#### Transcript of TH! BLC14

**what if...**

hyperbolic geometry

nomographs

topology

the "vessels" design project

**assessment**

understands the function of mathematics

as a means of communicating information

applies mathematical logic to the elements of design

understands how to generate the

graphs of polynomial and trigonometric

mathematical functions and the

role of mathematical variables

in changing the shape and nature

of functions and relations

appreciates the mathematical concepts involved in topology

including network theory, mazes and labyrinths, the

golden ratio and the fibonacci sequence

appreciates the interrelationship

between mathematics and the aesthetic

of visual forms

**Thinking Hyperbolically!**

http://moodle.igssyd.nsw.edu.au/mod/lightboxgallery/view.php?id=4530

1. A straight line segment can be drawn joining any two points.

2. Any straight line segment can be extended indefinitely in a straight line.

3. Given any straight lines segment, a circle can be drawn having the segment as radius and one endpoint as center.

5. If two lines are drawn which intersect a third in such a way that the sum of the inner angles on one side is less than two Right Angles, then the two lines inevitably must intersect each other on that side if extended far enough.

This postulate is equivalent to what is known as the Parallel Postulate.

4. All Right Angles are congruent.

mazes & labyrinths

meandering paths to the tune of fractal music

the pentatonic scale

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student feedback

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