Reading+2

Reading Log 2 - Math on Display. Visualizations of mathematics create remarkable artwork**
 * Too late 3,5
 * Pre-Reading**


 * Read the title and write a list of ten words you think you might find in the text.**
 * 1. **** Exposure **
 * 2. **** Mathematical **
 * 3. **** Art **
 * 4. **** Work **
 * 5. **** Extraordinary **
 * 6. **** Beautiful **
 * 7. **** Creation **
 * 8. **** Program **
 * 9. **** Computational **
 * 10. **** Picture **


 * What do you know about the link between artwork and mathematics?**
 * 11. **** The art ever look for the perfection, periodicity, perfect measures, symmetry, equilibrium, these things are possible using math. **


 * Mention some examples.**

• ** La gua cha **** ra **** ca dea **** pu **** re 00010010 ** • ** Le dijo al **** pá **** ja ro **** va **** co 00010010 ** • ** Prés **** ta me tu can de **** li **** ta 10000010 ** • ** Pa raen cen **** der **** mi ta **** ba **** co 00010010 **
 * 1) **** Periodicity in the poems: **
 * By **** Alberto Arvelo Torrealba **
 * (this idea taken from “ ** webdelprofesor.ula.ve/ciencias/lico/Mat_**arte**/mate**arte**.ppt ”**//)//**
 * // * //**webdelprofesor.ula.ve/ciencias/lico/Mat_**arte**/mate**arte**.ppt **// is a document that I had read the last month. //**


 * 2) En la escala diatónica, las frecuencias de cada nota son radios de números enteros. **


 * || ** Frecuencia ** || ** Razón nota anterior ** ||  ||
 * ** Tónica ** || ** f ** ||  || ** Do ** ||
 * ** Segunda ** || ** 9/8 f ** || ** 9/8 ** || ** Re ** ||
 * ** Tercera ** || ** 81/64 f ** || ** 9/8 ** || ** Mi ** ||
 * ** Cuarta ** || ** 4/3 f ** || ** 256/243 ** || ** Fa ** ||
 * ** Quinta ** || ** 3/2 f ** || ** 9/8 ** || ** Sol ** ||
 * ** Sexta ** || ** 27/16 f ** || ** 9/8 ** || ** La ** ||
 * ** Séptima ** || ** 243/128 f ** || ** 9/8 ** || ** Si ** ||
 * ** Octava ** || ** 2 f ** || ** 256 / 243 ** || ** Do ** ||
 * taken from ** webdelprofesor.ula.ve/ciencias/lico/Mat_**arte**/mate**arte**.ppt


 * 3) **** Remember the video assignation about the golden ratio, and Fibonacci sequence. **

[]
 * During Reading and After Reading**
 * 1. Please click on the following link to read the article.**


 * 2. While reading, please locate the words you listed in the pre-reading and write a list of the ones you found in the text**
 * 1. **** Exhibition (1. Exposure) **
 * 2. **** Mathematical **
 * 3. **** Art **
 * 4. **** Work **
 * 5. **** Beautiful **
 * 6. **** Creations **
 * 7. **** Program **
 * 8. **** Computer (9. computational) **
 * 9. **** Picture **


 * 3. Please write what the following referents (in bold letters) refer to in the text:**


 * Mathematicians often rhapsodize about the austere elegance of a well-wrought proof. But math also has a simpler sort of beauty ** that ** is perhaps easier to appreciate...
 * “That” refers to the type of beauty of math **
 * That beauty was richly on display at an exhibition of mathematical art at the Joint Mathematics Meeting in San Diego in January, ** where ** more than 40 artists showed their creations.
 * “Where” refers to the exhibition. **
 * A mathematical dynamical system is just any rule that determines how a point moves around a plane. Field uses an equation that takes any point on a piece of paper and moves ** it ** to a different spot. Field repeats ** this process ** over and over again—around 5 billion times—and keeps track of how often each pixel-sized spot in the plane gets landed on. The more often a pixel gets hit, the deeper the shade Field colors ** it .**
 * “It” refers to the point. “This process” is to take a point and move it to other place in the paper. “It” refers to the hit, deeper and shade. **
 * The reason mathematicians are so fascinated by dynamical systems is that very simple equations can produce very complicated behavior. Field has found that ** such complex behavior ** can create some beautiful images.
 * “Such complex behavior” refers to the action of the dynamical systems. This process was explained in the last item. **
 * Robert Bosch, a mathematics professor at Oberlin College in Ohio, took ** his ** inspiration from an old, seemingly trivial problem ** that ** hides some deep mathematics. Take a loop of string and throw ** it ** down on a piece of papaer. It can form any shape you like as long as the string never touches or crosses ** itself **. A theorem states that the loop will divide the page into two regions, ** one inside ** the loop and ** one outside **.
 * “That” refers to the problem. “It” refers to the string. “Itself” refers to the string. **
 * It is hard to imagine how it could do anything else, and if the loop makes a smoothly curving line, a mathematician would think that is obvious too. But if a line is very, very crinkly, ** it ** may not be obvious whether a particular point lies inside or outside the loop. Topologists, the type of mathematicians ** who ** study such things have managed to construct many strange, "pathological" mathematical objects with very surprising properties, so they know from experience that ** you ** shouldn't assume a proof is unnecessary in cases like **this one**.
 * “It” refers to “whether a particular point lies inside or outside the loop”. “Who” refers to the mathematicians. “You” refers to any person. “This one” refers to pathological case. **


 * After reading the text, please answer the following questions** **in your own words:**

1. What is a mathematical dynamical System?
 * A mathematical dynamical system is a fact, a constant used to know the movement of a point in a plane. **

2. Why does the image "Coral Star" get more and more complex?
 * The image gets more and more complex in the center because the movement of the point is discontinuous in this place, for this the images take different deeps and colors there. **

3. Find a definition of the following words that fits in the text, please acknowledge the source: Loop, crinckly, string
 * ** “loop –noun **
 * A portion of a cord, ribbon, etc., folded or doubled upon itself so as to leave an opening between the parts.” **
 * ** “crin·kly–adjective, -kli·er, -kli·est. **
 * 1. **** Having crinkles. **
 * 2. **** Making a rustling noise.” **
 * ** “String /strɪŋ/ Show Spelled [string] Show IPA noun, verb, strung; strung or ( Rare **[[image:file:///C:%5CDocuments%20and%20Settings%5CInvitado%5CLocal%20Settings%5CTemp%5Cmsohtml1%5C01%5Cclip_image002.gif width="2" height="4"]]** ) stringed; string·ing. –noun **
 * 1. **** A slender cord or thick thread used for binding or tying; line. **
 * 2. **** something resembling a cord or thread…” **


 * These meanings was taken from **[]

4. Where did Robert Bosch take his inspiration from? Describe the source of his inspiration.
 * Robert Bosch takes his inspiration from an apparently simpler problem about a theorem. If you take a loop of string and place it in a paper attending to it not touch itself, then the paper is divided in the area inside the loop and the area outside the loop. It is very interesting; if you see the image, you can follow the line and arrive to the beginning because it is continuous. **

5. What happened with Fathauer's arrangement? Why?
 * When you make more and more interactions it took the form of a pyramid whit the triangle of Sierpinski in each face, because these becomes similar to the fractal whit the central triangle punched out. **

6. How did Andrew Pike create the Sierpinski carpet?
 * To do a Sierpinski carpet you must divide a big square into nine l squares; take out the central square and do the same with the other eight squares (divide it into nine little squares, take out the central square), ad infinitum. **

7. Why did he choose that image?
 * He chooses that image because it doesn’t need more explication that itself. It is appropriate to use a Sierpinski carpet. **