Application Of Mathematics In Cultural And Historical Context - Choose A Photograph - Culture Safety Assessment Answer

Application Of Mathematics In Cultural And Historical Context - Choose A Photograph - Culture Safety Assessment Answer

Assessment Task:

Task

A report that focuses on a real-life application of mathematics in a cultural and a historical context.

This assignment requires you to recognise, analyse and describe an application of the specified areas of mathematics in this unit (Whole Number, Algebra, Space, Measurement) in the real world, past and present, and the connections between mathematics, culture and history. You will pose and solve two problems.

First problem: Choose a photograph from a magazine, newspaper or the internet (remember to acknowledge the source) or take a photograph or a series of up to three photographs of an object or event that shows mathematics as a present day human creation or human activity. If you photograph an object, remember to obtain permission if it is necessary. The object could be a cultural artefact such as a piece of art or clothing, such as a quilt, or a building/structure like an iconic building, a device, or a piece of technology. It could be linked to Australians’ love of sport,music and the arts, or it could be a system, like the control of traffic using lights and roundabouts.

Second problem: Choose a photograph or diagram from a magazine, newspaper or the internet (remember to acknowledge the source) or take a photograph or a series of up to three photographs of an object that shows the application of mathematics in a historical context. The context should be historical, such as a dreaming story from the local indigenous nation, the Plimpton tabletshowing Pythagorean triples, Archimedes’ use of levers or how the ancient Egyptians measured time.

You are encouraged to create your own context for each problem. Choose an authentic context in which the mathematics emerges naturally. Do not create a problem that is artificial, and people would not realistically solve or would have solved in historic times.

For each problem, pose a problem statement and solve the problem from the context which you have designed. Try to have one complex task that allows for different strategies to solve it rather than lots of sub-tasks. The mathematical difficulty should be set at upper primary or early secondary school level (Try to avoid trigonometry however interesting you may find it).

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