## A single robot-made rainbow ; what does it mean?

Artifact

This amazing video of a rainbow-painting robot. (h/t: Science Friday.)

Guiding Questions

• How much paint did this guy need of each color?
• What’s the radius of the rainbow? or, What’s the length of the arm that moves in a semi-circle that paints the rainbow?
• Which color will run out soonest? And how much sooner?
• What would the rainbow look like if he peddlded while the spraypainting arm was in action?
• Could we do this for our integrated Math-Science Engineering final project?

Suggested Activities

To be decided, but here’s a screen shot if it helps.

## Pythagoras and Plants ; Aunt Bitty’s Gardens

Continuing from last week, we have another potential Pythagorean’s Theorem Project/Problem. This one was sent in by Steve.

===================================

AUNT BITTY’S GARDENS

Launch: My Aunt Bitty has a business creating “designer gardens”. These are beautiful little triangular gardens that fit into a particular space–usually the corner of a yard. You tell her your space, and she tells you just how to put in the rocks and plants to make it beautiful.

She is making models of different sized gardens that she wants to sell–and she has a problem.

## Pythagoras and Pele; Gooooooooooooaaaaaaaa… (to be continued)

…ooooaaaaalllll!

There’s about a hundred different ways you could use the following artifacts to construct a lesson around Pythagorean’s Theorem. So I’ll just toss out all the artifacts and let you, esteemed teacher, take it from there. I’d love to get feedback and suggestions on how to implement these materials in the comments below.

Artifacts

Use any combination of the following.

This video from This Old House in which two small girls assist with the construction of a pint-sized soccer net:

The screen shot of the girl holding up one of the 5 most beautiful right triangles I have ever seen.  (note: before math geeks go berserk, I know it’s technically not a right triangle with the extra bit off to the side, but still.)

## Pythagoras and the Pyrenees ; Performance Enhancing Math

This image and its ilk bothers me to no end. This is a profile of the 9th stage of the Tour de France*.

So I had this simple little post in mind about the Tour de France and biking and elevation and distance and it would wrap up neatly into a little Pythagorean Theorem lesson. I start looking around for nice little diagrams much like this one, showing the distance and elevation. The idea was going to be simply, “find the absolute distance the bikers travel in this particular stage.”

But it turns out these diagrams are a sham. An absolute sham. You see, the x-axis already does represent the absolute distance. Take this stage, for example. Above is the “cross section” of the stage. And here’s the actual route.

Note the exact same distance peddled. So x-axis is in actual distance peddled, not simply the horizontal distance traveled, as any proper diagramer should do. I suppose it’s more helpful for the bikers to know the absolute distance they have to travel, but it’s …. it’s….. it’s… just wrong. In retrospect, I did sort of think these slopes seemed a tad steep….

So we have a new task.

## Is there anything cooler than a math tattoo? (A: yes, pretty much everything)

As I mentioned last time, the Pythagorean Theorem is a difficult concept to have students discover intuitively. So we’re focusing on it specifically this week. If you have any activities or ideas, please let me know. Or tweet it to me.

Here’s one sent in by Kevin.

========================================

A math nerd (Let’s say her name is Tara) decides that she is going to get a tattoo, and she draws up the following design for the artist to put on her back:

The colored ink costs \$3 per square centimeter.  Outlining in black is free if the color costs \$150 or more.   If the color is less than \$150, then black outlining costs 50 cents per cm.

Tara wants those squares to form a right triangle like above, where the vertical leg is 5 cm long, and the horizontal leg is 7 cm long.

How much will the tattoo cost Tara?   Make sure to write out all of your calculations.

## Congressional seating for SOTU and Discrete Math

Remember when in elementary school when teachers would instruct you to sit “boy-girl-boy-girl?” Well, it appears as if the United States Congress needs to be reprimanded for their childish behavior and must sit “Democrat-Republican-Democrat-Republican.” You see, Colorado Senator Mark Udall made a proposal that during the 2011 State of the Union (SOTU) speech members of congress would sit amongst members of the opposite party. This is in contrast to previous SOTU addresses where the house of congress was firmly divided and after each line half of the house would cheer like their favorite team is trying to make a crucial 3rd down stop and the other half would sit on their hands and scowl. So members of congress accepted Udall’s proposal and immediately members of congress began trying to decide whom to sit next to so they could appear bi-partisan but so as not to sit next to anyone that’s an anathema to that politician’s base supporters (Seriously, they are children).

Anyway, as you may also know, Democrats lost a lot of seats in the 2010 mid-term elections after four years of steady gains. For the 2011 SOTU there were 242 Republicans (Rs) and 193 Democrats (Ds) in the House of Representatives; 53 Ds (and Independents who caucus with the Democrats) and 47 Rs in the Senate. As far as I know, the Senate and Congress sit together during the SOTU, so that’s a total of 289 Rs and 246 Ds.

So upon hearing that Ds and Rs were to sit together at the 2011 SOTU, I wondered a couple things:

• Is it possible for every member of congress to sit next to a member of the opposite party?
• If it is possible, how lopsided would the party split have to be before it becomes impossible?

I was hoping this wouldn’t be a simple discrete math problem. And as luck would have it, it isn’t (at least, I don’t think it is). Behold the floor-plan of the House of Representatives.

(note: not actually the floor plan of House of Representatives. At least I don’t think it is. And it certainly isn’t the seats used for the SOTU seeing as there are more members of congress than seats in this diagram. If anyone out there can find a better, more-correct diagram of the seats of Congress during a SOTU please email me. Below, I’ll start out using the entire congress, but eventually I’ll switch to just the House, and then I’ll declare that it doesn’t really matter.)

What a wonderful disparity of seats! There are rows of 15 and rows of two! There are things called the “Republican and Democratic Committee Tables”. And I’ve always wanted to know where the Tally Clerk sits.

So here’s how I would produce this to students.

## How big is Mega Maid’s vacuum bag; “Spaceballs”

Artifact

Scene from Mel Brooks’ classic, Spaceballs. Start off by simply showing it (or any combination of the split scenes) to your students (apologies if there are advertisements, you can skip them in like 5 seconds):

Now, I’m not sure if you’d want to show the entire scene in a classroom setting, both because it’s rather long and because there are some, *ahem* cruder moments (“sir, she’s gone from suck to blow“). Personally, I think starting off the first five minutes of class with the entire scene might engage the kids, make them laugh, wake up, etc. But then, I don’t have any administrators or parents to answer to at the moment. Regardless, I’ve broken up the scene into five pieces, which I share below.

Guiding Questions (GQs)

Personally, this scene brings up a ton of questions for myself. Hopefully after watching the scene there will be several GQs from your students. Here are the two primary GQs (a.k.a. “Need to Knows” for you PBL types) that will lead to the mathematics behind this scene that I have.

• How much air is in Planet Druidia?
• How big is Planet Druidia?
• How far above the surface is the “air shield”?
• How quickly can Mega Maid suck the air out of a planet?
• Did Mega Maid blow out the air faster than she sucked it in?

Solutions to GQs

Here is Planet Druidia again.

The two questions we really can’t answer for certain are “how big is Druidia?” and “how far above the surface is the ‘air shield’?”. But, you know what? Planet Druidia looks a lot like Earth to me, so let’s run with that.

What we need to find for the volume of air is the volume of a spherical shell. Or, the volume of two concentric spheres of differing radii.

So for this particular problem, we have

or,