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1s 2021 GEC-3-Modules-Week-1-6 M1
1s 2021 GEC-3-Modules-Week-1-6 M1
Mathematics in the
Modern World
Course
Modules
Weeks 1 – 6
(Prelim Period)
These modules were prepared for use of Isabela State University Faculty
and students in GEC 3: Mathematics in the Modern World for the First
Semester of School Year 2021-2022.
Topics in the modules are suggested to be covered within the first six
weeks of the semester.
Supervision:
Helena B. Florendo
Dean
College of Arts and Sciences
Nanette D. Sayo
ARA Director
ISU Echague Campus
Description:
The first set of modules is designed to cover the first section of the course
which is an introduction to the nature of mathematics as an exploration of
patterns, as a powerful language, and as an application of inductive and
deductive reasoning. By exploring these topics, students are encouraged to
go beyond the typical understanding of mathematics as merely a set of
formulas but as a source of aesthetics in patterns of nature, for example, and
a rich language in itself governed by logic and reasoning.
Module 1
Mathematics in Our World
MODULE 1
1.1 Introduction
Have you ever asked yourself where all mathematics come from? Is it
invented or discovered?
We cannot deny the fact that these days, more mathematics become part
of our daily lives. We feel the need to be cautious of our ways because we
hear news about increasing Covid-19 cases in our country and even in our
locality.
Numbers that are presented to us daily become so powerful that they are
used as bases for decisions and actions of our leaders to prevent Covid-19
cases from increasing.
What we gave as an example is just one of the many mathematics that
we encounter daily. During this very challenging time, we believe that
everyone would value mathematics and would want to know more about it.
For the first section, we will learn about mathematics as a useful way of
thinking about nature and the world. We hope that after this part, you will
understand mathematics as not merely a set of formulas but as a source of
relevant information that can help us in dealing with our daily lives.
1.2 Learning Outcome
After finishing this module, you are expected to
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Figure 1.1
Six blind men and an elephant
Each of the six blind men did a good job in describing what they have
sensed. We cannot say that they incorrectly described each part since what
they touched was only part of the whole. The same can be observed in
mathematics. The mathematics that can be described by one mathematician
is just a small part of the whole thing.
A very curious pattern indeed occurs in the petals of flowers. In nearly all
flowers, the number of petals is one of the numbers that occur in the strange
sequence 1, 2, 3, 5, 8, 13, 21, 34, 55, 89. For instance, spathiphyllum (also
called peace lily) has 1 petal, christusdorns (or euphorbias) have 2 petals,
some lilies have three petals, buttercups have five, many delphiniums have
eight, marigolds have thirteen, asters have twenty-one, and most daisies have
thirty-four, fifty-five, or eighty-nine. You don't find any other numbers
anything like as often. There is a definite pattern to those numbers: each
number is obtained by adding the previous two numbers together. For
example, 1 + 2 = 3, 3 + 5 = 8, 5 + 8 = 13, and so on. Some examples are given
in Figure 1.2.
S. 1
Figure 1.2
Different flowers with corresponding petal count
The same numbers can be found in the spiral patterns of seeds in the
head of a sunflower. This particular pattern was noticed many centuries ago
and has been widely studied ever since, but a really satisfactory explanation
was not given until 1993.
Figure 1.3
Spiral patterns of sunflower seed arrangement
With these few examples, we must understand that human mind and
culture had long developed a formal system for classifying, recognizing, and
exploiting patterns. We call it mathematics. Patterns observed paved the way
for the origin of counting, the discovery and creation of geometric patterns,
wave patterns in water and on land, patterns of movement, and fractals: the
new science of irregularity; a never-ending pattern.
Figure 1.5 shows other patterns and regularities in nature.
Figure 1.5
Different patterns in nature
One of the most frequently occurring patterns in nature is the Fibonacci
sequence. It is a sequence of numbers starting with 1, then followed by 1,
and then followed by the sum of 1 and 1 which is 2, followed by the sum of 1
and 2, which 3 and so on. The sequence is given by
S. 3
1, 1, 2, 3, 5, 8, 13, 21, …
Figure 1.6
Rabbit reproduction modeled by the Fibonacci sequence
S. 5
If the counting numbers, zero, and the negative counting numbers are
combined, a new set of numbers is formed. This is the set of integers.
These numbers are not enough; we need fractions especially for most
commercial transactions. Positive and negative fractions together with the
integers are called rational numbers.
Numbers that cannot be expressed as fractions having a unique property
of non-terminating and non-repeating decimals are given the name
“irrational”. An example of an irrational number is the square root of 2,
S. 7
few examples of people who use mathematics. All of us has a particular use
of mathematics in our lives.
Thus, different people use different mathematics at different times, for
different purposes, using different tools, with different attitudes.
1. Look at the graph paper. The first number in the Fibonacci sequence,
1, has been drawn for you.
3. Use the line above the two 1 squares to outline a square that is 2 little
squares long and 2 little squares high. This represents the next
number in the sequence which is 2.
4. Now move to the right of the squares 1 and 2. Use the right side of the
2 square and the right side of the second 1 square to draw a square
that is 3 little squares high and 3 little squares long. 3 is the next
number in Fibonacci’s pattern.
5. Use the bottom of both 1 squares and the bottom of the 3 square to
make the next number in the pattern – a big square that is 5 little
squares long and 5 little squares high.
6. Move to the left of the 2 square, the 1 square, and the 5 square. Use
their left edges to make the 8 square.
7. Finally use the top of the 8 square long with the top of the 2 and 3
square to make a 13 square.
If you followed directions, you will have used the entire graph paper to
make Fibonacci’s Rectangle, also known as the Golden Rectangle. The ratio
of length to that of the width of the golden rectangle is equal to the Golden
Ratio, φ, which is approximately equal to 1.618. The golden ratio is also
known as the divine proportion.
The next step is to draw Fibonacci’s spiral. You just have to connect one
corner of each square with the opposite corner of that square with a
sweeping curve. You may need to practice a few times to get it right.
Compare what you have made to patterns in nature. Try to spot this
spiral in your surroundings. Make a list of animals and plants that have this
spiral.
22 22 22 22 22 22 22 22 22 22 22 22 22
S. 9
Learning Activity 2: Patterns in Nature
Materials:
Procedure:
• Nature by Numbers
https://www.youtube.com/watch?v=kkGeOWYOFoA
• Mathematics in Nature
https://www.youtube.com/watch?v=Ig9RUaJe00c
Assessment Task
Before you answer the following questions, make sure to watch the
Youtube videos given below:
• Nature by Numbers
https://www.youtube.com/watch?v=kkGeOWYOFoA
• The Great Math Mystery
https://www.youtube.com/watch?v=mpcpzXuzdQk
A. Short-response/Essay writing:
References
Books:
Aufmann, et. al. 2013. Mathematical Excursions. Third Edition. Cengage
Learning, USA
Stewart, Ian. 1995 The Unreal Reality of Mathematics Nature’s Numbers.
BasicBooks New York Internet sources:
The Great Math Mystery
https://www.youtube.com/watch?v=mpcpzXuzdQk
S. 11