particular point. Keywords: constructive defining; golden rectangle; golden rhombus; golden parallelogram 64 At Right Angles | Vol. -
Black Hills State University
Black Hills State University MATH 341 Concepts addressed: Mathematics Number sense and numeration: meaning and use of numbers; the standard algorithms of the four basic operations; appropriate computation strategies and reasonableness of results; methods of mathematical investigation; number patterns; place value; equivalence; factors and multiples; ratio, proportion, percent; representations; calculator strategies; and number lines Students will be able to demonstrate proficiency in utilizing the traditional algorithms for the four basic operations and to analyze non-traditional student-generated algorithms to perform these calculations. Students will be able to use non-decimal bases and a variety of numeration systems, such as Mayan, Roman, etc, to perform routine calculations. Students will be able to identify prime and composite numbers, compute the prime factorization of a composite number, determine whether a given number is prime or composite, and classify the counting numbers from 1 to 200 into prime or composite using the Sieve of Eratosthenes. A prime number is a number with exactly two factors. For example, 13 is a prime number because its only factors are 1 and itself. A composite number has more than two factors. For example, the number 6 is composite because its factors are 1,2,3, and 6. To determine if a larger number is prime, try all prime numbers less than the square root of the number. If any of those primes divide the original number, then the number is prime; otherwise, the number is composite. The number 1 is neither prime nor composite. It is not prime because it does not have two factors. It is not composite because, otherwise, it would nullify the Fundamental Theorem of Arithmetic, which states that every composite number has a unique prime factorization. -
Fibonacci Number
Fibonacci number From Wikipedia, the free encyclopedia • Have questions? Find out how to ask questions and get answers. • • Learn more about citing Wikipedia • Jump to: navigation, search A tiling with squares whose sides are successive Fibonacci numbers in length A Fibonacci spiral, created by drawing arcs connecting the opposite corners of squares in the Fibonacci tiling shown above – see golden spiral In mathematics, the Fibonacci numbers form a sequence defined by the following recurrence relation: That is, after two starting values, each number is the sum of the two preceding numbers. The first Fibonacci numbers (sequence A000045 in OEIS), also denoted as Fn, for n = 0, 1, … , are: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987, 1597, 2584, 4181, 6765, 10946, 17711, 28657, 46368, 75025, 121393, ... (Sometimes this sequence is considered to start at F1 = 1, but in this article it is regarded as beginning with F0=0.) The Fibonacci numbers are named after Leonardo of Pisa, known as Fibonacci, although they had been described earlier in India. [1] [2] • [edit] Origins The Fibonacci numbers first appeared, under the name mātrāmeru (mountain of cadence), in the work of the Sanskrit grammarian Pingala (Chandah-shāstra, the Art of Prosody, 450 or 200 BC). Prosody was important in ancient Indian ritual because of an emphasis on the purity of utterance. The Indian mathematician Virahanka (6th century AD) showed how the Fibonacci sequence arose in the analysis of metres with long and short syllables. Subsequently, the Jain philosopher Hemachandra (c.1150) composed a well-known text on these. -
Saxon Course 1 Reteachings Lessons 21-30
Name Reteaching 21 Math Course 1, Lesson 21 • Divisibility Last-Digit Tests Inspect the last digit of the number. A number is divisible by . 2 if the last digit is even. 5 if the last digit is 0 or 5. 10 if the last digit is 0. Sum-of-Digits Tests Add the digits of the number and inspect the total. A number is divisible by . 3 if the sum of the digits is divisible by 3. 9 if the sum of the digits is divisible by 9. Practice: 1. Which of these numbers is divisible by 2? A. 2612 B. 1541 C. 4263 2. Which of these numbers is divisible by 5? A. 1399 B. 1395 C. 1392 3. Which of these numbers is divisible by 3? A. 3456 B. 5678 C. 9124 4. Which of these numbers is divisible by 9? A. 6754 B. 8124 C. 7938 Saxon Math Course 1 © Harcourt Achieve Inc. and Stephen Hake. All rights reserved. 23 Name Reteaching 22 Math Course 1, Lesson 22 • “Equal Groups” Word Problems with Fractions What number is __3 of 12? 4 Example: 1. Divide the total by the denominator (bottom number). 12 ÷ 4 = 3 __1 of 12 is 3. 4 2. Multiply your answer by the numerator (top number). 3 × 3 = 9 So, __3 of 12 is 9. 4 Practice: 1. If __1 of the 18 eggs were cracked, how many were not cracked? 3 2. What number is __2 of 15? 3 3. What number is __3 of 72? 8 4. How much is __5 of two dozen? 6 5. -
Page 1 Golden Ratio Project When to Use This Project
Golden Ratio Project When to use this project: Golden Ratio artwork can be used with the study of Ratios, Patterns, Fibonacci, or Second degree equation solutions and with pattern practice, notions of approaching a limit, marketing, review of long division, review of rational and irrational numbers, introduction to ϕ . Appropriate for students in 6th through 12th grades. Vocabulary and concepts Fibonacci pattern Leonardo Da Pisa = Fibonacci = son of Bonacci Golden ratio Golden spiral Golden triangle Phi, ϕ Motivation Through the investigation of the Fibonacci sequence students will delve into ratio, the notion of irrational numbers, long division review, rational numbers, pleasing proportions, solutions to second degree equations, the fascinating mathematics of ϕ , and more. Introductory concepts In the 13th century, an Italian mathematician named Leonardo Da Pisa (also known as Fibonacci -- son of Bonacci) described an interesting pattern of numbers. The sequence was this; 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, ... Notice that given the first two numbers, the remaining sequence is the sum of the two previous elements. This pattern has been found to be in growth structures, plant branchings, musical chords, and many other surprising realms. As the Fibonacci sequence progresses, the ratio of one number to its proceeding number is about 1.6. Actually, the further along the sequence that one continues, this ratio approaches 1.618033988749895 and more. This is a very interesting number called by the Greek letter phi ϕ . Early Greek artists and philosophers judged that a page 1 desirable proportion in Greek buildings should be width = ϕ times height. The Parthenon is one example of buildings that exhibit this proportion. -
RATIO and PERCENT Grade Level: Fifth Grade Written By: Susan Pope, Bean Elementary, Lubbock, TX Length of Unit: Two/Three Weeks
RATIO AND PERCENT Grade Level: Fifth Grade Written by: Susan Pope, Bean Elementary, Lubbock, TX Length of Unit: Two/Three Weeks I. ABSTRACT A. This unit introduces the relationships in ratios and percentages as found in the Fifth Grade section of the Core Knowledge Sequence. This study will include the relationship between percentages to fractions and decimals. Finally, this study will include finding averages and compiling data into various graphs. II. OVERVIEW A. Concept Objectives for this unit: 1. Students will understand and apply basic and advanced properties of the concept of ratios and percents. 2. Students will understand the general nature and uses of mathematics. B. Content from the Core Knowledge Sequence: 1. Ratio and Percent a. Ratio (p. 123) • determine and express simple ratios, • use ratio to create a simple scale drawing. • Ratio and rate: solve problems on speed as a ratio, using formula S = D/T (or D = R x T). b. Percent (p. 123) • recognize the percent sign (%) and understand percent as “per hundred” • express equivalences between fractions, decimals, and percents, and know common equivalences: 1/10 = 10% ¼ = 25% ½ = 50% ¾ = 75% find the given percent of a number. C. Skill Objectives 1. Mathematics a. Compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators b. Use models to relate decimals to fractions that name tenths, hundredths, and thousandths c. Use fractions to describe the results of an experiment d. Use experimental results to make predictions e. Use table of related number pairs to make predictions f. Graph a given set of data using an appropriate graphical representation such as a picture or line g. -
How to Make Mathematical Candy
how to make mathematical candy Jean-Luc Thiffeault Department of Mathematics University of Wisconsin { Madison Summer Program on Dynamics of Complex Systems International Centre for Theoretical Sciences Bangalore, 3 June 2016 Supported by NSF grant CMMI-1233935 1 / 45 We can assign a growth: length multiplier per period. the taffy puller Taffy is a type of candy. Needs to be pulled: this aerates it and makes it lighter and chewier. [movie by M. D. Finn] play movie 2 / 45 the taffy puller Taffy is a type of candy. Needs to be pulled: this aerates it and makes it lighter and chewier. We can assign a growth: length multiplier per period. [movie by M. D. Finn] play movie 2 / 45 making candy cane play movie [Wired: This Is How You Craft 16,000 Candy Canes in a Day] 3 / 45 four-pronged taffy puller play movie http://www.youtube.com/watch?v=Y7tlHDsquVM [MacKay (2001); Halbert & Yorke (2014)] 4 / 45 a simple taffy puller initial -1 �1 �1�2 �1 -1 -1 -1 1�2 �1�2 �1 �2 [Remark for later: each rod moves in a ‘figure-eight’ shape.] 5 / 45 the famous mural This is the same action as in the famous mural painted at Berkeley by Thurston and Sullivan in the Fall of 1971: 6 / 45 The sequence is #folds = 1; 1; 2; 3; 5; 8; 13; 21; 34;::: What is the rule? #foldsn = #foldsn−1 + #foldsn−2 This is the famous Fibonacci sequence, Fn. number of folds [Matlab: demo1] Let's count alternating left/right folds. 7 / 45 #foldsn = #foldsn−1 + #foldsn−2 This is the famous Fibonacci sequence, Fn. -
GOLDEN and SILVER RATIOS in BARGAINING 1. Introduction There Are Five Coins on a Table to Be Divided Among Players 1 to 4. the P
GOLDEN AND SILVER RATIOS IN BARGAINING KIMMO BERG, JANOS´ FLESCH, AND FRANK THUIJSMAN Abstract. We examine a specific class of bargaining problems where the golden and silver ratios appear in a natural way. 1. Introduction There are five coins on a table to be divided among players 1 to 4. The players act in turns cyclically starting from player 1. When it is a player's turn, he has two options: to quit or to pass. If he quits he earns a coin, the next two players get two coins each and the remaining player gets nothing. For example, if player 3 quits then he gets one coin, players 4 and 1 get two coins each and player 2 gets no coins. This way the game is repeated until someone quits. If nobody ever quits then they all get nothing. Each player can randomize between the two alternatives and maximizes his expected payoff. The game is presented in the figure below, where the players' payoffs are shown as the components of the vectors. pass pass pass pass player 1 player 2 player 3 player 4 quit quit quit quit (1; 2; 2; 0) (0; 1; 2; 2) (2; 0; 1; 2) (2; 2; 0; 1) Bargaining problems have been studied extensively in game theory literature [4, 6, 7]. Our game can be seen as a barganing problem where the players cannot make their own offers but can only accept or decline the given division. Furthermore, the game is a special case of a so-called sequential quitting game which have been studied, for example, in [5, 9]. -
Exploring the Golden Section with Twenty-First Century Tools: Geogebra
Exploring the Golden Section with Twenty-First Century Tools: GeoGebra José N. Contreras Ball State University, Muncie, IN, USA [email protected] Armando M. Martínez-Cruz California State University, Fullerton, CA, USA [email protected] ABSTRACT: In this paper we illustrate how learners can discover and explore some geometric figures that embed the golden section using GeoGebra. First, we introduce the problem of dividing a given segment into the golden section. Second, we present a method to solve said problem. Next, we explore properties of the golden rectangle, golden triangle, golden spiral, and golden pentagon. We conclude by suggesting some references to find more appearances of the golden section not only in mathematics, but also in nature and art. KEYWORDS: Golden section, golden rectangle, golden triangle, golden spiral, golden pentagon, GeoGebra. 1. Introduction Interactive geometry software such as GeoGebra (GG) allows users and learners to construct effortlessly dynamic diagrams that they can continuously transform. The use of such software facilitates the teaching and learning of properties of mathematical objects, such as numbers and geometric figures. One of the most ubiquitous numbers is the so called golden number, denoted by the Greek letter φ (phi) in honor to Phidias who used it in the construction of the Parthenon in Athens. The golden number is involved in the solution to the following geometric problem: 퐴퐵 퐴푃 Given a segment ̅퐴퐵̅̅̅, find an interior point P such that = (Fig. 1). In other words, point 퐴푃 푃퐵 P divides segment ̅퐴퐵̅̅̅, into two segments (̅퐴퐵̅̅̅ and 푃퐵̅̅̅̅ ) such that the ratio of the entire segment to the larger segment is equal to the ratio of the larger segment to the smaller segment. -
Lionel March Palladio's Villa Emo: the Golden Proportion Hypothesis Rebutted
Lionel Palladio’s Villa Emo: The Golden Proportion March Hypothesis Rebutted In a most thoughtful and persuasive paper Rachel Fletcher comes close to convincing that Palladio may well have made use of the ‘golden section’, or extreme and mean ratio, in the design of the Villa Emo at Fanzolo. What is surprising is that a visually gratifying result is so very wrong when tested by the numbers. Lionel March provides an arithmetic analysis of the dimensions provided by Palladio in the Quattro libri to reach new conclusions about Palladio’s design process. Not all that tempts your wand’ring eyes And heedless hearts, is lawful prize; Nor all that glisters, gold (Thomas Gray, Ode on the Death of a Favourite Cat) Historical grounding In a most thoughtful and persuasive paper [Fletcher 2000], Rachel Fletcher comes close to convincing that Palladio may well have made use of the ‘golden section’, or extreme and mean ratio, in the design of the Villa Emo at Fanzolo which was probably conceived and built during the decade 1555-1565. It is early in this period, 1556, that I dieci libri dell’archittetura di M. Vitruvio Pollionis traduitti et commentati ... by Daniele Barbaro was published by Francesco Marcolini in Venice and the collaboration of Palladio acknowledged. In the later Latin edition [Barbaro 1567], there are geometrical diagrams of the equilateral triangle, square and hexagon which evoke ratios involving 2 and 3, but there are no drawings of pentagons, or decagons, which might explicitly alert the perceptive reader to the extreme and mean proportion, 1 : I :: I : I2. -
Two Kinds of Golden Triangles, Generalized to Match Continued Fractions
Journal for Geometry and Graphics Volume 11 (2007), No. 2, 165–171. Two Kinds of Golden Triangles, Generalized to Match Continued Fractions Clark Kimberling Department of Mathematics, University of Evansville 1800 Lincoln Avenue, Evansville, Indiana, USA 47722 email: [email protected] Abstract. Two kinds of partitioning of a triangle ABC are considered: side- partitioning and angle-partitioning. Let a = BC and b = AC , and assume that 0 < b a. Side-partitioning occurs in stages.| At| each stage,| | a certain maximal ≤ number qn of subtriangles of ABC are removed. The sequence (qn) is the continued fraction of a/b, and if qn = 1for all n, then ABC is called a side-golden triangle. In a similar way, angle-partitioning matches the continued fraction of the ratio C/B of angles, and if qn = 1 for all n, then ABC is called a angle-golden triangle. It is proved that there is a unique triangle that is both side-golden and angle-golden. Key Words: golden triangle, golden ratio, continued fraction MSC 2000: 51M04 1. Introduction: rectangles and triangles One of the fondest of all mathematical shapes is the golden rectangle, special because of its shape and “golden” because of its connection with the golden ratio. Here’s the story: Every rectangle has a length L and width W , and the shape of the rectangle is given by the single number L/W . There is only one shape of rectangle such that if a square of sidelength W is removed from an end of the rectangle, then the remaining rectangle has the same shape as the original. -
The Golden Ratio
Mathematical Puzzle Sessions Cornell University, Spring 2012 1 Φ: The Golden Ratio p 1 + 5 The golden ratio is the number Φ = ≈ 1:618033989. (The greek letter Φ used to 2 represent this number is pronounced \fee".) Where does the number Φ come from? Suppose a line is broken into two pieces, one of length a and the other of length b (so the total length is a + b), and a and b are chosen in a very specific way: a and b are chosen so that the ratio of a + b to a and the ratio of a to b are equal. a b a + b a ! a b a+b a It turns out that if a and b satisfy this property so that a = b then the ratios are equal to the number Φ! It is called the golden ratio because among the ancient Greeks it was thought that this ratio is the most pleasing to the eye. a Try This! You can verify that if the two ratios are equal then b = Φ yourself with a bit of careful algebra. Let a = 1 and use the quadratic equation to find the value of b that makes 1 the two ratios equal. If you successfully worked out the value of b you should find b = Φ. The Golden Rectangle A rectangle is called a golden rectangle if the ratio of the sides of the rectangle is equal to Φ, like the one shown below. 1 Φ p 1 −1+ 5 If the ratio of the sides is Φ = 2 this is also considered a golden rectangle.