Category Archives: Contemporary issues

I Need Some Space…

It hurts quite a bit when you stub your toe. Try being hit by a whole galaxy! Because that’s exactly what’s going to happen. The galaxy Andromeda (our closest spiral galaxy) is speeding towards us a massive 260,000 miles an hour…

Before you start planning for doomsday you might want to consider galactic distances. It is absolutely true that Andromeda is speeding towards us at an incredibly high speed, however, due to the gargantuan distance between us it will be more than 4 billion years before it gets anywhere near us. So you can stop breathing into a paper bag now.

This beautifully demonstrates the vastness of the universe in which we live. Something which we consider massive (take the earth for instance of which the diameter is 1.2756 × 10^7 or 12756000 meters in diameter) is tiny compared to the size of the universe (9.2 × 10^26 meters or 10 billion kilometres in diameter). This also illustrates the importance of fundamental areas of mathematics such as base systems. For example when using very large or very small numbers we use standard notation (used above) instead of attaching many zeros to a number to demonstrate its size. An example that shows why we switch when using extreme numbers is; imagine trying to give directions to Edinburgh using only millimetres. This would be very confusing, so instead we switch to using kilometres.

ngc-2207-11169_640

Pictured: Ngc 2207, Spiral Galaxy

However telling you that the universe is 10 billion kilometres wide does nothing really to explain just how massive it is. An area which I find fascinating is light years. This is the distance which light will have travelled within a year. As I am sure you are away, light travels unbelievably quickly (just think about how fast a room changes from light to dark when you switch a light on, it is near instantaneous). The actual distance light can travel in a year is 9.46 × 10^15 meters or 9.5 trillion miles. Now, the nearest star to our sun is Proxima Centauri, and I stress that this is the nearest to us. For light (the fastest moving thing we know of) to travel from Proxima Centauri to us would take 4 years (Yes, that does mean we see 4 years into the past when looking at Proxima Centauri). Now imagine how long it would take for light to travel across the universe! Or how long it would take for a human spacecraft to travel that far!

Before we were given an input on astronomy earlier this week, I knew very little of the content explored within this blog. This is something I think is a shame, as I’m sure this is an area I would have found hugely interesting as a child in primary, much more so than simply learning the names of the planets in our solar system and that they all go round the sun (though of course I concede this is vital knowledge to have).

As a future practitioner this is an area I would very much like to explore with my class. To learn about the solar system which we live in, but to also introduce the notion of fundamental mathematics within this subject area to further explore the world of astronomy and mathematics in an exciting and engaging way.

To Infinity…and Beyond!

Infinity. It’s about as big as it gets.

In our Discovering Mathematics input yesterday, upon discussing the vastness of the universe in which we live, the term infinity was mentioned. Simply put, infinity refers to something which never ends. A conceptual example of this would be natural numbers, of which, no matter how long you count for, there will always be more.

Greek mathematician Zeno of Erea is credited with being the first to investigate the infinity concept. Zeno’s exploration of infinity used an example of a journey to further understand the concept. He stated that to travel across a distance, first you must travel half the distance. So far not too difficult to understand. He then stated that from this halfway point you would then have to travel halfway again (this time half as far). Zeno claimed that even if this halfway process were completed an infinite amount of times, the destination could not be reached. Of course this exists as a paradox as we know that it is possibly to reach our destinations. A comparison could be drawn to the modern geometric progression that tends towards one (1/2 + 1/4 + 1/8 + …etc.) but never actually reaches the integer. Confusingly enough both of these processes involve an infinite number of steps to achieve a finite answer.

Zeno_Dichotomy_Paradox

Much later in 1924, German mathematician David Hilbert designed a thought experiment to demonstrate the counter intuitive nature of infinite sets and further our understanding of the infinity concept. His example is know as the Hilbert Hotel paradox.

Consider for a moment a hotel which contains infinitely many rooms all of which were occupied by an infinite amount of guests. It would seem reasonable to assume that any newly arriving guests would have to be turned away. However this is where the idea of infinity becomes more complicated. Suppose a new guest were to arrive, we could (simultaneously) move each guest to the next room (Room 1 into room 2, room 2 into room 3 and so on in the fashion of moving n into n+1) therefore allowing room for the new guest. In this fashion it is always possible to accommodate a finite number of guests. But what if an infinite number of guests arrived? We know that there are an infinite amount of odd numbers, so the solution to accommodating an infinite number of new guests is to move our current guests into the infinitely even numbered rooms in the process of n into 2n, which will, in turn, free up an infinite number of odd rooms.

demopicture_763838_20120928161839

Hilbert’s explanation of infinity opens up the, frankly odd, concept that there are many different infinities, and some are bigger than others! This is most easily demonstrated by looking at the numbers between 1 and 5 and between 1 and 10. Due to the never ending nature of our decimal system there exists an infinite amount of numbers between 1 and 10, but there also exists an infinite amount of numbers between 1 and 5 and although the latter would appear to be half as big both sets have the same cardinality due to the presence of infinity. In fact, between every number you can think of there is an infinite amount of more precise decimals, which, in turn, means there are an infinite amount of infinities!

So, a vastly complicated area. However there are many applications of this concept, especially within the areas of physics and maths (although it could also be linked with philosophy, religion and language) and although infinity might be too complicated to be introduced lower down in a school it could certainly be broached with the older children, for example, as a way to better understand the universe in which they live.

It’s maths, Jim, but not as we know it…

When a string is plucked, it vibrates at a particular rate creating a note. A familiar concept to violinists, guitarists, cellists and…well anybody who plays a stringed instrument, and I’m sure anyone who has ever fired an elastic band across a room. The rate at which this string vibrates is known as the frequency (determined by string thickness, density, length and tension, f=(1/2L)√(T/μ)) which is measured in Hertz(Hz). As humans we perceive these frequencies within a given range as pitch. The range begins at about 20Hz and goes up to approximately 20,000Hz. For example concert A (the tuning pitch for orchestras) is 440Hz and middle C is 261.63Hz.

2000px-Music_frequency_diatonic_scale-3.svg

It’s probably at this point you’re beginning to wonder “In what way could this information possibly be useful?”.

Well, as many of you will know some notes sound better together than others (if you’re not aware of this, have a look at this video, about 3 minutes in). This has to do with how the two note’s frequencies are related. Notes whose frequencies are related by simple fractions tend to sound better together. Let’s take for example the note of A which we know to be 440Hz. If we half the frequency to 220Hz we arrive at another note of A only an octave down. Similarly if we double the frequency to 880Hz this is also the note of A, this time an octave up.

Taking this to the next level we can apply more complex fractions. If we take 3/2 of 440Hz we arrive at 660Hz or E and if we take 5/4 we arrive at 550Hz or C#. These are the fractional relationships between a major chord and by playing A, C#, and E we are actually playing the chord of A major. It is because of this fractional relationship we find harmonics (demonstrated rather nicely in this piece of music by Daniel Padim) situated exactly halfway, one third along, and one fifth along the string length of a guitar.

So, after all that, why would I write a blog about this? Apart from the fact that this is a very exciting application of maths. I suppose this was my rather long-winded way of demonstrating the often forgotten, cross-curricular nature of mathematics, and that perhaps (despite a very finely categorised curriculum) we should embrace the concept of learning in a way that accommodates individual difference and that allows for the blending of curriculum areas of which (Savage, 2010) describes as ‘sending a positive message to the children’ and as ‘rich pedagody’.

It seems that wherever I look there is always some aspect of maths to be found. Perhaps it could be combined with more curricular areas than just music…