PART 3

Trumpet-E Magazine मम िव ालयः वतते मम िव ालयः कि त् दरू े वतते अनशु ासनि यो धानाचाय अ व िवषये िन णाताः सि त अ यापकाः अ पाठयि त ेहने ते अ मान् अ ।। शाि तपणू ः मनोहरः च अि त मम िव ालयः। िस तमः शसं नीयः च अि त मम िव ालयः। अि त डा े ं न अितिवशालं वृ ैः पूणःमम िव ालयः सि त िव ान योगशालाः रमणीयः मम िव ालयः।। अि त पु तकालयो अ आग छि त छा ाः प ठतुम् सि त स गणक योगशालाःआग छि त छा ाः ानाथ सि त िश ण व थाः आग छि त छा ाः िश णाथ सि त ितयोिगताः आग छि त छा ाः िवशषे ानाथम्।। सि त काय माः िविवधाः मम िव ालये सि त मनोर काः डाः मम िव ालये सि त छा ाः सह ािधकं मम िव ालये वेदम ैः यते ाथना मम िव ालय।े । मरािम मम ि यः िव ालयः सदा इछािम ग तुं ित दनं मम िव ालये ती ां करोिम प ठतंु िम ैः सह मम िव ालये इछािम दृ ु ं मम ि य अ ापकान् सदा ।। जीषा नायर पी नवमी आ Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine सौहाद य समवाय य च शि ः एकि मन् गामे माधवः नाम एकः बालकः आसीत।् त य गृह य समीपे एव आसीत् त य िम ं राके शः। तौ ौ अिप िमिल वा एव िव ालयं ग छतः क डतः पठतः च । रिववासरः आगतः । ति मन् दने िव ालयं न ग त म् । ौ अिप मातािप ोः अनुम या मणाय गामात् बिहः एकं वन दशे ं अग छताम् । वृ ाणां सौ दय पि णां कलकू जनं कृ तःे सौ दय न ाः िनमलं जलं सव दृ वा तौ िचरकालं त अितषतृ ाम् । क तु मदये ौ अिप िववादं कृ तव तौ । न ां ानं करणीयं इित िवषये ौ अिप िभ अिभ ायं क टतव तौ । कोलाहलं कृ वा माधवः राके शं िवना यागतवान् । कि त् दरू ं ग वा माधवः यदा अप यत् तदा एकः िभ ुक-वेषधारी चोरः तं गहीतंु शी ं तं अनुग छित । भयाकु लः माधवः उ ःै रो दतंु आरभत । राके शः त य रोदनं ू वा सहसा धावनं कृ वा माधव य समीपं आगतवान् । ौ अिप िमिल वा तर ख डान् गहृ ी वा चोरं ि पतः म । चोरः अिप च कतः भू वा ततः पलाियतः । ौ अिप िमिल वा स तोषेण गृहं आगतव तौ । सौहाद य समवाय य च शि ः तौ तदा अवगतव तौ । दवे ू. एम् दशमी क ा Kendriya Vidyalaya Adoor 2020-21



Trumpet-E Magazine മാതൃഭാഷാ ദിനാചരണം Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine ഒ എൻ വി മു ുകൾേപാലാം പദ േള ഭാഷത- ിയിൽനി ു െപറു\"ിമിനു\"ിയീ വിശ%&പണയമാം നൂലതിൽ േകാർ ുA വി&ശുതഹാര ളേലാ) നിൻഗീതികB. തൂലികയാകുമുളിയാൽ കടെCാരു ശിൽപസമംകാവ,ജാലം മേനാഹരം കാല&പമാണമിണ ി, രാഗാർ&ദമാം, ശീലുകൾെന.ത മഹാകേവ വ/നം. പൂവി ഴകുമാ മ/ാനിലൻ തെD തഴുകലും പുഴയുെട മ2ജുസംഗീതവും മഴവില)3ംസവിതാവി ൻ രഥയാ&തയും പിെ കടലി ിര5വും കുയിലിൻ നിനാദവും മഴയുെട കാ6ിയും, നE&തജാല B മൂകമാേയാതും &പപ7വിധാനവും മാനവജീവിത9പ/ന ൾ േശാകഭാവവും, പീഡയും,രാഗവുംതുFിയും, ഒ\"േവതു5ികൾേപാെലനി; കാവ,- &പപ7 ിലാെക<റ ു കളി\"േവ 9ത നാ. വ/ി=3നി ുേപാ. ഞാൻ, ഇനി- െയ ുേമാ ‘ഒഎൻവി’ േപാലേവ മെIാരാൾ? Iി പി എ9 നായർ , പി ജി ടി ഫിസിK9 Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine ഈ കാലവും കട ു േപാം കാല ിൻ േനർെ ാരീ േവള കഴിCു ഒ_3മറിCില)മാനവ ഗ`ഗദം േപാം , സൂര,നുംച&/നുംപു7ിരി\"ും െവ_ി<ി\"ലിൽ&ശa നൽെക തനിെയ മരുവിയ നാള3കേളാർ ു നാം ഒെ\"മറ ു നാംജീവിത മൂല, ൾ പുതിയ&പഭാത ിെലാ ുേചരും നി9തുല 9േനഹ ിൻഗീതി േപാലും മാരിതൻ കൂരിരുൾേമലാ<ിലി ു നാം എലാ) ം കഴിെCാരുപുലരി വരുമേ<ാൾ ഒരുേപാെലയായേതാ ൈവപരീത,ം അരിക ണയുക&പാണസേഖ വിധാതാെവഴുതിയ നാടകെമാ ിെല മദമRര ൾമറ ു നമു\" ് മാധ,O ൈദവ ൾഅ&പസQർ പുതിയ&പഭാതെ യാനയി\"ാം മാRര,േവഗം കുറCു നാെമേ<ാേഴാ സുേരc ജി ഘടികാര സൂചികൾെമെലയ) ാ\"ി മാലാഖയായU ഭൂമി മാലാഖമാർ പി ജി ടി ഫിസിK9 നിരർVകമായവആചാര ൾ അടെCാരാ മുറിയി െലയിരുXെവളി= ിൽസ%Yന ഭാZ ളഴിCു വീ[െക കാെലാ=െയ ാനരിക ുവരുേമാ അകല ു നിൽ\" നീ &പാണ സേഖ ഗതിേവഗം കൂടിയ മാനവ ചി6കൾ 2020-21 തടവറതീർ തിൽശാ6രായി അശ% േവഗ ൾ മറെ ാരീ ജീവിതം ഉUക]ഠേയറുമീഭീതി ഭാരം Kendriya Vidyalaya Adoor

Trumpet-E Magazine പഠനം പാര5ര,െമാരു പാലാഴിയാേണ പഴമ\"ാർ പjിലമല)െയ ുdീ പു ൻ പു9തകെ\"െ_ടു ുdി പു ൻ പാഠം പഠി=ീടുവാൻ ജീവജാല ൾ ഭൂമി\"ു സ%ത6ം പാഠം കടലാeിൽ മാ&തമല)3dീ ജീവനുപകരം മെIാ ില3) dീ &പപ7ം ഉ മ പാഠാവലി ജീവിതകാലെമാരു പുണ,കാലം ജീവൻെകാടു\"ൽ സാa,മല3) dീ േപാIിവളർ ിയ അfനുമgയും ആദ,ഗുരു\"െള റിയുകയുdീ കൂെട<ിറ<ിെന കൂ_3കാെര അEരേമാേരാ ും െചാല)3ം ഗുരുവിെന കരുതേലാെട ും കൂേ_ണമുdീ അEമേയാെട കാണരുതുdീ വിേദ%ഷ വിഷെ കഴുകി കളയൂ വിനയ െയ ും ചൂേടണമുdീ കാല ിെനാ<ം ഓടിനട\"ുേ5ാൾ കുടുംബെ െതല3) ം മറ\"രുതുdീ അlവിശ%ാസെമാരു ദുFശQി Eമെയ ച ാതി കൂെടയുെXjിൽ വിശ%ാസെമ ും ശQിയാണുdീ Eീണെമാരി\"ലും അറികയില3) dീ കരുണവIി കലാ) കും ഹൃേ ാm അരുേത...... എ ു െചാേല)ണമുdീ െതളിനീരുേപാലുA ചി6യിൽ നkതൻ വർd ൾ ചാലിെ=ഴുതുകയുdീ ദയയും കരുണയും അടി റയാ\"ി ശാസനെയ ും ശരി\"ുേവXി 9േനഹ\"ൂടുകൾ തീർേ\"ണമുdീ ശരിയും സത,വും ശാശ%തമാണുdീ ഭൂമിമാതാവിൻ മ\"െള കാ\"ു ഓമനൈപതലാ. മാേറണമുdീ...... സത,വും മിഥ,യും തിരി=റിയൂ സത,ം ജയെമ റിയുകയുdീ മിനിജ എ9 , ൈലേ&ബറിയൻ , ഷിoI് 2 Kendriya Vidyalaya Adoor 2020-21

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Trumpet-E Magazine LEARNING MATHEMATICS All our lives we've been preconditioned to believe that Maths is all about formulas. But if there's one thing we've learnt within these red brick walls, as students of Mathematics, it is that Maths is far from that. The journey through the labyrinth of Mathematics is largely incomplete without sheer intuition and imagination. It is the ability to think outside the box and apply yourself creatively, while maintaining scientific integrity. Mathematics requires experiential learning where students are involved in their own understanding of mathematical concepts and practices. Through this type of learning, students are able to identify problems, use constructive reasoning to make viable arguments, and applying mathematics in real-life problems. Experiential learning or learning by doing helps students to better retain what they learn and appreciate the real-world relevance of the subjects with which they engage. Math in particular is one subject that gives many students anxiety. What’s more is that especially in higher-level math classes, far too many students find themselves wondering when they’ll ever need to use what they’re learning in real life. Experiential learning activities for math are an effective way to help students overcome their math anxiety, understand the real-life usefulness of what they’re learning, and most importantly, have fun while learning math. In this blog post, we go over different hands-on math activities for elementary, middle, and high school-aged students. These activities can be integrated into the classroom curriculum or can be done outside of school. In traditional education, the year is set out in advance for every student. Thus, at the end of each unit, every student must move forward, whether or not they fully understand the material or have mastered the necessary skills. All students in a classroom must be the same age. On the other hand, competency based education is flexible to the students and where they are in the learning process. That means students are given the support they need individually to move forward and master the subject and inherent skills. Instead of moving forward based on age, students move forward based on where they are and what they are capable of. Traditionally, learning outcomes are focused on memorization and comprehension with the goal of passing tests. In competency based learning, the focus is placed on deep understanding that isdemonstrated through application. This means that learning outcomes are proven by action, and focus on building the skills students need to become better learners into adulthood. SHIVA ,TGT (MATHS), KV ADOOR S2 Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine Fibonacci numbers Mathematics is the science of patterns and we study it to learn how to think logically critically and creatively.The Fibonacci sequence is the series of numbers where the next number is found by adding up the two numbers before it. Like: 1,1,2,3,5,8,13,21,34,55……………….. Fibonacci numbers are named after the Italian mathematician Leonardo of Pisa, later known asFibonacci. In his 1202 bookliber abaci, Fibonacci introduced the sequence to Western European mathematics, although the sequence had been described earlier inIndianMathematics. An important characteristics of the sequence is the fact that the ratio between any number and its previous one in series tens towards 1.618 orcalled the goldenratio. Fibonacci number occur in nature in plants very often • If we cut a banana into slices we’ll see it has threedistinctsections and an apple has five. • Most flowers have 3, 5,8,13, 21, 34petals. • Number of spirals on sunflower, pineapples, pinecones always a up to Fibonaccinumbers. • Number of branches in a tee an arrangement of leaves on a stem all associate with Fibonacci numbers. ANJU LEKSHMI 12 A Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine Johan Carl Friedrich Gauss – The Prince of Mathematics Carl Gauss was a German mathematician who contributed in many fields of mathematics and science and is ranked as one of history’s most influential mathematicians. Because of his talent he is referred to as “The Prince of Mathematicians”, and the “greatest mathematician since antiquity” Gauss was a child prodigy.The most well-known story is an event when he was at primary school. One day Gauss’s teacher asked his class to add together all the numbers from 1 to 100,assuming that this task would occupy them for quite a while. Remember that there were no calculators in those days! The other students struggled with this addition problem. But after a few seconds’ thought young Gauss wrote down the answer 5050. His teacher was shocked,the teacher couldn’t understand how little Gauss could calculate the sum so quickly. But little Gauss pointed that the problem was actually quite simple. He listed the first 50 terms, and then listed the second 50 terms in reverse order beneath the first set Gauss added the paired values, noticing that the sums were all the same value (101). Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine Since he had 50 such pairs, he multiplied 101 and 50 and obtained the sum of the integers from 1 to 100 to be 5050. Now, Gauss's discovery works nicely as long as you have an even number of terms in your series. But what happens to the \"wrapped\" pairings if the series has 25 terms? Well, Gauss' discovery would need a bit of tweaking. If the number of terms is odd, do not split the series in half. Simply list the entire series forward, then list the entire series in reverse and add the pairs. In this situation, you will need to multiply the sum by the number of pairs and then divide by two, since you are actually working with 2 complete series. By observing the series from both directions simultaneously, Gauss was able to quickly solve the problem and establish a relationship that we still use today when working with arithmetic series. Let's generalize what Gauss actually did. Consider the following: This relationship of examining a series forward and backward to determine the value of a series works for any arithmetic series. You may see the formula written as: 2020-21 Kendriya Vidyalaya Adoor

Trumpet-E Magazine The first formula is Gauss' formula referencing n to be even. The second formula is a more general formula implying n to be even or odd. Algebraically, both formulas are equivalent. It is remarkable that a child still in elementary school had discovered this method for summing sequences of numbers, but of course Gauss was a remarkable child. Fortunately his talents were discovered, and he was given the chance to study at university. By his early twenties, Gauss had made discoveries that would shape the future of mathematics. Collected by Devadath S Class X A Shift I Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine GEOMETRY IN ARCHITECTURE Himachal Pradesh, amid the Himalayan mountain range, is a land of Gods. The temple is where the past intersects with the present through belief. Various cultural streams have enriched the art forms of Himachal Pradesh in the wake of numerous migrations. Thousands of temples and religious places are there in Himachal, some of which have been built time immemorial. The prominent types of temple architecture based on roof styles are: The pent-roofed temples are indigenously styled circular or rectangular structures with slanting roofs made of rows and rows of slates, designed, in keeping with the climatic conditions of the region, to keep heavy rainfall and snowfall from covering these structures for more than short intervals. The roof extends over the covered ‘veranda’ which serves the purpose of ‘Pradakshina’ round the shrine. Wooden beams are laid at right angles of the walls, and intervening spaces are filled up with stone which holds itself quite beautifully protecting the inmates from harsh climatic conditions. Most remarkable among these temples are Lakshana Devi temple, Shakti Devi, Kali Devi, also known as Mirkula Devi and Bijli Mahadev. The Padoga Style temples comprised of rectangular stone and wood structures with successive roofs, placed one over the other making them in some cases look like multi-storey edifices. Each superimposed storey is slightly smaller than the one below forming a slanting linear structure at a sharp angle surmounted by a metal púrnakalasa at the top. Famous among this category includes Hidimba Devi or Doongari, Tripura Sundari , Adi Brahma, Sungara Maheshwara . Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine The Pyramidal style of roof temples are built on square plinths. In which, all the four lower eaves of the temple roof are of equal length and the roof goes on narrowing towards centre forming pyramid like roof in the centre. Hateshwari Devi and Shiva temples at Hatkoti and Mahasu and Shiva temples at Deora in Jubbal are examples of Pyramidical architecture A blend of pent roof and pagoda style. It is a style of mandap with one or more pagoda roofs above the garbh griha that correspond to shikhar of a classical temple, usually at one end of the building but sometimes in the centre. Examples- Bhimakali Temple, Bahna Mahadev and Dhaneshwari Devi in Outer Seraj are noted ones. Sikhara type temples are called as Nagara group of temple architecture. The Nagara temples in Himachal Pradesh broadly follow the overall form and design of the typical Indo-Aryan stone temples. Some minor modifications were made in the form of these temples of the plains to adapt them to the climatic conditions of the hill areas like. In this style there is a tower like conical formation built of stone and decorated with carvings. Examples- Vidyanath’s temple at Baijnath, Laxmi Narayan temple (Chamba district), Bajaura temple and Thakurwada at Masroor (Kangra district) fall under this category. Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine This style is the direct outcome of the Mughal and the Sikh rule. The shrines built in the 18th and 19th centuries by the local rulers are representing the domed style. Some of the important shrines belonging to this category are Jawalamukhi and Brajeshwari Temple, Chintpurni, Kameshwar Temple and Tarna Temple, Naina Devi In this category shrines have ordinary walls in mud and lime plaster and the remarkable paintings executed in the traditional pahari style around the Ramayana and Mahabharta. Famous among this category includes Narbadeshwar Temple (Sujanpur-Tira, Hamirpur), Ramgopal Temple (Damtal, Kangra). Sayooj S Abhiram B Class X B Shift I Class X B Shift I Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine How to calculate the day of the week from any day? The Formula (Year code + Month code + Century code + Date number – Leap year code) mod 7 Let us take a example of Independence Day in 15 th August 1947 1st Step The year Code To calculate the Year Code, use this formula: (YY + (YY div 4)) mod 7 YY is the last two digits of the year. For the year 1947, it’s 47. First, divide YY by 4 and discard the remainder: 47 div 4 = 11. Then add 11 back into the YY number, which is 47 in this case, resulting in 58. The next step is: 58 mod 7. “Mod” means to divide the number and keep only the remainder. For 58 mod 7, start removing sevens: We’ve removed all the sevens from 58 until we are left with a remainder of 2. That is the Year Code for 1947. You could use a number shape image like a swan to hold that in memory while you calculate the items below. The Month Code This is easy — just memorize the number 033614625035:  January = 0  February = 3  March = 3 Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine  April = 6  May = 1  June = 4  July = 6  August = 2  September = 5  October = 0  November = 3  December = 5 Now you have the Month Code. For Independence Day in August, it is 2. The Century Code You then need to apply an adjustment based on the century. In Great Britain, and what was to become the USA, the calendar system changed from the Julian Calendar to the Gregorian Calendar on 2 September 1752. The Gregorian Calendar began on 14 September 1752, skipping 11 days. Gregorian Dates For the Gregorian Calendar, remember the number 4206420:  1700s = 4  1800s = 2  1900s = 0  2000s = 6  2100s = 4  2200s = 2  2300s = 0 Dates that fall in the 1900s get a Century Code of zero and don’t affect the outcome of the calculation. Julian Dates If you are looking at a Julian date, the formula is to take the century number and subtract it from 18 and then mod 7. Example 1: if the year is 852 CE, take the century number, 8, and subtract it from 18, leaving 10. Then, 10 mod 7 =3. Example 2: if the year is 1625 CE, take the century number, 16, and subtract it from 18, leaving 2. 2 mod 7 = 2, so in this case the Century Code is 2. Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine For Independence Day in 1947, the Century Code is 0, because it’s a Gregorian date. Leap Year Code The other thing to take into account is whether you are dealing with a leap year. EDIT:If the date is in a January or February of a leap year, you have to subtract one from your total before the final step. Gregorian Calendar If you can divide a Gregorian year by 4, it’s a leap year, unless it’s divisible by 100. But it is a leap year if it’s divisible by 400. 1992 is a leap year because you can divide it by four. 1900 is not a leap year because you can divide it by 100. 2000 is a leap year because you can divide it by 400. Julian Calendar If you can divide a Julian year by 4, it’s a leap year. Independence Day was in 1947 which was not a leap year (0), so it doesn’t affect the outcome. Calculating the Day Back to the original formula: (Year Code + Month Code + Century Code + Date Number – Leap Year Code) mod 7 For 15 August 1947, here are the results:  Year Code: 2  Month Code: 2  Century Code: 0  Date Number: 15 (the 15th of the month)  Leap Year Code: 0 Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine So: (2 + 2 + 0 + 15) mod 7 = 19 mod 7 = 5 Match the resulting number in the list below, and you’ll have the day of the week:  0 = Sunday  1 = Monday  2 = Tuesday  3 = Wednesday  4 = Thursday  5 = Friday  6 = Saturday There fore 15th August 1947 was a Friday Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine GEOMETRY IN YOGA Geometry is one of the oldest branches of mathematics. It is concerned with properties of space that are related with distance, shape, size, and relative position of figures. Imagine infinite space in front of you, as if peering through walls, buildings, trees and mountains-beyond planets, solar systems and galaxies, imagine infinite space. Now, imagine infinite space extending behind you. Next, imagine the same infinite space above and below your body. Experience your body/mind isolated in infinite space. How can we communicate with infinite space that is beyond space and time from our little floating form of space/time? That little floating form is the child of the space that surrounds it. The matrix of form is the result of universal forces. Proponents of sacred geometry point to the formation of geometric templates during the first few hours of life in both human and animal forms. They claim that the progression of life through cell division is a geometric one. From the union of sperm and egg into a zygote-the first cell of the human body- life progresses through a series of Platonic solids. The first cell is a sphere. It is the dimensionless point in geometry, or the asana Child Pose. One cell becomes two. Those two points create the dimension length and make a line in geometry, or the asana Tadasana. Two become four, and the third dimension of depth is created, or the asana Adho Mukha Shvanasana, which is a similar construction to the ancient pyramids. Linking eight spheres together produces a cube. At sixteen cells, a sphere is formed, and at 512 cells, a torus (a doughnut shape). The fourth dimension – time – comes into play in vinyasa krama, pranayama and other practices. By reversing the process and aligning with these matrices, we can experience Cosmic Consciousness. The great sages recognized that the patterns we see in nature are the result of the forces of creation. Yogis recognized these patterns and organized them into a complex system that aligns the physical body in time and space, with the Cosmic forces acting beyond time and space. Recognizing Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine sacred geometry in the patterns, forms, relationships and connections of nature can connect us to the mysteries of the Universe. The Fibonacci spiral can be found in many natural forms, such as a nautilus shell cut in half, tornadoes or hurricanes. More recently, the term “fractal” has been used to identify the repetition of a self-similar form within an organism such that the part is a reflection of the whole. The Pythagoreans sought to uncover the mathematical and geometrical basis for life (and notably were vegetarians). Although Pythagoras was credited with the famous Pythagorean theorem in the 5th century BC, the Egyptians showed knowledge of the importance of this principle of geometry as early as 2000 BC. Yoga practices employ this imperishable wisdom tradition of sacred geometry as a method of God Realization. Sayooj S Abhiram B Class X B Shift I Class X B Shift I Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine GOLDEN RATIO: THE INTRIGUING TOUCH OF MATHEMATICS IN THE WORLD AROUND YOU Ever wondered what the Pyramids in Giza, Leonardo Da Vinci’s Mona Lisa, your body, a snail and the logo of Pepsi have in common? Well, in contrary to what you must have told yourself right now, all these things do have something fundamental in common, binded by a mathematical concept: The Golden Ratio. The notion that the touch of mathematics in the universe is undeniable to lengths unfathomable is something that’s always brought about awe in our minds. The Divine proportion, better known as the Golden Ratio is even more of a testimony to it. Golden Ratio; often represented by the Greek letter φ, is called The Most Beautiful Number in The Universe! Its value is approximately equal to 1.618, which is actually the ratio of a line segment cut into two pieces of different lengths such that the ratio of the whole segment to that of the longer segment is equal to the ratio of the longer segment to the shorter segment. When the golden ratio is applied as a growth factor, you get a type of logarithmic spiral known as the golden spiral(fig above). This harmony and proportion has been recognized for thousands of centuries: from the ‘Pyramids in Giza’ to the ‘Parthenon in Athens’ and from Michelangelo’s ‘The Creation of Adam’ on the ceiling of the Sistine Chapel to Da Vinci’s ‘Mona Lisa’. It is even believed that our brains are seemingly hard-wired to prefer objects and images that use the golden ratio. It’s almost a subconscious attraction and even tiny tweaks that make an image truer to the Golden Ratio have a large impact on our brains. In fact, many of the biggest brands in the world use the Golden Ratio to form their logos: Pepsi, Apple and Twitter to name just a few. Apart from being the fundamental geometric pattern to innumerous man- made entities, it's not hard to find examples of this logarithmic phenomenon in nature too— whether it's a simple houseplant (like the aloe plant) or an expansive spiral galaxy (like Messier 83) Even a close look at your own body will yield you more than a dozen traces of this special ratio. For instance, the ratio of the distance between the top of the head and the shoulder to the distance between the top of the head and the chin or the distance between the fingertip and the elbow to the distance between the distance between the wrist and the elbow. The next time you see a cat curled up inside a comfy blanket, hope you catch a glimpse of THE GOLDEN RATIO !! Ardra T J, 12 A Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine Fascinating facts of Mathematics “Like the crest of a peacock, so is mathematics at the head of all knowledge.” Mathematics is one of my favorite subjects; here I would like to share Some amazing facts about this subject.  The word ‘mathematics’ comes from a Greek word ‘mathema’, which  means ‘science, knowledge or learning’.  Among all shapes with the same area circle has the shortest  perimeter.  The word hundrath in OldNorse (old language from which English  language originated), from which the word hundred derives, meant  not 100 but 120.  The number 5 is pronounced ‘Ha’ in Thai language. 555 is also used  by some as slang for ‘HaHaHa’.  Equal sign (=) was first used in 1557 by Robert Recode.  Zero (0) is the only number which cannot be represented by Roman  numerals.  If you add up the numbers 1 to 100 consecutively (1+2+3+4…..) the  total is 5050.  What comes after million, billion and trillion?  A quadrillion, quintillion, sextillion, septillion, octillion, nonillion,  decillion and undecillion. Thara Thulasidas X–B Kendriya Vidyalaya Adoor 2020-21

Trumpet-E Magazine Why is mathematics important? “Mathematics is not about numbers, equations, computations or algorithms; it is about understanding. - William Paul Thurston The word ‘mathematics’ comes from a Greek word ‘mathema’, which means ‘science, knowledge or learning’. Starting from what you see, Maths is all around you. In what you eat, what you drink and so on. Everything has been calculated and formulated using maths. All ingredients and all measures, everything uses a number. Without maths, nothing makes sense. Mathematics encourages logical reasoning and mental rigor. Mathematical knowledge also plays a crucial role in understanding other school subjects such as science, social studies and even music and art. There are plenty of ways people unintentionally use maths: Measuring ingredients for cooking.Paying someone – if you pay a shopkeeper, you calculate how much money you’ll be getting back.In paintings and drawings….etc. Maths matters a lot in everyday life. Maths helps us have better problem – solving skills. Practically every career uses maths in some or the other way. Without mathematics, many technological innovations and inventions would have never been born. Mathematics equips a child with uniquely powerful ways to describe, analyze and change the world. Albert Einstein once said, “Pure mathematics is, in its way, the poetry of logical ideas.” Maths is a methodical application of matter. It is said so, because the subject makes us methodical or systematic. Mathematics makes our life orderly and prevents chaos. Mathematics offers rationality to our thoughts. It is a tool in our hand to make our life simpler and easier. Let us realize and appreciate the beauty of the subject and embrace it with all our heart. Remember, Mathematics: you love it or hate it, you can’t escape it. Thara Thulasidas X-B Kendriya Vidyalaya Adoor 2020-21