MATHEMATICS AND NATURE

 Mathematics forms the building blocks of the natural world and can be seen in stunning ways.


The Fibonacci Sequence


Named for the famous mathematician, Leonardo Fibonacci, this number sequence is a simple, yet profound pattern.

Based on Fibonacci rabbit's problem this sequence begins with the numbers 1 and 1, and then each subsequent number is found by adding the two  previous numbers. Therefore, after 1 and 1, the next number is 2 (1+1). The next number is 3 (1+2) and then 5 (2+3) and so on.

What’s remarkable is that the numbers in the sequence are often seen in nature.





Fractals in Nature


Fractals are another intriguing mathematical shape that we seen in nature. A fractal is a self-similar, repeating shape, meaning the same basic shape is seen again and again in the shape itself.

In other words, if you were to zoom way in or zoom way out, the same shape is seen throughout.






Hexagons in Nature


Another of nature’s geometric wonders is the hexagon. A regular hexagon has 6 sides of equal length, and this shape is seen again and again in the world around us.

The most common example of nature using hexagons is in a bee hive.




Concentric Circles in Nature 


Another common shape in nature is a set of concentric circles. Concentric means the circles all share the same center, but have different radii. This means the circles are all different sizes, one inside the other.

A common example is in the ripples of a pond when something hits the surface of the water. But we also see concentric circles in the layers of an onion and the rings of trees that form as it grows and ages.




Math in Outer Space


Moving away from planet earth, we can also see many of these same mathematical features in outer space.





Isn’t nature amazing??




Comments

Post a Comment

Popular posts from this blog

Tales of Teaching Practice Phase 2 week 6 part 2

Image
 Day 26 of My Teaching Practice 18.07.2024                                                                           Thursday Today, I arrived at school at 8:45 a.m. My allotted period was the second period in class 9G, where I conducted a problem-solving session on "Product of a Sum and Difference." The students remembered the identity but needed help translating word problems into equations. Once set up, they successfully applied the identity to solve the problems. The discussion on the second problem extended into the next period, so I continued in class 9G during the fourth period, addressing doubts and clarifying previous questions. I assisted with serving the noon meal and had substitution duty in class 9F during the sixth period. After the bell and national anthem at 3:15 p.m., I performe...
Read more

Tales of Teaching Practice week 8 ( The Last Week)

Image
Day 34 of My Teaching Practice  29.07.2024                                                                                                                             Monday  Today marked the 34th day of my teaching practice. I arrived at school by 8:45 a.m. and started with substitution duty in class 10B during the first period. For my allotted periods, which were the third and sixth, my mentor teacher was on leave, so I took over both periods. During these sessions, I revised the chapter new numbers and provided the students with extra questions. It was gratifying to see them tackle these questions independently, applying their understanding of the material.  A...
Read more

Tales of teaching practice week 2 phase 2 part 2

  Day 7 : Observations and Problem Solving 20.06.2024                                                                                              Thursday Today marked the seventh day of my teaching practice. I arrived at school by 8:45 a.m., ready for my allotted period during the second period. During this period, our principal cum my concern teacher, Preetha Ma'am, came to observe my class. I conducted a problem-solving session on systems of equations, focusing on two key problems: one based on capacity and the other on age. The students found it challenging to understand and translate the problems into equations, so I broke down each problem into smaller parts and explained every step. Despite their in...
Read more