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Golden Section Solid platinum


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simplicity

complexity

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intersection

trebajamos In this exercise, with a new concept called golden section, the material used was styrene, the first cut 100 pieces of size diferntes 10 pieces of 5 sizes of rectangles also 10 pieces of each of the 5 sizes of squares.

The aim was to form a 5 figures other than the following concepts are simplicity, complexity, accses and axles, intersseccion and circulation.

Self-criticism:

I really enjoyed working with this but if it cost me a bit of work plan that was what would formed with especially in the figures of circulation for besides the parts were more qu cooncepto I quedsaba very clear.

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In this exercise work with volumes to which we made openings in several of their faces, were free-form volumes.

The activity was to make 5 figures different size plus or minus 20 cm, cardboard drums with these, I made them several openings like windows.

The aim of the activity was seen as the forms are integrated into one space in the city see the different shapes of the buildings, so the figures as a city we are all and exposed to the sun, so see the effect of shadows.

Self-criticism:

I personally believe that achieves the objective of the shadows

exercise I like it.

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Exercise # 10

this exercise was to choose one of the platonic solids, and apathetic to this volume develop a decomposition with 10 different figures 5 5 black and white.

Figure I chose I was tetraedroy I did like 4 levels, the first was 4 parts, the second 3, third and fourth 5 pieces 1 piece.

Self-criticism:

I personally found it very tedious, very difficult to me that the pieces are in accordance with the steps required but at the time of the results, I think it was rewarding.

Besides that I was the only one tetrahedron.

activity in generl liked me, I think all the work was very good but most only worked with cubes.

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Over time all the artists have sought a way of dividing things perfect but there was nothing to indicate in what proportion should be the things (living things, objects ... ). Now we know there is a formula well known in the world of design, which can divide into equal parts, to achieve a pleasing aesthetic effect and can be very effective. This theory is called "Golden Rule", also known as "divine proportion" or "golden ratio"

The golden section is a ratio between measurements. This division harmonic of a line in extreme and mean ratio. This refers to the lower segment is the largest segment, as this is all on the line. Or cut a line into two unequal parts so that the largest segment is the entire line, as the child is to mayor.De This establishes a relationship of sizes with the same proportionality between the whole divided into major and minor, that is a similar result to the extreme and mean ratio. This ratio, or how to select a line called proportion golden ratio is adopted as a symbol of the golden section (Æ), and representation in issues of the size ratio is called the golden = 1.618.

Throughout the history of visual arts theories have emerged about the composition. Plato said, is impossible to combine two things well without a third, it takes a relationship between them that the assembly, the best bond for this relationship is everything. The sum of the parts as a whole is the most perfect relationship of proportion.

Vitruvius, a leading Roman architect, accepts the same principle but the symmetry is in agreement measures between the various elements of the work and these to the whole. He invented a mathematical formula for dividing the space within a drawing, known as the Golden Section, and was based on a given ratio between the longer sides and shorter than a rectangle. This symmetry is governed by a common module, which is the number. Otherwise defined, bisecting a box and using the diagonal of one of its halves and radio to expand the size of the square to turn it into "golden rectangle." It reaches to the ratio a: b = c: a.

According to Vitruvius, is analyzed to create a composition that, if we place the main elements of design in one of the lines that divide the golden section, the equilibrium between these elements and the rest of the design.

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Tensegrity Structures

is one of the most unique and interesting structures that exist. Defined as a compression Floating Floating compression-recreated in 3-dimensional model to produce ancient structures from the tension between parts or parts that can be recognized easily see, for example, the weave of a basket.

A Tensegrity structure has at least 3 parts and the unit is considered the atom in any other way than floating compression structure. All others are in some way, variations of the original piece. But these variations can reach levels of complexity and unparalleled beauty, like the sculpture of Kenneth Snelson as follows:

and realizing the idea was first Tensegrity Kenneth Snelson but now a renowned artist who once was just a student who was mired in anonymity as his professor took kindly provided a conceptual model float, X, which then would cast buckie on a world of possibilities, at least in theory.

Kenneth Snelson (born June 29, 1927) is a contemporary sculptor and photographer. His sculptures, made of flexible and rigid components are organized around the idea of \u200b\u200bTensegrity. Claims

Snelson Buckminster Fuller, which was once his teacher, took credit for discovering the concept of Tensegrity Snelson. Fuller got the idea of \u200b\u200bhis name, combining "tensión'Y'la structural integrity. The Fuller geodesic domes, which are the most popular structures commonly known composition depends on tensegrity.

height and strength Snelson's sculpture, which are often delicate in appearance depend on the tension between rigid tubes and flexible cords. This is achieved through a "win-win combination of push and pull".

Snelson was born in Pendleton, Oregon in 1927. He studied at the University of Oregon in Eugene in the Black Mountain College, and with Fernand Léger in Paris. His sculptures and photographs have been exhibited in over 25 solo exhibitions in galleries worldwide,

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Regular Polygons Triangles by Angles

Triangle rectangle, is one that has an angle of 90 °

acute triangle , is one in which its three angles are less than 90 º

obtuse triangle , is one that has an angle greater than 90 º

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Platonic Solids

polyhedra whose faces are all congruent regular pologonos are called "regular polyhedra" or "Platonic solids." There are only five:

• regular tetrahedron (4 vertices, 6 edges, 4 equilateral triangles as faces)
  



• regular hexahedron or cube (8 vertices, 12 edges, 6 squares as faces)
  



• regular octahedron (6 vertices, 12 edges, 8 equilateral triangles as faces)
  



• regular dodecahedron (20 vertices, 30 edges, 12 pentagons as faces)
  



• regular icosahedron (12 vertices, 30 edges, 20 equilateral triangles as faces)
  

This is known since the days of classical Greece, and its "rarity" explains the fascination that these bodies have exercised throughout history.

The ancient Greeks associated each of the regular polyhedra the elements composing the universe. Plato in his Timaeus, associated with each of the four elements that the Greeks were the universe, fire, air, water and land to a polyhedron: tetrahedron fire, air the octahedron, icosahedron and ground water at the hexahedron or cube. Finally
associated the last regular polyhedron, the dodecahedron, the Universe. For this reason, these polyhedra are called Platonic solids. You can see a representation of polyhedra by Kepler, which is represented this association.

prefixes Tetra, Hexa, Octa, and Icosa Dodeca that give name to the five regular polyhedra indicate the number of polygons (faces) that form the body

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primary and complementary colors

October 13, 2009

This exercise will work as a team throughout the group, used in regular each half sheet of cardboard drums, cardboard squares also use iris 3x3cm , primary colors and complementary colors, these squares in half the fold (diagonal), with modules they did three pieces combining colors: red green purple yellow orange blue.

first grid the cardboard sheets of the same battery as the color boxes and modules already armed, they were beating the drums for the form the shape of a mural, we did the figure of a diamond.

Self-criticism: I found very interesting activity, although I found it much too laborious, however I like, it was interesting to work in teams, but I think we miss a lot of organization planning more than anything about what we wanted to do , since if you do not plan anything, but if I liked the result, but we could have done better.

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PROPERTIES OF

The product of natural numbers is defined as follows :
to. b = a + a +. . . + A (b times)
If a, b, c, three natural numbers, then satisfy the following properties:
OPERATION INTERNAL
If a and b are natural numbers, c is a natural number.
-ASSOCIATIVE
to. (B. C) = (a. B). c
- SWITCHING
to. b = b. to
-NEUTRAL ELEMENT.
to. 1 = 1. to
-DISTRIBUTION
(a + b). c = a. c + b. c


to ZERO. 0 = 0


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The subtraction multiplication of integers

The subtraction and subtraction is inverse operation to addition. ab = c The terms involved in a subtraction is called: a, b minuend, subtrahend. The result, c, we call this difference. Properties of subtraction is not commutative unless b is less than b

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The multiplication of integers number is another integer, whose absolute value of the product of the absolute values and, as a sign, which is obtained from the application of the rule of signs.

Rule of signs:


(+) x (+) = +
(+) x (-) = -
(-) x (-) = +

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PROPERTIES OF THE SUM EQUATIONS

commutative property:
When you add two numbers, the result is the same regardless of the order of the addends. For example, a + b = b + a

Associative Property:
When adding three or more numbers, the result is the same regardless of the order in which the addends are added. For example, (a + b) + C = a + (b + c)

Neutral element:
The sum of any number and zero is equal to the original number. For example a + 0 = a .

distributive property:
The sum of two numbers multiplied by a third number is equal to the sum of each addend times the third number. For example ax (b + c) = axb + axc

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an equation is said that it is irrational when any member of the equation is a radical (root). If the square root is resolved by raising the two members to the square, before doing so if possible leave the stem on one side only of equality, so the radical square it will disappear. Sometimes you have to repeat this operation several times.

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Exercises for decimal numbers: add, subtract, multiply and divide. Free printable worksheets by: MamutMatematicas.com

numbers Exercises Decimals: add, subtract, multiply and divide. Free printable worksheets by: MamutMatematicas.com

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DIVISION ALGORITHMS AND ABDUCTION WITH DECIMALS

decimal Exercises 6



Division 1 a. ___ ÷ 9 = 0.6
1 b. ___ ÷ 2 = 1.7

2 a. ___ ÷ 3.6 = 0.9
2 b. ___ ÷ 8.2 = 4.1

3 a. ___ ÷ 2 = 4 3 b.
___ ÷ 6.3 = 2.1

4 a. ___ ÷ 4 = 0.7
4 b. ___ ÷ 6 = 1.4

5 a. ___ ÷ 8.8 = 4.4
5 b. ___ ÷ 7.0 = 1

6 a. ___ ÷ 5 = 0.2
6 b. ___ ÷ 1.6 = 0.2

7 a. ___ ÷ 3 = 1.6
7 b. ___ ÷ 5 = 0.9

8 a. ___ ÷ 6 = 1.6
8 b. ___ ÷ 5 = 1.8

9 a. ___ ÷ 9 = 0.9
9 b. ___ ÷ 3.5 = 0.5

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PROBLEMS WITH DECIMAL NUMBERS ACTIVITY BOOKS

Problems with decimal numbers
Audience: Children at the third level (5 th and 6 th grade) Duration: 50 min.
Field: Community / multigrade
Method for exhibition: On
Skills and knowledge: problem solving with decimal numbers.
Scheme: Decimal numbers


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Equivalents
Prerequisites: that the child has worked with fractions, know how (representation) of mixed fractions
diagnostic test:
1. Roberto and Javier
up together on a scale and marks but 98.4 kg. If Alice is off the scale, the weight is 40.6 kg.
What is the weight of Roberto?
____________ What is the weight of Javier? __________
2. If the 2
weigh the same, what would be the weight of each? _________

Objectives • Students will achieve
reading and writing decimal numbers. • You will

equivalence between tenths, hundredths and thousandths.

• Solve problems involving addition and subtraction with decimal numbers and decimal division entity numbers.
Type of activity: Individual support resources

•
white sheets for solve problems
•
The board for the reading and writing decimal numbers. Instructions

1.
The instructor will give the explanation of the decimal numbers.
Decimal numbers have positional value is determined by a sign called the decimal point. The numbers to the left of the point are integers and those who are right wing are fractions of an integer. Tenths Decimal point


Hundredths
thousand
􀁹
10

1 1 1


100 1000
is read according to the place of the last digit after the decimal point: 0.5 (five tenths)

3.1 (a whole and three cents)
2148 (two integers and one hundred forty-eight thousandths)
2. Instructor
write some numbers on the board and ask students to read, or tell a decimal number and the child will write on the blackboard.
3.
shall show the equivalence between tenths, hundredths and thousandths:
1 = 10 = 100 10 100 1000

4. Solve problems using
where addition and subtraction of decimal numbers, eg
• Martha
bought a skirt that cost $ 137.90 and a $ 98.50 blouse
The payment for the 2 ?___________
If you paid with $ 500 how much you money is left? _______
• Leticia
measures 1.9 meters and 1.38 meters measured Erika
Who is highest
?________________ What is the height difference between them?
____________ 5.
For division of a decimal number body a natural number. It raises the point in alignment to the location quotient and division is as if they had 2 natural numbers:
6.
division will solve problems by following the instructions given in the last issue: 1,726


2 3.4 2 May 1 April 05

February 1
0
•
On the feast of Anna, her mother bought 3,500 kg of sweets and want to them in equal parts in 28 bags for the guests How much does it weigh each bag? ________
•
The cake cost 150.40 pesos, and they will pay between 2 aunts Ana, how much it's up to pay each one of them if they want equal pay? __________
Assessment Review
leaves the problems and ensure that all children participate in reading and writing decimal numbers

Performance Objective Category

The student reads the decimal numbers
• Exceeds expectations

• Met

expectations • Below the level required

Student writes decimal numbers
• Exceeds
•
expectations Met expectations

• Below the level required

The student solves problems involving addition and subtraction with decimal numbers
•

• Exceeds expectations Met expectations

•
below the required level
The student solves division of decimal numbers between numbers.
•

• Exceeds expectations Met expectations

•
below the required level

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Multiplication Tables

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