{"id":10307,"date":"2015-06-30T14:32:37","date_gmt":"2015-06-30T06:32:37","guid":{"rendered":"http:\/\/www.intmath.com\/blog\/?p=10307"},"modified":"2017-02-12T17:14:15","modified_gmt":"2017-02-12T09:14:15","slug":"intmath-newsletter-pedigrees-resources","status":"publish","type":"post","link":"https:\/\/www.intmath.com\/blog\/letters\/intmath-newsletter-pedigrees-resources-10307","title":{"rendered":"IntMath Newsletter: Pedigrees, resources"},"content":{"rendered":"<p>30 Jun 2015<\/p>\n<p>In this Newsletter:<\/p>\n<p>1. Pedigree collapse <br \/>\n  2.  Resource: eMathHelp <br \/>\n  3. Resonant frequency example <br \/>\n  4. Math puzzles<br \/>\n  5. Math movie: How equal do we want the world to be?<br \/>\n6. Final thought: What employers care about <\/p>\n<h2>1. Pedigree collapse<\/h2>\n<table>\n<tr>\n<td style=\"padding-right:7px\"><a href=\"https:\/\/www.intmath.com\/blog\/mathematics\/pedigree-collapse-10303\"><img loading=\"lazy\" src=\"\/blog\/wp-content\/images\/2015\/06\/family-tree_th.png\" alt=\"Family tree\" width=\"128\" height=\"100\" \/><\/a><\/td>\n<td>\n<p>How many ancestors do you have? All of us have 2 parents, 4 grandparents and 8 great grandparents. But does this go on forever? See: <\/p>\n<p><a href=\"https:\/\/www.intmath.com\/blog\/mathematics\/pedigree-collapse-10303\">Pedigree collapse <\/a><\/p>\n<\/td>\n<\/tr>\n<\/table>\n<h2>2. Resource: eMathHelp <\/h2>\n<p><a href=\"http:\/\/www.emathhelp.net\/\">eMathHelp<\/a> is a useful collection of calculators, math lessons and practice questions, with topics ranging from pre-algrebra to differential equations.<\/p>\n<p>The calculators allow you to enter your own problem, and provide clearly explained step-by-step solutions, including some color-coding to make it even easier to follow.<\/p>\n<p>There's also an <a href=\"http:\/\/www.emathhelp.net\/calculators\/calculus-1\/online-graphing-calculator\/\">Online Graphing Calculator<\/a>, which is quite versatile. <\/p>\n<p>eMathHelp appears to be one of the better free math resources. <\/p>\n<h2>3. Resonant frequency example: London's Millennium Bridge<\/h2>\n<p>I recently enjoyed a trip to the UK. Of course, I was always on the lookout for items of  mathematical interest.   <\/p>\n<p>For the millennium celebrations in 2000, London built the Millennium Footbridge. It spans the River Thames between St Paul's Cathedral and the Tate Modern art gallery. <\/p>\n<div class=\"imgCenter\">\n<p><img loading=\"lazy\" src=\"\/blog\/wp-content\/images\/2015\/06\/millenium-bridge-2o.jpg\" alt=\"Millennium Bridge, London\" width=\"400\" height=\"180\" \/><br \/>\nLondon Millennium Footbridge, from St Paul's Cathedral<\/p>\n<\/div>\n<p>On opening day in June 2000, participants in a Save the Children charity walk complained of vibrations in the bridge.<\/p>\n<p>It was a classic case of a suspension bridge experiencing swaying due to resonant frequency. This is the same phenomenon that allows a singer to break a wine glass just with their voice. (See <a href=\"https:\/\/www.youtube.com\/watch?v=JDnNmLkQ3Bc\">this quite funny lecture where they try it out<\/a>.)<\/p>\n<p>As the 1000 participants walked across the bridge, their individual small vibrations tended to encourage others to walk &quot;in tune&quot; to maintain balance, resulting  in a positive feedback loop. That is, they began to march in sync, in a lateral (sideways) sense. At its center, the bridge's sideways movement was about 75 mm at 1 Hz. [<a href=\"http:\/\/www2.eng.cam.ac.uk\/~den\/ICSV9_06.htm\">Source<\/a>] <\/p>\n<p>There was also a band playing at the head of the participants. I wonder if the tempo of their music had any effect in this situation. <\/p>\n<p>After a few days of restricted access, the authorities closed the bridge altogether, and it took 2 years to fix the problem.   <\/p>\n<p>The solution involved the installation of around 90 dampers that reduce both lateral and vertical movement. <\/p>\n<div class=\"imgCenter\">\n<p><img loading=\"lazy\" src=\"\/blog\/wp-content\/images\/2015\/06\/millenium-bridge-3o.jpg\" alt=\"Millennium Bridge, London\" width=\"400\" height=\"316\" \/><br \/>\nFluid-viscous dampers  (at bottom), controlling horizontal movement.<\/p>\n<\/div>\n<p>One earlier study following a similar experience on a German footbridge concluded that:<\/p>\n<blockquote>\n<p>The lateral sway of a person&rsquo;s centre of gravity occurs at half the walking pace. Since the footbridge  had a lowest lateral mode of about 1.1 Hz, the frequency of excitation was very close to the mean pacing rate  of walking of about 2 Hz. [<a href=\"http:\/\/www2.eng.cam.ac.uk\/~den\/ICSV9_06.htm\">Source<\/a>]<\/p>\n<\/blockquote>\n<h3>Tacoma Narrows Bridge Collapse <\/h3>\n<p>When I first heard about the London case, I wondered why the designers had not incorporated lessons learned from the Tacoma Narrows Bridge Collapse in 1940.<\/p>\n<p> However, it was a different situation. In that case, mechanical sideways forces were not the cause of the initial excitation of the bridge. It swayed so much due to aeroelastic flutter, and eventually collapsed. <\/p>\n<div class=\"imgCenter\">\n<p><img loading=\"lazy\" src=\"\/blog\/wp-content\/images\/2015\/06\/Tacoma-narrows-bridge-collapse.jpg\" alt=\"Tacoma Narrows Bridge collapse\" width=\"365\" height=\"300\" \/><br \/>\nTacoma Narrows Bridge collapse (image <a href=\"https:\/\/en.wikipedia.org\/wiki\/Tacoma_Narrows_Bridge_%281940%29\">source<\/a>)<\/p>\n<\/div>\n<p>See <a href=\"https:\/\/www.youtube.com\/watch?v=j-zczJXSxnw\">video of the Tacoma Narrows Bridge Collapse<\/a>.<\/p>\n<h2>4. Math puzzles<\/h2>\n<p>The <a href=\"https:\/\/www.intmath.com\/blog\/letters\/intmath-newsletter-spherical-spiral-calculators-10264#puzzle\">puzzle in the last IntMath Newsletter<\/a> asked about the length of a helix. <\/p>\n<p><a href=\"https:\/\/www.intmath.com\/blog\/letters\/intmath-newsletter-spherical-spiral-calculators-10264#comments\">Correct answers with explanation<\/a> were given by Jaff and Thomas. <\/p>\n<p><strong>Entering math in comments: <\/strong>I added a feature to make math entry on tablets or phones easier. You can use &quot;q&zwj;q&quot; for the delimiter, since it's easier to type than the back-tick.<\/p>\n<p><strong>I messed up: <\/strong>Unfortunately, I had an incorrect number in that question. The circumference should have been 4 cm, not 3. This makes the problem a little easier, since we'll have a set of 3-4-5 triangles.<\/p>\n<h3 id=\"puzzle\">New math puzzle<\/h3>\n<p>In the <a href=\"http:\/\/www.mhs.ox.ac.uk\/\">Museum of the History of Science<\/a> in Oxford, I came across these 2 protractors which had been collected by a mathematics teacher. <\/p>\n<p><img loading=\"lazy\" src=\"\/blog\/wp-content\/images\/2015\/06\/faulty-protractor-blue.jpg\" alt=\"Faulty protractor - red\" width=\"400\" height=\"180\" \/><\/p>\n<p><img loading=\"lazy\" src=\"\/blog\/wp-content\/images\/2015\/06\/faulty-protractor-red.jpg\" alt=\"Faulty protractor - red\" width=\"400\" height=\"180\" \/><\/p>\n<p>The teacher noticed his students were making incorrect angle measurements, and when he looked more closely at the protractors they were using (made in China in the mid-1990s), he found some serious flaws. <\/p>\n<p>What's wrong with each protractor, and what angle would give the maximum error in each case? Can you estimate that error, based on the photos?<\/p>\n<p>Leave your responses <a href=\"https:\/\/www.intmath.com\/blog\/letters\/intmath-newsletter-pedigrees-resources-10307#respond\">here<\/a>. <\/p>\n<p>NOTE 1: The protractos were actually circular, but appear elliptical in the photos due to parallax error.<\/p>\n<p>NOTE 2: China's manufacturing expertise has dramatically improved since the time these were made.<\/p>\n<h2>5. Math movie - How equal do we want the world to be? (Dan Ariely)<\/h2>\n<table>\n<tr>\n<td style=\"padding-right:7px\"><a href=\"https:\/\/www.youtube.com\/watch?v=2tCcoSRZqVY\"><img loading=\"lazy\" src=\"\/blog\/wp-content\/images\/2015\/06\/equal-world_th.png\" alt=\"How equal do we want the world to be\" width=\"128\" height=\"100\" border=\"0\" \/><\/a><\/td>\n<td>\n<p>Wealth disparity is getting worse in most countries, and governments are right to worry about it because it can lead to social unrest.<\/p>\n<p>This talk by   Dan Ariely, professor of psychology and behavioral economics at Duke University, challenges what we really mean by &quot;income equality&quot; and how it might be achieved. And yes, mathematics is involved. <\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=2tCcoSRZqVY\">How equal do we want the world to be?<\/a><\/p>\n<\/td>\n<\/tr>\n<\/table>\n<h2>6. Final thought: What employers care about<\/h2>\n<p>Here's something I wrote for a training session recently. If we want to develop graduates who are useful for the workplace, we need to think about how to develop their skills, not just their knowledge.<\/p>\n<blockquote>\n<p>Employers don't care what graduates know. They care more about what graduates can    do with what they know, and their attitude to doing it. <\/p>\n<\/blockquote>\n<p>Until next time, enjoy whatever you learn. <\/p>\n<p class=\"alt\">See the <a href=\"https:\/\/www.intmath.com\/blog\/letters\/intmath-newsletter-pedigrees-resources-10307#comments\" id=\"comms\">7 Comments<\/a> below.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>1. Pedigree collapse <br \/>\n  2.  Resource: eMathHelp <br \/>\n  3. Resonant frequency example <br \/>\n  4. Math puzzles<br \/>\n  5. Math movie: How equal do we want the world to be?<br \/>\n6. Final thought: What employers care about <\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_mo_disable_npp":""},"categories":[104],"tags":[130,127],"_links":{"self":[{"href":"https:\/\/www.intmath.com\/blog\/wp-json\/wp\/v2\/posts\/10307"}],"collection":[{"href":"https:\/\/www.intmath.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.intmath.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.intmath.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.intmath.com\/blog\/wp-json\/wp\/v2\/comments?post=10307"}],"version-history":[{"count":1,"href":"https:\/\/www.intmath.com\/blog\/wp-json\/wp\/v2\/posts\/10307\/revisions"}],"predecessor-version":[{"id":11147,"href":"https:\/\/www.intmath.com\/blog\/wp-json\/wp\/v2\/posts\/10307\/revisions\/11147"}],"wp:attachment":[{"href":"https:\/\/www.intmath.com\/blog\/wp-json\/wp\/v2\/media?parent=10307"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.intmath.com\/blog\/wp-json\/wp\/v2\/categories?post=10307"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.intmath.com\/blog\/wp-json\/wp\/v2\/tags?post=10307"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}