Module 3

Maths in Science and Geography (November 17thh-18th)

• Did you know that Egyptians used the “royal cubit” as a baseline of measurement and consistency across the kingdom. The royal cubit was determined by the forearm, length of the Pharaoh, approximately 52 cm in length (20.5 in) and was further divided into 28 equal segments, approximating the width of a finger. It was carved into black marble and Individuals could bring a stick or other object that could be marked, lay it against the marble and, in effect, create a ruler that they could use to measure length, width, or height elsewhere.

•  In almost every facet of modern life, values – measurements – play an important role. We count calories for a diet, stores measure the percentage of tax on our purchases, and our doctors measure important physiological indicators, like heart rate and blood pressure. From the earliest documented days in ancient Egypt, systems of measurement have allowed us to weigh and count objects, delineate boundaries, mark time, establish currencies, and describe natural phenomena 

• Linear equations have many other real-world applications as well, such as figuring out how fast a projectile is moving or converting one unit of measure to another. For this reason, they are indispensible to scientific investigation. 
• Ancient Egyptians needed 18 digits to write the number 99? We use only two digits to write the same number because our modern system of writing numbers uses place values, where each place represents an order of magnitude. Orders of magnitude are a handy way to describe the size of an object and compare the sizes of different items. 
• mathematical equation used by instructors to "grade on the curve” was first developed to aid gamblers in games of chance? This is just one of several statistical operations used by scientists to analyze and interpret data. These descriptive statistics are used in many fields. They can help scientists summarize everything from the results of a drug trial to the way genetic traits evolve over different generations. 
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Maths in science from 0702puja2003



Mathematics applied in major fields of science and technology from shreetmishra98

 
Critical thinking in math and science powerpoint from cybanton


MATHS FOR SCIENCE: https://projects.exeter.ac.uk/csm-survey/files/OU_Mathsforscience.pdf




TASK 3:

Have you used Math activities/projects showing Maths in science or Geography with your students? How did they go? What did they learn from implementing them? 






•  I used Maths activities during Eratosthenes Experiment - global event where we calculate the circumference of the Earth collaborating with partners from Croatia. My students had to measure the length of the stick (H=1 m) and we have determined the angle of sunlight. Next we share our data with Croatian schools. Students had to determine the distance using Google Maps between our school and our partner's school. Later students calculate the circumference of the Earthusing the suitable formula, the distance and angles of sunlight in Poland and Croatia. It was very interesting event for my students. They had to measure, use new technologies and calculate. The attraction was collaboration between our schools.
  
  
  
  
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