Pattern, the Visual Mathematics: a Search for Logical Connections in Design Through Mathematics, Science, and Multicultural Arts
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Object Oriented Programming
No. 52 March-A pril'1990 $3.95 T H E M TEe H CAL J 0 URN A L COPIA Object Oriented Programming First it was BASIC, then it was structures, now it's objects. C++ afi<;ionados feel, of course, that objects are so powerful, so encompassing that anything could be so defined. I hope they're not placing bets, because if they are, money's no object. C++ 2.0 page 8 An objective view of the newest C++. Training A Neural Network Now that you have a neural network what do you do with it? Part two of a fascinating series. Debugging C page 21 Pointers Using MEM Keep C fro111 (C)rashing your system. An AT Keyboard Interface Use an AT keyboard with your latest project. And More ... Understanding Logic Families EPROM Programming Speeding Up Your AT Keyboard ((CHAOS MADE TO ORDER~ Explore the Magnificent and Infinite World of Fractals with FRAC LS™ AN ELECTRONIC KALEIDOSCOPE OF NATURES GEOMETRYTM With FracTools, you can modify and play with any of the included images, or easily create new ones by marking a region in an existing image or entering the coordinates directly. Filter out areas of the display, change colors in any area, and animate the fractal to create gorgeous and mesmerizing images. Special effects include Strobe, Kaleidoscope, Stained Glass, Horizontal, Vertical and Diagonal Panning, and Mouse Movies. The most spectacular application is the creation of self-running Slide Shows. Include any PCX file from any of the popular "paint" programs. FracTools also includes a Slide Show Programming Language, to bring a higher degree of control to your shows. -
Mathematical Melodies: the Beauty of Numbers “What Are You Studying?”
Mathematical Melodies: The Beauty of Numbers “What are you studying?” I asked a senior a couple of years ago. “Visual Art,” he replied. I said something like, “I never was good at drawing or anything like that,” and he responded, “I get that a lot,” seeming slightly annoyed. I hope that he did not think I was dismissing art simply because I am not very good at making it. In fact, I have a great appreciation for painting, sculpture, and art of all kinds. I recognize two facts: that visual art is aesthetic, and that someone with no particular gifts as an artist can appreciate it. Now I am the senior, and often when I tell someone that I study mathematics, I get a reply like, “I never could get the hang of math.” Now it is certainly fine if someone is not very good at math, but I always hope that their statement does not mean they dismiss mathematics from their life. In this article, I would like to demonstrate two facts: that mathematics is aesthetic, and that someone with no particular gifts as a mathematician can appreciate it. If I can get you to believe these two facts, then it would be just as desirable and beneficial to your life to take math seriously as it is for me to take art seriously. While it may be true that a non- mathematician cannot appreciate the beauty of mathematics as much as a mathematician can, I also doubt I can appreciate a painting as well as my artist friend can. -
Open Etoth Dissertation Corrected.Pdf
The Pennsylvania State University The Graduate School The College of Arts and Architecture FROM ACTIVISM TO KIETISM: MODERIST SPACES I HUGARIA ART, 1918-1930 BUDAPEST – VIEA – BERLI A Dissertation in Art History by Edit Tóth © 2010 Edit Tóth Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2010 The dissertation of Edit Tóth was reviewed and approved* by the following: Nancy Locke Associate Professor of Art History Dissertation Adviser Chair of Committee Sarah K. Rich Associate Professor of Art History Craig Zabel Head of the Department of Art History Michael Bernhard Associate Professor of Political Science *Signatures are on file in the Graduate School ii ABSTRACT From Activism to Kinetism: Modernist Spaces in Hungarian Art, 1918-1930. Budapest – Vienna – Berlin investigates modernist art created in Central Europe of that period, as it responded to the shock effects of modernity. In this endeavor it takes artists directly or indirectly associated with the MA (“Today,” 1916-1925) Hungarian artistic and literary circle and periodical as paradigmatic of this response. From the loose association of artists and literary men, connected more by their ideas than by a distinct style, I single out works by Lajos Kassák – writer, poet, artist, editor, and the main mover and guiding star of MA , – the painter Sándor Bortnyik, the polymath László Moholy- Nagy, and the designer Marcel Breuer. This exclusive selection is based on a particular agenda. First, it considers how the failure of a revolutionary reorganization of society during the Hungarian Soviet Republic (April 23 – August 1, 1919) at the end of World War I prompted the Hungarian Activists to reassess their lofty political ideals in exile and make compromises if they wanted to remain in the vanguard of modernity. -
Properties and Generalizations of the Fibonacci Word Fractal Exploring Fractal Curves José L
The Mathematica® Journal Properties and Generalizations of the Fibonacci Word Fractal Exploring Fractal Curves José L. Ramírez Gustavo N. Rubiano This article implements some combinatorial properties of the Fibonacci word and generalizations that can be generated from the iteration of a morphism between languages. Some graphic properties of the fractal curve are associated with these words; the curves can be generated from drawing rules similar to those used in L-systems. Simple changes to the programs generate other interesting curves. ‡ 1. Introduction The infinite Fibonacci word, f = 0 100 101 001 001 010 010 100 100 101 ... is certainly one of the most studied words in the field of combinatorics on words [1–4]. It is the archetype of a Sturmian word [5]. The word f can be associated with a fractal curve with combinatorial properties [6–7]. This article implements Mathematica programs to generate curves from f and a set of drawing rules. These rules are similar to those used in L-systems. The outline of this article is as follows. Section 2 recalls some definitions and ideas of combinatorics on words. Section 3 introduces the Fibonacci word, its fractal curve, and a family of words whose limit is the Fibonacci word fractal. Finally, Section 4 generalizes the Fibonacci word and its Fibonacci word fractal. The Mathematica Journal 16 © 2014 Wolfram Media, Inc. 2 José L. Ramírez and Gustavo N. Rubiano ‡ 2. Definitions and Notation The terminology and notation are mainly those of [5] and [8]. Let S be a finite alphabet, whose elements are called symbols. A word over S is a finite sequence of symbols from S. -
General Guide to the Science and Cosmos Museum
General guide to the Science and Cosmos Museum 1 Background: “Tenerife monts” and “Pico” near of Plato crater in the Moon PLANTA TERRAZA Terrace Floor 5 i 2 1 4 6 3 ASCENSOR 4 RELOJ DE SOL ECUATORIAL Elevator Analemmatic sundial i INFORMACIÓN 5 BUSTO PARLANTE Information “AGUSTÍN DE BETANCOURT” Agustín de Betancourt 1 PLAZA “AGUSTÍN DE talking bust BETANCOURT” Agustín de Betancourt 6 ZONA WI-FI Square Wi-Fi zone 2 ANTENA DE RADIOASTRONOMÍA Radioastronomy antenna 3 TELESCOPIO Telescope PLANTA BAJA Ground Floor WC 10 9 8 11 7 1 6 5 4 12 2 3 ASCENSOR Cosmos Lab - Creative Elevator Laboratory 1 EXPOSICIÓN 7 PLANETARIO Exhibition Planetarium 2 TALLER DE DIDÁCTICA 8 SALIDA DE EMERGENCIA Didactic Workshop Emergency exit 3 EFECTOS ÓPTICOS 9 MICROCOSMOS Optical illusions 10 SALÓN DE ACTOS 4 SALA CROMA KEY Assembly hall Chroma Key room 11 EXPOSICIONES TEMPORALES 5 LABERINTO DE ESPEJOS Temporary exhibitions Mirror Labyrinth 12 ZONA DE DESCANSO 6 COSMOS LAB - LABORATORIO Rest zone CREATIVO CONTENIDOS Contents 7 LA TIERRA The Earth 23 EL SOL The Sun 33 EL UNIVERSO The Universe 45 CÓMO FUNCIONA How does it work 72 EL CUERPO HUMANO The human body 5 ¿POR QUÉ PIRÁMIDES? Why pyramids? 1 Sacred places have often been con- ceived of as elevated spaces that draw the believer closer to the divi- nity. For this reason, once architec- tural techniques became sufficiently refined, mosques or cathedrals rai- sed their vaults, minarets, towers and spires to the sky. However, for thousands of years, the formula fa- voured by almost every culture was the pyramid. -
Theory and Sociology in the Age of Fractal Ambiguity, Dromology, and Emergent Epi-Spaces
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2015 After the Human: Theory and Sociology in the Age of Fractal Ambiguity, Dromology, and Emergent Epi-spaces Joel Michael Crombez University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Theory, Knowledge and Science Commons Recommended Citation Crombez, Joel Michael, "After the Human: Theory and Sociology in the Age of Fractal Ambiguity, Dromology, and Emergent Epi-spaces. " Master's Thesis, University of Tennessee, 2015. https://trace.tennessee.edu/utk_gradthes/3356 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Joel Michael Crombez entitled "After the Human: Theory and Sociology in the Age of Fractal Ambiguity, Dromology, and Emergent Epi-spaces." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Arts, with a major in Sociology. Harry F. Dahms, Major Professor We have read this thesis and recommend its acceptance: Michelle Brown, Allen Dunn Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) After the Human: Theory and Sociology in the Age of Fractal Ambiguity, Dromology, and Emergent Epi-spaces A Thesis Presented for the Master of Arts Degree The University of Tennessee, Knoxville Joel Michael Crombez May 2015 Copyright © 2015 by Joel Michael Crombez All rights reserved. -
What Is Mathematical Beauty? Teaching Through Big Ideas and Connections
What is Mathematical Beauty? Teaching through Big Ideas and Connections Jo Boaler, Professor of Mathematics Education, co-director of youcubed Jen Munson, Doctoral Candidate, Mathematics Education Cathy Williams, co-director of youcubed Stanford University Mathematics is a beautiful subject. Ask mathematicians and others what they love about the subject and they will talk about the amazing connections that thread through the terrain, unifying the diferent ideas. There are not many facts or methods to remember in mathematics but there are a few really big and important ideas that are connected to each other and that infuse the subject. Yet when we ask students what they think math is, most will say that it is a lot of diferent rules and methods. This is really unfortunate as students who believe mathematics is a set of methods to be remembered are the lowest achieving students, worldwide, as revealed by PISA data (Boaler & Zoido, 2016). So, why do so few students, or teachers, see mathematics as a set of rich ideas and connections? One of the reasons is that teachers are given sets of standards to teach and no matter how good the standard writers are, they all cut mathematics up into small pieces and give teachers small atomized content areas – usually a set of methods – to teach. The connections disappear – teachers cannot see them and they are lost from students’ learning pathways. Instead, teachers see the lists of content – often 100 or more methods in a year – and work systematically through them. This often leads teachers to skim through content quickly as when mathematics is disconnected and ofered in small sections there is a lot to get through in any year. -
Cao Flyer.Pdf
Chaos and Order - A Mathematic Symphony Journey into the Language of the Universe! “The Universe is made of math.” — Max Tegmark, MIT Physicist Does mathematics have a color? Does it have a sound? Media artist Rocco Helmchen and composer Johannes Kraas try to answer these questions in their latest educational/entertainment full- dome show Chaos and Order - A Mathematic Symphony. The show captivates audiences by taking them on a journey into a fascinating world of sensuous, ever-evolving images and symphonic electronic music. Structured into four movements — from geometric forms, algo- rithms, simulations to chaos theory — the show explores breath- taking animated visuals of unprecedented beauty. Experience the fundamental connection between reality and mathematics, as science and art are fused together in this immer- sive celebration of the one language of our universe. Visualizations in Chaos and Order - A Mathematic Symphony Running time: 29, 40, or 51 minutes Year of production: 2012 Suitable for: General public 1st Movement - 2nd Movement - 3rd Movement - 4th Movement - Information about: Mathematical visualizations, fractals, music Form Simulation Algorithm Fractal Mesh cube N-body simulation Belousov- Mandelbrot set Public performance of this show requires the signing of a License Agreement. Static cube-array Simulated galaxy- Zhabotinsky cellular Secant Fractal Symmetry: superstructures automata Escape Fractal Kaleidoscope Rigid-body dynamics Evolutionary genetic Iterated function Chaos and Order - A Mathematic Symphony Voronoi -
Reflections on Mathematics and Aesthetics
rivista on-line del Seminario Permanente di Estetica anno VIII, numero 1 Reflections on Mathematics and Aesthetics John L. Bell My work has always tried to unite the true with the beautiful and when I had to choose one or the other, I usually chose the beautiful. Hermann Weyl I am interested in mathematics only as a creative art. G. H. Hardy 1. Mathematics as embodying intelligible beauty The association of mathematics with the Beautiful was first explicitly made by Plato (through the words of Socrates). In the Philebus Socrates says: I do not mean by beauty of form such beauty as that of animals or pictures... but ... under- stand me to mean straight lines and circles... for these I affirm to be not relatively beautiful, like other things, but eternally and absolutely beautiful. For Plato the essence of mathematical beauty was its absoluteness, its resistance to change and fashion. Some four centuries later, Plutarch asserts: «The purpose of geometry is to draw us away from the sensible and the perishable to the intelligible and eternal». The word «intelligible» has two meanings. First, of course, the usual meaning of «comprehensible» or «capable of being understood». But the word also has an older meaning, namely, «capable of being apprehended only by the intellect, not by the sens- es»; in this guise it serves as an antonym to «sensible». It is, I believe, precisely with this signification that Plutarch uses the word «intelligible» in this quotation. Plutarch doesn’t mention «beauty» here, but he does link «sensible» with «perisha- ble2 and «intelligible» with «eternal». -
Computer Technology to Imitate Traditional Tie-Dye Patterns
Advances in Engineering Research (AER), volume 117 2nd Annual International Conference on Electronics, Electrical Engineering and Information Science (EEEIS 2016) Computer technology to imitate traditional tie-dye patterns Xiao-Sha Yin1,a and Jian-Ming Wang2,b, † 1Beijing Institute of Fashion Technology, Beijing, China 2Beijing Institute of Fashion Technology, Beijing, China [email protected], [email protected] †Jian-Ming Wang Abstract. Because of its long tradition of printing and dyeing technology cycle, complicated production process, and the pollution of the environment, energy consumption in the future development of the ecological environment has hazards. By using Ultra Fractal to simulate fractal tie-dye pattern, reproduce the Chinese traditional tie-dye art, but also carry forward the traditional culture and inheritance. Keywords: Simulation; Fractal; Tie-dye. Introduction Tie-dye is an ancient folk art, handmade tie-dye all over the world, different historical and geographical environment, create tie-dye works differently[1].Since the penetration of fiber texture of the fabric, the fabric will be a strong level of color halos, even if the same graphic design, because of different method, different tightness, different water temperatures will allow the works to produce dry-changing of the results , so there will be some limitations in the design, and computer simulation can be dyed just right to fill the vacancy[2]. In recent years, through the use of computer-aided design technology graphic design, fractal pattern design and intelligent graphic design and digital printing technology and other methods combined. Wherein the graphic design software, image processing software Photoshop, graphics software Freehand, Illustrator, Corel Draw, mapping software Painter, typesetting software Pagemkae, Quark, etc. -
Plato, and the Fractal Geometry of the Universe
Plato, and the Fractal Geometry of the Universe Student Name: Nico Heidari Tari Student Number: 430060 Supervisor: Harrie de Swart Erasmus School of Philosophy Erasmus University Rotterdam Bachelor’s Thesis June, 2018 1 Table of contents Introduction ................................................................................................................................ 3 Section I: the Fibonacci Sequence ............................................................................................. 6 Section II: Definition of a Fractal ............................................................................................ 18 Section III: Fractals in the World ............................................................................................. 24 Section IV: Fractals in the Universe......................................................................................... 33 Section V: Fractal Cosmology ................................................................................................. 40 Section VI: Plato and Spinoza .................................................................................................. 56 Conclusion ................................................................................................................................ 62 List of References ..................................................................................................................... 66 2 Introduction Ever since the dawn of humanity, people have wondered about the nature of the universe. This was -
Math Curriculum
Windham School District Math Curriculum August 2017 Windham Math Curriculum Thank you to all of the teachers who assisted in revising the K-12 Mathematics Curriculum as well as the community members who volunteered their time to review the document, ask questions, and make edit suggestions. Community Members: Bruce Anderson Cindy Diener Joshuah Greenwood Brenda Lee Kim Oliveira Dina Weick Donna Indelicato Windham School District Employees: Cathy Croteau, Director of Mathematics Mary Anderson, WHS Math Teacher David Gilbert, WHS Math Teacher Kristin Miller, WHS Math Teacher Stephen Latvis, WHS Math Teacher Sharon Kerns, WHS Math Teacher Sandy Cannon, WHS Math Teacher Joshua Lavoie, WHS Math Teacher Casey Pohlmeyer M. Ed., WHS Math Teacher Kristina Micalizzi, WHS Math Teacher Julie Hartmann, WHS Math Teacher Mackenzie Lawrence, Grade 4 Math Teacher Rebecca Schneider, Grade 3 Math Teacher Laurie Doherty, Grade 3 Math Teacher Allison Hartnett, Grade 5 Math Teacher 2 Windham Math Curriculum Dr. KoriAlice Becht, Assisstant Superintendent OVERVIEW: The Windham School District K-12 Math Curriculum has undergone a formal review and revision during the 2017-2018 School Year. Previously, the math curriculum, with the Common Core State Standards imbedded, was approved in February, 2103. This edition is a revision of the 2013 curriculum not a redevelopment. Math teachers, representing all grade levels, worked together to revise the math curriculum to ensure that it is a comprehensive math curriculum incorporating both the Common Core State Standards as well as Local Windham School District Standards. There are two versions of the Windham K-12 Math Curriculum. The first section is the summary overview section.