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Draft Framework for a Teaching Unit: Transformations
Co-funded by the European Union PRIMARY TEACHER EDUCATION (PrimTEd) PROJECT GEOMETRY AND MEASUREMENT WORKING GROUP DRAFT FRAMEWORK FOR A TEACHING UNIT Preamble The general aim of this teaching unit is to empower pre-service students by exposing them to geometry and measurement, and the relevant pe dagogical content that would allow them to become skilful and competent mathematics teachers. The depth and scope of the content often go beyond what is required by prescribed school curricula for the Intermediate Phase learners, but should allow pre- service teachers to be well equipped, and approach the teaching of Geometry and Measurement with confidence. Pre-service teachers should essentially be prepared for Intermediate Phase teaching according to the requirements set out in MRTEQ (Minimum Requirements for Teacher Education Qualifications, 2019). “MRTEQ provides a basis for the construction of core curricula Initial Teacher Education (ITE) as well as for Continuing Professional Development (CPD) Programmes that accredited institutions must use in order to develop programmes leading to teacher education qualifications.” [p6]. Competent learning… a mixture of Theoretical & Pure & Extrinsic & Potential & Competent learning represents the acquisition, integration & application of different types of knowledge. Each type implies the mastering of specific related skills Disciplinary Subject matter knowledge & specific specialized subject Pedagogical Knowledge of learners, learning, curriculum & general instructional & assessment strategies & specialized Learning in & from practice – the study of practice using Practical learning case studies, videos & lesson observations to theorize practice & form basis for learning in practice – authentic & simulated classroom environments, i.e. Work-integrated Fundamental Learning to converse in a second official language (LOTL), ability to use ICT & acquisition of academic literacies Knowledge of varied learning situations, contexts & Situational environments of education – classrooms, schools, communities, etc. -
Constructing Points Through Folding and Intersection
CONSTRUCTING POINTS THROUGH FOLDING AND INTERSECTION The MIT Faculty has made this article openly available. Please share how this access benefits you. Your story matters. Citation Butler, Steve, Erik Demaine, Ron Graham and Tomohiro Tachi. "Constructing points through folding and intersection." International Journal of Computational Geometry & Applications, Vol. 23 (01) 2016: 49-64. As Published 10.1142/S0218195913500039 Publisher World Scientific Pub Co Pte Lt Version Author's final manuscript Citable link https://hdl.handle.net/1721.1/121356 Terms of Use Creative Commons Attribution-Noncommercial-Share Alike Detailed Terms http://creativecommons.org/licenses/by-nc-sa/4.0/ Constructing points through folding and intersection Steve Butler∗ Erik Demaine† Ron Graham‡ Tomohiro Tachi§ Abstract Fix an n 3. Consider the following two operations: given a line with a specified point on the line we≥ can construct a new line through the point which forms an angle with the new line which is a multiple of π/n (folding); and given two lines we can construct the point where they cross (intersection). Starting with the line y = 0 and the points (0, 0) and (1, 0) we determine which points in the plane can be constructed using only these two operations for n =3, 4, 5, 6, 8, 10, 12, 24 and also consider the problem of the minimum number of steps it takes to construct such a point. 1 Introduction If an origami model is laid flat the piece of paper will retain a memory of the folds that went into the construction of the model as creases (or lines) in the paper. -
Constructing Points Through Folding and Intersection
Constructing points through folding and intersection Steve Butler∗ Erik Demaine† Ron Graham‡ Tomohiro Tachi§ Abstract Fix an n 3. Consider the following two operations: given a line with a specified point on the line we≥ can construct a new line through the point which forms an angle with the new line which is a multiple of π/n (folding); and given two lines we can construct the point where they cross (intersection). Starting with the line y = 0 and the points (0, 0) and (1, 0) we determine which points in the plane can be constructed using only these two operations for n =3, 4, 5, 6, 8, 10, 12, 24 and also consider the problem of the minimum number of steps it takes to construct such a point. 1 Introduction If an origami model is laid flat the piece of paper will retain a memory of the folds that went into the construction of the model as creases (or lines) in the paper. These creases will sometimes be reflected as places in the final model where the paper is bent and sometimes will be left over artifacts from early in the construction process. These creases can also be used in the construction of reference points, which play a useful role in the design of complicated origami models (see [6]). As such, tools to help efficiently construct reference points have been developed, i.e., ReferenceFinder [7]. The problem of finding which points can be constructed using origami has been extensively studied. In particular, using the Huzita-Hatori axioms it has been shown that all quartic polyno- mials can be solved using origami (see [4, pp. -
Origami Design Secrets Reveals the Underlying Concepts of Origami and How to Create Original Origami Designs
SECOND EDITION PRAISE FOR THE FIRST EDITION “Lang chose to strike a balance between a book that describes origami design algorithmically and one that appeals to the origami community … For mathematicians and origamists alike, Lang’s expository approach introduces the reader to technical aspects of folding and the mathematical models with clarity and good humor … highly recommended for mathematicians and students alike who want to view, explore, wrestle with open problems in, or even try their own hand at the complexity of origami model design.” —Thomas C. Hull, The Mathematical Intelligencer “Nothing like this has ever been attempted before; finally, the secrets of an origami master are revealed! It feels like Lang has taken you on as an apprentice as he teaches you his techniques, stepping you through examples of real origami designs and their development.” —Erik D. Demaine, Massachusetts Institute of Technology ORIGAMI “This magisterial work, splendidly produced, covers all aspects of the art and science.” —SIAM Book Review The magnum opus of one of the world’s leading origami artists, the second DESIGN edition of Origami Design Secrets reveals the underlying concepts of origami and how to create original origami designs. Containing step-by-step instructions for 26 models, this book is not just an origami cookbook or list of instructions—it introduces SECRETS the fundamental building blocks of origami, building up to advanced methods such as the combination of uniaxial bases, the circle/river method, and tree theory. With corrections and improved Mathematical Methods illustrations, this new expanded edition also for an Ancient Art covers uniaxial box pleating, introduces the new design technique of hex pleating, and describes methods of generalizing polygon packing to arbitrary angles. -
A Survey of Folding and Unfolding in Computational Geometry
Combinatorial and Computational Geometry MSRI Publications Volume 52, 2005 A Survey of Folding and Unfolding in Computational Geometry ERIK D. DEMAINE AND JOSEPH O’ROURKE Abstract. We survey results in a recent branch of computational geome- try: folding and unfolding of linkages, paper, and polyhedra. Contents 1. Introduction 168 2. Linkages 168 2.1. Definitions and fundamental questions 168 2.2. Fundamental questions in 2D 171 2.3. Fundamental questions in 3D 175 2.4. Fundamental questions in 4D and higher dimensions 181 2.5. Protein folding 181 3. Paper 183 3.1. Categorization 184 3.2. Origami design 185 3.3. Origami foldability 189 3.4. Flattening polyhedra 191 4. Polyhedra 193 4.1. Unfolding polyhedra 193 4.2. Folding polygons into convex polyhedra 196 4.3. Folding nets into nonconvex polyhedra 199 4.4. Continuously folding polyhedra 200 5. Conclusion and Higher Dimensions 201 Acknowledgements 202 References 202 Demaine was supported by NSF CAREER award CCF-0347776. O’Rourke was supported by NSF Distinguished Teaching Scholars award DUE-0123154. 167 168 ERIKD.DEMAINEANDJOSEPHO’ROURKE 1. Introduction Folding and unfolding problems have been implicit since Albrecht D¨urer [1525], but have not been studied extensively in the mathematical literature until re- cently. Over the past few years, there has been a surge of interest in these problems in discrete and computational geometry. This paper gives a brief sur- vey of most of the work in this area. Related, shorter surveys are [Connelly and Demaine 2004; Demaine 2001; Demaine and Demaine 2002; O’Rourke 2000]. We are currently preparing a monograph on the topic [Demaine and O’Rourke ≥ 2005]. -
Table of Contents
Contents Part 1: Mathematics of Origami Introduction Acknowledgments I. Mathematics of Origami: Coloring Coloring Connections with Counting Mountain-Valley Assignments Thomas C. Hull Color Symmetry Approach to the Construction of Crystallographic Flat Origami Ma. Louise Antonette N. De las Penas,˜ Eduard C. Taganap, and Teofina A. Rapanut Symmetric Colorings of Polypolyhedra sarah-marie belcastro and Thomas C. Hull II. Mathematics of Origami: Constructibility Geometric and Arithmetic Relations Concerning Origami Jordi Guardia` and Eullia Tramuns Abelian and Non-Abelian Numbers via 3D Origami Jose´ Ignacio Royo Prieto and Eulalia` Tramuns Interactive Construction and Automated Proof in Eos System with Application to Knot Fold of Regular Polygons Fadoua Ghourabi, Tetsuo Ida, and Kazuko Takahashi Equal Division on Any Polygon Side by Folding Sy Chen A Survey and Recent Results about Common Developments of Two or More Boxes Ryuhei Uehara Unfolding Simple Folds from Crease Patterns Hugo A. Akitaya, Jun Mitani, Yoshihiro Kanamori, and Yukio Fukui v vi CONTENTS III. Mathematics of Origami: Rigid Foldability Rigid Folding of Periodic Origami Tessellations Tomohiro Tachi Rigid Flattening of Polyhedra with Slits Zachary Abel, Robert Connelly, Erik D. Demaine, Martin L. Demaine, Thomas C. Hull, Anna Lubiw, and Tomohiro Tachi Rigidly Foldable Origami Twists Thomas A. Evans, Robert J. Lang, Spencer P. Magleby, and Larry L. Howell Locked Rigid Origami with Multiple Degrees of Freedom Zachary Abel, Thomas C. Hull, and Tomohiro Tachi Screw-Algebra–Based Kinematic and Static Modeling of Origami-Inspired Mechanisms Ketao Zhang, Chen Qiu, and Jian S. Dai Thick Rigidly Foldable Structures Realized by an Offset Panel Technique Bryce J. Edmondson, Robert J. -
The Miura-Ori Opened out Like a Fan INTERNATIONAL SOCIETY for the INTERDISCIPLINARY STUDY of SYMMETRY (ISIS-SYMMETRY)
The Quarterly of the Editors: International Society for the GyiSrgy Darvas and D~nes Nag¥ interdisciplinary Study of Symmetry (ISIS-Symmetry) Volume 5, Number 2, 1994 The Miura-ori opened out like a fan INTERNATIONAL SOCIETY FOR THE INTERDISCIPLINARY STUDY OF SYMMETRY (ISIS-SYMMETRY) President ASIA D~nes Nagy, lnslltute of Apphed Physics, University of China. t~R. Da-Fu Ding, Shangha~ Institute of Biochemistry. Tsukuba, Tsukuba Soence C~ty 305, Japan Academia Stoma, 320 Yue-Yang Road, (on leave from Eotvos Lot’find Umve~ty, Budapest, Hungary) Shanghai 200031, PR China IGeometry and Crystallography, H~story of Science and [Theoreucal B~ology] Tecbnology, Lmgmsucs] Le~Xiao Yu, Department of Fine Arts. Nanjmg Normal Umvers~ty, Nanjmg 210024, P.R China Honorary Presidents }Free Art, Folk Art, Calhgraphy] Konstantin V. Frolov (Moscow) and lndta. Kirti Trivedi, Industrial Design Cenlre, lndmn Maval Ne’eman (TeI-Avw) Institute of Technology, Powa~, Bombay 400076, India lDes~gn, lndmn Art] Vice-President Israel. Hanan Bruen, School of Education, Arthur L. Loeb, Carpenter Center for the V~sual Arts, Umvers~ty of Hallo, Mount Carmel, Haffa 31999, Israel Harvard Umverslty. Cambridge, MA 02138, [Educanon] U S A. [Crystallography, Chemical Physics, Visual Art~, Jim Rosen, School of Physics and Astronomy, Choreography, Music} TeI-Av~v Umvers~ty, Ramat-Avtv, Tel-Av~v 69978. Israel and [Theoretical Physms] Sergei V Petukhov, Instnut mashmovedemya RAN (Mechamcal Engineering Research Institute, Russian, Japan. Yasushi Kajfl~awa, Synergel~cs Institute. Academy of Scmnces 101830 Moskva, ul Griboedova 4, Russia (also Head of the Russian Branch Office of the Society) 206 Nakammurahara, Odawara 256, Japan }Design, Geometry] }B~omechanlcs, B~ontcs, Informauon Mechamcs] Koichtro Mat~uno, Department of BioEngineering. -
GEOMETRIC FOLDING ALGORITHMS I
P1: FYX/FYX P2: FYX 0521857570pre CUNY758/Demaine 0 521 81095 7 February 25, 2007 7:5 GEOMETRIC FOLDING ALGORITHMS Folding and unfolding problems have been implicit since Albrecht Dürer in the early 1500s but have only recently been studied in the mathemat- ical literature. Over the past decade, there has been a surge of interest in these problems, with applications ranging from robotics to protein folding. With an emphasis on algorithmic or computational aspects, this comprehensive treatment of the geometry of folding and unfolding presents hundreds of results and more than 60 unsolved “open prob- lems” to spur further research. The authors cover one-dimensional (1D) objects (linkages), 2D objects (paper), and 3D objects (polyhedra). Among the results in Part I is that there is a planar linkage that can trace out any algebraic curve, even “sign your name.” Part II features the “fold-and-cut” algorithm, establishing that any straight-line drawing on paper can be folded so that the com- plete drawing can be cut out with one straight scissors cut. In Part III, readers will see that the “Latin cross” unfolding of a cube can be refolded to 23 different convex polyhedra. Aimed primarily at advanced undergraduate and graduate students in mathematics or computer science, this lavishly illustrated book will fascinate a broad audience, from high school students to researchers. Erik D. Demaine is the Esther and Harold E. Edgerton Professor of Elec- trical Engineering and Computer Science at the Massachusetts Institute of Technology, where he joined the faculty in 2001. He is the recipient of several awards, including a MacArthur Fellowship, a Sloan Fellowship, the Harold E. -
Tessellations: Lessons for Every Age
TESSELLATIONS: LESSONS FOR EVERY AGE A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Science Kathryn L. Cerrone August, 2006 TESSELLATIONS: LESSONS FOR EVERY AGE Kathryn L. Cerrone Thesis Approved: Accepted: Advisor Dean of the College Dr. Linda Saliga Dr. Ronald F. Levant Faculty Reader Dean of the Graduate School Dr. Antonio Quesada Dr. George R. Newkome Department Chair Date Dr. Kevin Kreider ii ABSTRACT Tessellations are a mathematical concept which many elementary teachers use for interdisciplinary lessons between math and art. Since the tilings are used by many artists and masons many of the lessons in circulation tend to focus primarily on the artistic part, while overlooking some of the deeper mathematical concepts such as symmetry and spatial sense. The inquiry-based lessons included in this paper utilize the subject of tessellations to lead students in developing a relationship between geometry, spatial sense, symmetry, and abstract algebra for older students. Lesson topics include fundamental principles of tessellations using regular polygons as well as those that can be made from irregular shapes, symmetry of polygons and tessellations, angle measurements of polygons, polyhedra, three-dimensional tessellations, and the wallpaper symmetry groups to which the regular tessellations belong. Background information is given prior to the lessons, so that teachers have adequate resources for teaching the concepts. The concluding chapter details results of testing at various age levels. iii ACKNOWLEDGEMENTS First and foremost, I would like to thank my family for their support and encourage- ment. I would especially like thank Chris for his patience and understanding. -
From Folds to Structures, a Review Arthur Lebée
From Folds to Structures, a Review Arthur Lebée To cite this version: Arthur Lebée. From Folds to Structures, a Review. International Journal of Space Structures, Multi- Science Publishing, 2015, 30 (2), pp.55-74. 10.1260/0266-3511.30.2.55. hal-01266686 HAL Id: hal-01266686 https://hal-enpc.archives-ouvertes.fr/hal-01266686 Submitted on 3 Feb 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. From Folds to Structures, a Review Arthur Lebée* Université Paris-Est, Laboratoire Navier (ENPC, IFSTTAR, CNRS). École des Ponts ParisTech, 6 et 8 avenue Blaise Pascal. 77455 Marne-la-Vallée cedex2 (Submitted on 23/05/2015, Reception of revised paper 28/06/2015, Accepted on 02/07/2015) ABSTRACT: Starting from simple notions of paper folding, a review of current challenges regarding folds and structures is presented. A special focus is dedicated to folded tessellations which are raising interest from the scientific community. Finally, the different mechanical modeling of folded structures are investigated. This reveals efficient applications of folding concepts in the design of structures. Key Words: Origami, Folded Tessellations, Structures, Folds 1. INTRODUCTION drawn on the sheet will keep its length constant during The concept of fold covers many significations. -
Half Domination Arrangements in Regular and Semi-Regular Tessellation Type Graphs 3
HALF DOMINATION ARRANGEMENTS IN REGULAR AND SEMI-REGULAR TESSELLATION TYPE GRAPHS EUGEN J. IONASCU Abstract. We study the problem of half-domination sets of vertices in transitive infinite graphs generated by regular or semi-regular tessellations of the plane. In some cases, the results obtained are sharp and in the rest, we show upper bounds for the average densities of vertices in half- domination sets. 1. Introduction By a tiling of the plane one understands a countable union of closed sets (called tiles) whose union is the whole plane and with the property that every two of these sets have disjoint interiors. The term tessellation is a more modern one that is used mostly for special tilings. We are going to be interested in the tilings in which the closed sets are either all copies of one single regular convex polygon (regular tessellations) or several ones (semi-regular tessellations) and in which each vertex has the same vertex arrangement (the number and order of regular polygons meeting at a vertex). Also we are considering the edge-to-edge restriction, meaning that every two tiles either do not intersect or intersect along a common edge, or at a common vertex. According to [4], there are three regular edge-to-edge tessellations and eight semi-regular tessellations (see [4], pages 58-59). The generic tiles in a regular tessellation, or in a semi-regular one, are usually called prototiles. For instance, in a regular tessellation the prototiles are squares, equilateral triangles or regular hexagons. We will refer to these tessellations by an abbreviation that stands for the ordered tuple of positive integers that give the so called vertex arrangement (i.e. -
Teaching & Learning 3-D Geometry
Using the Pack This pack provides sixteen pages of activities, each one supported by notes that offer students and teachers guidance on the subject knowledge required, effective pedagogy and what aspects of the National Curriculum are covered. Teaching and Learning 3-D Geometry Also, the notes suggest probing questions so that you can determine the level of children’s understanding and provide enrichment ideas to deepen children’s knowledge. This publication is designed to support and enthuse primary trainees in The activities range across all aspects of the 3-D geometry curriculum Initial Teacher Training. It will provide them with the mathematical related to plane shapes and polyhedra and many go beyond the subject and pedagogic knowledge required to teach 3-D geometry with requirements of the National Curriculum. confidence. This gives teachers the opportunity to offer enrichment and to use the The pack can also be used by practising teachers who materials to develop problem-solving and spatial reasoning, in an wish to extend their own subject knowledge or who atmosphere of enquiry, discussion and enthusiasm. want to enrich children’s opportunities and engage For example, the solid on the right appears quite them with one of the most fascinating aspects of straightforward. However, many children will struggle to mathematics. assemble it even with a picture. Children need to Polydron has been widely used develop the spatial reasoning skills that allow them to in primary schools for over 30 interpret a two dimensional photograph and to use this years and has enriched the information to construct a 3-D model.