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Geometry of Transformable Metamaterials Inspired by Modular Origami
Geometry of Transformable Metamaterials Inspired by Yunfang Yang Department of Engineering Science, Modular Origami University of Oxford Magdalen College, Oxford OX1 4AU, UK Modular origami is a type of origami where multiple pieces of paper are folded into mod- e-mail: [email protected] ules, and these modules are then interlocked with each other forming an assembly. Some 1 of them turn out to be capable of large-scale shape transformation, making them ideal to Zhong You create metamaterials with tuned mechanical properties. In this paper, we carry out a fun- Department of Engineering Science, damental research on two-dimensional (2D) transformable assemblies inspired by modu- Downloaded from http://asmedigitalcollection.asme.org/mechanismsrobotics/article-pdf/10/2/021001/6404042/jmr_010_02_021001.pdf by guest on 25 September 2021 University of Oxford, lar origami. Using mathematical tiling and patterns and mechanism analysis, we are Parks Road, able to develop various structures consisting of interconnected quadrilateral modules. Oxford OX1 3PJ, UK Due to the existence of 4R linkages within the assemblies, they become transformable, e-mail: [email protected] and can be compactly packaged. Moreover, by the introduction of paired modules, we are able to adjust the expansion ratio of the pattern. Moreover, we also show that trans- formable patterns with higher mobility exist for other polygonal modules. The design flex- ibility among these structures makes them ideal to be used for creation of truly programmable metamaterials. [DOI: 10.1115/1.4038969] Introduction be made responsive to external loading conditions. These struc- tures and materials based on such structures can find their usage Recently, there has been a surge of interest in creating mechani- in automotive, aerospace structures, and body armors. -
Jitterbug ★★★✩✩ Use 12 Squares Finished Model Ratio 1.0
Jitterbug ★★★✩✩ Use 12 squares Finished model ratio 1.0 uckminister Fuller gave the name Jitterbug to this transformation. I first came across B the Jitterbug in Amy C. Edmondson’s A Fuller Explanation (1987).As I didn’t have dowels and four-way rubber connectors, I made several cuboctahedra that worked as Jitterbugs but were not very reversible. Some were from paper and others from drinking straws and elastic thread. My first unit,Triangle Unit, was partly successful as a Jitterbug.A better result came from using three units per triangular face (or one unit per vertex) which was published in 2000. This improved version is slightly harder to assemble but has a stronger lock.The sequence is pleasingly rhythmical and all steps have location points.The pleats in step 18 form the spring that make the model return to its cuboctahedral shape. Module ★★★ Make two folds in half. Do Fold the sides to the centre. Fold the bottom half behind. 1 not crease the middle for 2 Unfold the right flap. 3 the vertical fold. Fold the top right corner to This creates a 60 degree Fold the right edge to the 4 lie on the left edge whilst the 5 angle. Unfold. 6 centre. fold starts from the original centre of the square. Reproduced with permission from Tarquin Group publication Action Modular Origami (ISBN 978-1-911093-94-7) 978-1-911093-95-4 (ebook). © 2018 Tung Ken Lam. All rights reserved. 90 ° Fold the bottom half Repeat step 4 and unfold, Fold the left edge to the 7 behind. -
Mazes for Superintelligent Ginzburg Projection
Izidor Hafner Mazes for Superintelligent Ginzburg projection Cell[ TextData[ {"I. Hafner, Mazes for Superintelligent}], "Header"] 2 Introduction Let as take an example. We are given a uniform polyhedron. 10 4 small rhombidodecahedron 910, 4, ÅÅÅÅÅÅÅÅÅ , ÅÅÅÅÅ = 9 3 In Mathematica the polyhedron is given by a list of faces and with a list of koordinates of vertices [Roman E. Maeder, The Mathematica Programmer II, Academic Press1996]. The list of faces consists of a list of lists, where a face is represented by a list of vertices, which is given by a matrix. Let us show the first five faces: 81, 2, 6, 15, 26, 36, 31, 19, 10, 3< 81, 3, 9, 4< 81, 4, 11, 22, 29, 32, 30, 19, 13, 5< 81, 5, 8, 2< 82, 8, 17, 26, 38, 39, 37, 28, 16, 7< The nest two figures represent faces and vertices. The polyhedron is projected onto supescribed sphere and the sphere is projected by a cartographic projection. Cell[ TextData[ {"I. Hafner, Mazes for Superintelligent}], "Header"] 3 1 4 11 21 17 7 2 8 6 5 20 19 30 16 15 3 14 10 12 18 26 34 39 37 29 23 9 24 13 28 27 41 36 38 22 25 31 33 40 42 35 32 5 8 17 24 13 3 1 2 6 15 26 36 31 19 10 9 4 7 14 27 38 47 43 30 20 12 25 49 42 18 11 16 39 54 32 21 23 2837 50 57 53 44 29 22 3433 35 4048 56 60 59 52 41 45 51 58 55 46 The problem is to find the path from the black dot to gray dot, where thick lines represent walls of a maze. -
Cons=Ucticn (Process)
DOCUMENT RESUME ED 038 271 SE 007 847 AUTHOR Wenninger, Magnus J. TITLE Polyhedron Models for the Classroom. INSTITUTION National Council of Teachers of Mathematics, Inc., Washington, D.C. PUB DATE 68 NOTE 47p. AVAILABLE FROM National Council of Teachers of Mathematics,1201 16th St., N.V., Washington, D.C. 20036 ED RS PRICE EDRS Pr:ce NF -$0.25 HC Not Available from EDRS. DESCRIPTORS *Cons=ucticn (Process), *Geometric Concepts, *Geometry, *Instructional MateriAls,Mathematical Enrichment, Mathematical Models, Mathematics Materials IDENTIFIERS National Council of Teachers of Mathematics ABSTRACT This booklet explains the historical backgroundand construction techniques for various sets of uniformpolyhedra. The author indicates that the practical sianificanceof the constructions arises in illustrations for the ideas of symmetry,reflection, rotation, translation, group theory and topology.Details for constructing hollow paper models are provided for thefive Platonic solids, miscellaneous irregular polyhedra and somecompounds arising from the stellation process. (RS) PR WON WITHMICROFICHE AND PUBLISHER'SPRICES. MICROFICHEREPRODUCTION f ONLY. '..0.`rag let-7j... ow/A U.S. MOM Of NUM. INCIII01 a WWII WIC Of MAW us num us us ammo taco as mums NON at Ot Widel/A11011 01116111111 IT.P01115 OF VOW 01 OPENS SIAS SO 101 IIKISAMIT IMRE Offlaat WC Of MANN POMO OS POW. OD PROCESS WITH MICROFICHE AND PUBLISHER'S PRICES. reit WeROFICHE REPRODUCTION Pvim ONLY. (%1 00 O O POLYHEDRON MODELS for the Classroom MAGNUS J. WENNINGER St. Augustine's College Nassau, Bahama. rn ErNATIONAL COUNCIL. OF Ka TEACHERS OF MATHEMATICS 1201 Sixteenth Street, N.W., Washington, D. C. 20036 ivetmIssromrrIPRODUCE TmscortnIGMED Al"..Mt IAL BY MICROFICHE ONLY HAS IEEE rano By Mat __Comic _ TeachMar 10 ERIC MID ORGANIZATIONS OPERATING UNSER AGREEMENTS WHIM U. -
The Geometry Junkyard: Origami
Table of Contents Table of Contents 1 Origami 2 Origami The Japanese art of paper folding is obviously geometrical in nature. Some origami masters have looked at constructing geometric figures such as regular polyhedra from paper. In the other direction, some people have begun using computers to help fold more traditional origami designs. This idea works best for tree-like structures, which can be formed by laying out the tree onto a paper square so that the vertices are well separated from each other, allowing room to fold up the remaining paper away from the tree. Bern and Hayes (SODA 1996) asked, given a pattern of creases on a square piece of paper, whether one can find a way of folding the paper along those creases to form a flat origami shape; they showed this to be NP-complete. Related theoretical questions include how many different ways a given pattern of creases can be folded, whether folding a flat polygon from a square always decreases the perimeter, and whether it is always possible to fold a square piece of paper so that it forms (a small copy of) a given flat polygon. Krystyna Burczyk's Origami Gallery - regular polyhedra. The business card Menger sponge project. Jeannine Mosely wants to build a fractal cube out of 66048 business cards. The MIT Origami Club has already made a smaller version of the same shape. Cardahedra. Business card polyhedral origami. Cranes, planes, and cuckoo clocks. Announcement for a talk on mathematical origami by Robert Lang. Crumpling paper: states of an inextensible sheet. Cut-the-knot logo. -
Bridges Conference Proceedings Guidelines Word
Bridges 2019 Conference Proceedings Helixation Rinus Roelofs Lansinkweg 28, Hengelo, the Netherlands; [email protected] Abstract In the list of names of the regular and semi-regular polyhedra we find many names that refer to a process. Examples are ‘truncated’ cube and ‘stellated’ dodecahedron. And Luca Pacioli named some of his polyhedral objects ‘elevations’. This kind of name-giving makes it easier to understand these polyhedra. We can imagine the model as a result of a transformation. And nowadays we are able to visualize this process by using the technique of animation. Here I will to introduce ‘helixation’ as a process to get a better understanding of the Poinsot polyhedra. In this paper I will limit myself to uniform polyhedra. Introduction Most of the Archimedean solids can be derived by cutting away parts of a Platonic solid. This operation , with which we can generate most of the semi-regular solids, is called truncation. Figure 1: Truncation of the cube. We can truncate the vertices of a polyhedron until the original faces of the polyhedron become regular again. In Figure 1 this process is shown starting with a cube. In the third object in the row, the vertices are truncated in such a way that the square faces of the cube are transformed to regular octagons. The resulting object is the Archimedean solid, the truncated cube. We can continue the process until we reach the fifth object in the row, which again is an Archimedean solid, the cuboctahedron. The whole process or can be represented as an animation. Also elevation and stellation can be described as processes. -
Use of Origami in Mathematics Teaching: an Exemplary Activity
Asian Journal of Education and Training Vol. 6, No. 2, 284-296, 2020 ISSN(E) 2519-5387 DOI: 10.20448/journal.522.2020.62.284.296 © 2020 by the authors; licensee Asian Online Journal Publishing Group Use of Origami in Mathematics Teaching: An Exemplary Activity Davut Köğce Niğde Ömer Halisdemir University, Faculty of Education, Department of Elementary Mathematics Education Turkey. Abstract Students’ attitudes and motivations toward mathematics decrease as they intensively confront cognitive information along the process of mathematics teaching in general. One of the most important reasons for this is the lack of activities for affective and psychomotor domains in the mathematics teaching process. One way to overcome this problem is to include activities through which students can participate effectively in the teaching process. For example, activities performed using origami can be one of them in teaching the attainments covered by the field of geometry learning in mathematics curriculum. Therefore, this study was carried out to present an exemplary activity about how origami can be used when teaching mathematics in secondary schools and to identify preservice teacher opinions on this activity. The activity presented in this study was performed with 32 preservice elementary mathematics teachers attending the faculty of education at a university and taking the Mathematics Teaching with Origami course, and their opinions were taken afterwards. At the end of the application, the preservice teachers stated that such activities would have very positive contributions to students’ mathematics learning. In addition, the preservice teachers communicated and exchanged ideas with each other during the application. It is therefore recommended to use such activities in mathematics teaching. -
Are Your Polyhedra the Same As My Polyhedra?
Are Your Polyhedra the Same as My Polyhedra? Branko Gr¨unbaum 1 Introduction “Polyhedron” means different things to different people. There is very little in common between the meaning of the word in topology and in geometry. But even if we confine attention to geometry of the 3-dimensional Euclidean space – as we shall do from now on – “polyhedron” can mean either a solid (as in “Platonic solids”, convex polyhedron, and other contexts), or a surface (such as the polyhedral models constructed from cardboard using “nets”, which were introduced by Albrecht D¨urer [17] in 1525, or, in a more mod- ern version, by Aleksandrov [1]), or the 1-dimensional complex consisting of points (“vertices”) and line-segments (“edges”) organized in a suitable way into polygons (“faces”) subject to certain restrictions (“skeletal polyhedra”, diagrams of which have been presented first by Luca Pacioli [44] in 1498 and attributed to Leonardo da Vinci). The last alternative is the least usual one – but it is close to what seems to be the most useful approach to the theory of general polyhedra. Indeed, it does not restrict faces to be planar, and it makes possible to retrieve the other characterizations in circumstances in which they reasonably apply: If the faces of a “surface” polyhedron are sim- ple polygons, in most cases the polyhedron is unambiguously determined by the boundary circuits of the faces. And if the polyhedron itself is without selfintersections, then the “solid” can be found from the faces. These reasons, as well as some others, seem to warrant the choice of our approach. -
Paper Pentasia: an Aperiodic Surface in Modular Origami
Paper Pentasia: An Aperiodic Surface in Modular Origami a b Robert J. Lang ∗ and Barry Hayes † aLangorigami.com, Alamo, California, USA, bStanford University, Stanford, CA 2013-05-26 Origami, the Japanese art of paper-folding, has numerous connections to mathematics, but some of the most direct appear in the genre of modular origami. In modular origami, one folds many sheets into identical units (or a few types of unit), and then fits the units together into larger constructions, most often, some polyhedral form. Modular origami is a diverse and dynamic field, with many practitioners (see, e.g., [12, 3]). While most modular origami is created primarily for its artistic or decorative value, it can be used effectively in mathematics education to provide physical models of geometric forms ranging from the Platonic solids to 900-unit pentagon-hexagon-heptagon torii [5]. As mathematicians have expanded their catalog of interesting solids and surfaces, origami designers have followed not far behind, rendering mathematical forms via folding, a notable recent example being a level-3 Menger Sponge folded from 66,048 business cards by Jeannine Mosely and co-workers [10]. In some cases, the origami explorations themselves can lead to new mathematical structures and/or insights. Mosely’s developments of business-card modulars led to the discovery of a new fractal polyhedron with a novel connection to the famous Snowflake curve [11]. One of the most popular geometric mathematical objects has been the sets of aperiodic tilings developed by Roger Penrose [14, 15], which acquired new significance with the dis- covery of quasi-crystals, their three-dimensional analogs in the physical world, in 1982 by Daniel Schechtman, who was awarded the 2011 Nobel Prize in Chemistry for his discovery. -
Modular Origami by Trisha Kodama
ETHNOMATHEMATICS MODULAR ORIGAMI BY TRISHA KODAMA How does the appearance and form of three-dimensional shapes relate to math? How do shipping companies use volume to transport cargo in the most cost efficient way? ELEMENTARY FIFTH GRADE TIMEFRAME FIVE CLASS PERIODS (45 MIN.) STANDARD BENCHMARKS AND VALUES MATHEMATICAL PRACTICE • ‘Ike Piko‘u-Personal Connection Pathway: Students CCSS.MATH.CONTENT.5.MD.C.3 will develop a sense of pride and self-worth while contributing to the learning of our class and the other • Recognize volume as an attribute of solid figures and 5th grade class. understand concepts of volume measurement. • ‘Ike Na‘auao-Intellectual Pathway: Students nurture CCSS.MATH.CONTENT.5.MD.C.4 their curiosity of origami by learning how to fold • Measure volumes by counting unit cubes, using cubic other objects. cm, cubic in, cubic ft, and improvised units. NA HOPENA A‘O CCSS.MATH.CONTENT.5.MD.C.5 • Strengthened Sense of Responsibility: Students will • Relate volume to the operations of multiplication demonstrate commitment and concern for others and addition and solve real world and mathematical when working with their partner. They will give each problems involving volume. other helpful feedback in order to complete tasks. General Learner Outcome #2 – Community Contributor • Strengthened Sense of Excellence: Students will learn General Learner Outcome #5 – Complex Thinker that precise paper folding will lead to producing quality General Learner Outcome #6-Effective and Ethical User work, a perfect Sonobe cube. of Technology • Strengthened Sense of Aloha: Students will show NA HONUA MAULI OLA PATHWAYS Aloha to students in the other 5th grade class when presenting their slideshow and teaching them how to • ‘Ike Pilina-Relationship Pathway: Students share in the fold a Sonobe unit and put together a Sonobe cube. -
Star Polyhedra: from St Mark's Basilica in Venice To
STAR POLYHEDRA: FROM ST MARK’S BASILICA IN VENICE TO HUNGARIAN PROTESTANT CHURCHES Tibor TARNAI János KRÄHLING Sándor KABAI Full Professor Associate Professor Manager BUTE BUTE UNICONSTANT Co. Budapest, HUNGARY Budapest, HUNGARY Budapest, HUNGARY Summary Star polyhedra appear on some baroque churches in Rome to represent papal heraldic symbols, and on the top of protestant churches in Hungary to represent the Star of Bethlehem. These star polyhedra occur in many different shapes. In this paper, we will provide a morphological overview of these star polyhedra, and we will reconstruct them by using the program package Mathematica 6. Keywords : Star polyhedra; structural morphology; stellation; elevation; renaissance; baroque architecture; protestant churches; spire stars; Mathematica 6.0. 1. Introduction Star is an ancient symbol that was important already for the Egyptians. Its geometrical representation has been a planar star polygon or a polygramma. In reliefs, they have got certain spatial character, but still they remained 2-dimensional objects. Real 3-dimensional representations of stars are star polyhedra. They are obtained by extending the faces of convex polyhedra so that their planes intersect again [1]. This technique is called stellation . In a broader sense, those polyhedra are also called star polyhedra that are obtained by elevating the face centres of the polyhedra, which are, in this way, augmented by pyramids (the base of a pyramid is identical to the face of the polyhedron on which it stands). To our knowledge, star polyhedra do not occur in European culture until the Renaissance. The first example of a star polyhedron is a planar projection of a small stellated dodecahedron in the pavement mosaic of St Mark’s Basilica in Venice ( Fig. -
Industrial Product Design by Using Two-Dimensional Material in the Context of Origamic Structure and Integrity
Industrial Product Design by Using Two-Dimensional Material in the Context of Origamic Structure and Integrity By Nergiz YİĞİT A Dissertation Submitted to the Graduate School in Partial Fulfillment of the Requirements for the Degree of MASTER OF INDUSTRIAL DESIGN Department: Industrial Design Major: Industrial Design İzmir Institute of Technology İzmir, Turkey July, 2004 We approve the thesis of Nergiz YİĞİT Date of Signature .................................................. 28.07.2004 Assist. Prof. Yavuz SEÇKİN Supervisor Department of Industrial Design .................................................. 28.07.2004 Assist.Prof. Dr. Önder ERKARSLAN Department of Industrial Design .................................................. 28.07.2004 Assist. Prof. Dr. A. Can ÖZCAN İzmir University of Economics, Department of Industrial Design .................................................. 28.07.2004 Assist. Prof. Yavuz SEÇKİN Head of Department ACKNOWLEDGEMENTS I would like to thank my advisor Assist. Prof. Yavuz Seçkin for his continual advice, supervision and understanding in the research and writing of this thesis. I would also like to thank Assist. Prof. Dr. A. Can Özcan, and Assist.Prof. Dr. Önder Erkarslan for their advices and supports throughout my master’s studies. I am grateful to my friends Aslı Çetin and Deniz Deniz for their invaluable friendships, and I would like to thank to Yankı Göktepe for his being. I would also like to thank my family for their patience, encouragement, care, and endless support during my whole life. ABSTRACT Throughout the history of industrial product design, there have always been attempts to shape everyday objects from a single piece of semi-finished industrial materials such as plywood, sheet metal, plastic sheet and paper-based sheet. One of the ways to form these two-dimensional materials into three-dimensional products is bending following cutting.