National Aeronautics and

Space Administration
Langley Research Center
Hampton, VA 23681-0001

Program 6 in the 1999-2000 Series

Proportionality:
Modeling the Future
Story Line: Students will examine how
patterns, measurement, ratios, and

Program 6
proportions are used in the research,
development, and production of airplanes.
Math Concepts: Computation, Ratios,

Proportionality: Modeling the Future

Measurement, Data Visualization, Patterns
Science Concepts: Force, Motion, Energy,
Temperature, Heat, Sound

determine The Golden Ratio NASA Research: Small Aircraft

Transportation System (SATS) FAA, GRC, LaRC

learn how the Wright

Brothers used ratios

use the Internet and

visit Norbert’s Lab

Educator’s Guide Publication Number

EG-2000-03-06-LaRC
Teachers & Grades 4-8
This publication is in the Public Domain and is not protected by copyright.
Students Permission is not required for duplication.
 Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

PROGRAM SUMMARY
OBJECTIVE
In Proportionality: Modeling the Future, students will examine how patterns,
measurement, ratios, and proportions are used in the research,
development, and production of airplanes. Students will meet a pilot from
the Federal Aviation Association who will describe the growth of air
transportation and its mathematical pattern and a professor who will
explain a special pattern of numbers called the Fibonacci sequence. From
this sequence, students can calculate the Golden Ratio, a special ratio found
in nature, and discover how ratios are used in the design of everyday
objects. Students will also see how NASA researchers are using ratios,
proportions, and the Golden Ratio to design airplanes and test small aircraft
data. To learn more about NASA CONNECT, visit our web site:
edu.larc.nasa.gov/connect

CLASSROOM ACTIVITY
In this activity, students will use objects found in nature to discover how
ratios and proportions are present in everyday objects and their bodies.
Students will gain an insight into the mathematics of ratios in nature and
how ratios are used in the designs we create. The Fibonacci sequence and
the Golden Ratio are used as the basis of discovery.

Before the activity, students should review sequences and determine the
succeeding terms of a sequence. Students will examine various natural
objects and count petals, sections, or spirals to find numbers in the
Fibonacci sequence to verify that the objects are “Golden.”

Students will be asked to calculate the ratios of pairs of numbers within the
Fibonacci sequence. They will list the ratios and convert them to decimal
form. Students will note the value that the entire sequence of ratios
approaches, 1.62 (rounded), which is called the Golden Ratio or Golden
Proportion. Next, the students will study the proportions they find by
measuring their bodies, by calculating the ratio, and by determining
whether they are Golden.

The final activity requires students to examine man-made objects such as

buildings, cars, paper objects, and art for the influence of the Golden Ratio.

Suggested time schedule for activity is based on a 45-minute block:

• Preparation for the classroom Activity lesson and
collection of materials Day 1 (45 minutes)
• Classroom Activity Day 2 (45 minutes)

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Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

WEB-BASED COMPONENT
While visiting the corresponding web page for this program, students can
access the Airplane Design Workshop™, the technology-based component
of the program. This online activity is located in Norbert’s Lab at
edu.larc.nasa.gov/connect/xplane.html. Desktop Aeronautics, Inc.’s
Airplane Design Workshop™ is the online activity that provides an
opportunity for students to model their own future passenger plane. By
choosing different wings, tails, engines, and fuselage layouts, students can
use ratios and proportions to design a complete airplane and see if it will
fly. With the aid of computer analysis, students will receive quick feedback
on the effect of each decision.

CAREER CORNER
Access to information is critical to making career decisions. Career Corner,
located in Norbert’s Lab at edu.larc.nasa.gov/connect/xplane.html, is a
web-based component that highlights the professionals who appear in the
program, Proportionality: Modeling the Future. This web site includes
pictures of the professionals; summarizes their duties and responsibilities;
and includes details about the person, event, or situation that greatly
influenced their career choice.

TEACHER BACKGROUND
NATIONAL MATH STANDARDS
• Number and Operations
• Patterns, Functions, and Algebra
• Geometry and Spatial Sense
• Measurement
• Data Analysis, Statistics, and Probability
• Communication
• Connections

NATIONAL SCIENCE STANDARDS

• Science and Technology
• Science in Personal and Social Perspectives
• History and Nature of Science

NATIONAL TECHNOLOGY STANDARDS

• Basic operations and concepts
• Social, ethical, and human issues
• Technology communication tools

The use of trademarks or names of manufacturers in this lesson guide is for accurate reporting
and does not constitute an official endorsement, either expressed or implied, of such products
or manufacturers by the National Aeronautics and Space Administration.

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 Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

TEACHER RESOURCES
Books
Brookhart, Clint. (1998) Go figure!:using math to answer everyday
imponderables. NTC/Contemporary Publishing Group, Inc., Chicago

Garland, Trudi Hammel. (1997) Fibonacci fun, fascinating activities with

intriguing numbers. Dale Seymour Publications, White Plains

Garland, Trudi Hammel. (1987) Fascinating Fibonaccis: mystery and magic

in numbers. Dale Seymour Publications, White Plains

Web Sites
How Stuff Works
http://www.howstuffworks.com/gears.htm
Connecting Mathematics and Nature
http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fibnat.html
Fibonacci Series and The Golden Proportion
http://www.goldenmeangauge.co.uk/fibonacci.htm
WNET SCHOOL Lesson – I AM GOLDEN
http://www.wnet.org/nttidb/lessons/dn/golddn.html
How Divine Is My Proportion
http://www.iit.edu/~smile/ma9lej.html
Fibonacci Sequence in Nature - Ask DR. MATH
http://forum.swarthmore.edu/dr.math/problems/patel12.8.97.html
Fibonacci History
http://www.saumag.edu/art/figure-drawing/vitruvian.html

INSTRUCTIONAL OBJECTIVES
Students will
• identify the successive terms in a given sequence.
• identify Fibonacci numbers and ratios in nature and natural objects.
• use measurement tools to determine body proportions.
• compare their body ratios to the Golden Ratio.
• use measurement tools to determine the linear measurements of man-
made objects.
• compare the ratios of man-made objects to the Golden Ratio.

VOCABULARY

ratio – a pair of numbers that is used to make comparisons

proportion – a number sentence or equation stating that two ratios are equal
sequence – a following of one number after another in succession

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Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

FIBONACCI RATIO
Early in the 13th century, a mathematician named Leonardo Fibonacci was
studying a rabbit problem. Fibonacci wanted to know how many rabbits
you would have at the end of the year if you started with a pair of newborn
rabbits, one male and one female. Fibonacci knew that newborn rabbits are
able to breed after one month and every month thereafter (under ideal
circumstances). He found that the sequence 1, 1, 2, 3, 5, 8, 13…
demonstrated the total number of rabbit pairs at the end of each month.

Example:
month 1 – the original pair = 1 pair
month 2 – the original pair (now old enough to breed) = 1 pair
month 3 – the original pair + a newborn pair = 2 pairs
month 4 – the original pair and their newborn pair + the first
newborn pair = 3 pairs

If you look at the sequence, month 12 corresponds to 144 pairs of rabbits!

Fibonacci and others soon found this sequence occurring in many other
things in nature. By counting the spirals of pinecones, pineapples, and
sunflower seedheads, you can find neighboring pairs of Fibonacci numbers.
The way in which leaves are arranged on a stem also displays a Fibonacci
relationship; so do spiral seashells.

The ancient Greeks thought the ratios obtained by successive terms in the
sequence were special. This “special” ratio, known as the Golden Ratio,
was so pleasing they used it to design their temples and buildings. The
Parthenon is an example of a building using rectangles with the Golden
Ratio. Objects that can be described by using the numbers in the Fibonacci
sequence or the Golden Ratio are said to be in Golden Proportion or Golden.

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 Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

THE ACTIVITY: THE GOLDEN RATIO

BEFORE THE ACTIVITY
Ask students to recall patterns of numbers in mathematics by providing MATERIALS
examples and asking students to provide the next 3 or 4 terms.
Choose a set of four from the
following for the first part of
Ex. 2, 4, 6, 8, 10…
the lesson. Avoid hybrids as
Ex. 1, 5, 9, 13, 17…
some do not contain
Ex. 3, 12, 48, 192…
Fibonacci numbers.
One set per team:
Discuss what operations were used to determine the next term.
Pinecones - in good shape,
preferably young and still
The following sequence is a very famous sequence called the Fibonacci
closed, but open ones are okay
sequence. What operation is used to determine the terms?
too
Pineapples
1, 1, 2, 3, 5, 8, 13…
Bananas
Daisies
Find the next four terms (21, 34, 55, 89).
Grapefruit - white is best
Sunflowers - dried seedheads are
The ratio of certain pairs of numbers in the Fibonacci sequence is used to
easier to count
describe things in nature. The ratios look like this:
Apples - cut horizontally
between blossom end and
1/1
stem
2/1
Green peppers - cut horizontally
3/2
to expose the chambers
5/3
8/5
Choose from the following for
13/8
part three of the activity:
21/13
3 x 5 index cards - one per team
34/21
classroom light-switch plate
55/34
stamps - cancelled stamps; show
89/55
variety, not all are golden
paperback novels - one per team
Monopoly™ game board
If you divide the numerator of each ratio by its denominator, the results
Front end of a car - may require
look like this:
a “field trip;” some cars are
more Golden than others;
1/1 = 1
some are not Golden at all
2/1 = 2
3/2 = 1.5
Other materials needed:
5/3 = 1.666…
Body Diagram, page 12
8/5 = 1.6
Objects Diagram, page 13
13/8 = 1.625
Student Data Worksheet, page 11
21/13 = 1.61538…
pencils
34/21 = 1.61904…
calculators
55/34 = 1.61764…
meter stick
89/55 = 1.61718…
string
metric ruler or standard ruler
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Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

Do you notice how the ratios begin to get close to the (rounded) number
1.62? The Greeks called the number phi (not to be confused with pi). When
something in nature can be described by using the ratios in the Fibonacci
sequence, it is said to be Golden. Let’s see what we can find that is Golden.

NOTE: Notice that the above ratios are written with the larger number
divided by the smaller. If you divide the smaller number in the pair by
the larger number, the answer will be .62 (rounded). This value is also
recognized as the Golden Ratio; therefore, if a student arrives at a
number close to .62 or 1.62, either is acceptable.

THE ACTIVITY

The activity should be done in small groups or pairs with each student
counting, calculating, and comparing results with the others in the group.
The teacher may choose from the numbered objects given or from the
additional natural objects listed, according to availability. Students will
record their results on the worksheet provided, page 11.

I. Objective: Be able to identify Fibonacci ratios in nature.

Given the following, the students will examine each object for evidence of
ADDITIONAL NATURAL
the Golden Ratio by identifying Fibonacci ratios.
OBJECTS
sunflowers – ratio of petal
1. Banana Students will count the number of sides of the unpeeled
length to diameter of seed
banana. Because bananas have either three or five sides,
head; number of spirals in
they are said to be Golden.
two different directions
chambered nautilus – ratio of
2. Pineapples Show the students how to find the spirals and count the
volume of each cell to the
number of squares in the spiral. Students will count the
consecutive cell
number of squares in two adjacent spirals to determine
leaf stem - ratio of distance
whether they are adjacent numbers in the Fibonacci
between one set of leaves to
sequence and therefore ratios; for example, 34 squares in
the next set of leaves on the
one spiral and 21 in the adjacent spiral. The ratio is 34:21
stem
and therefore the pineapples are Golden. Some
apples - number of seeds inside
pineapples have three different spirals, but all will be
green pepper - number of
Fibonacci numbers.
chambers

3. Grapefruit Students will count the segments of the halved grapefruit.

Each grapefruit should yield a Fibonacci number;
therefore, a grapefruit is Golden.

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 Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

4. Pinecone Students will examine the pinecone for the number of

spirals that go to the right and compare that number to
the number of spirals that go to the left. (See Objects
Diagram, page 13.) Use colored markers that will show on
the pinecone to keep track of the spirals in each direction.
The spirals in one direction should be steeper than the
spirals in the other direction. Compare smaller pinecones
against larger ones. The ratio should be a Fibonacci ratio.
Ex. With 8 spirals to the right and 5 to the left, the ratio is
5:8; therefore, the pinecone is golden.

5. Daisy Students will count the number of petals that grow in a

clockwise direction and the number that grow in a
counterclockwise direction. The result is the Fibonacci
pair, 21:34; therefore, the daisy is Golden.

II. Objective: Be able to determine body measurements that are

approximately the Golden Ratio.
Have students work in pairs or small groups to count and/or measure
portions of their bodies as listed. Demonstrate the ratio of finger segments
in one finger to the number of fingers on one hand. The ratio should be a
Fibonacci ratio, 3:5; therefore, each student’s hands are Golden.
Students will record results and calculations on their worksheet.

NOTE: There are several definitions for proportion, depending on the

context. When one ratio is equal to another ratio, the equality is called a
proportion. When a ratio is equal to the Golden Ratio, it is proportional
to the Golden Ratio. (Referred to as the Golden Proportion.)

1. Measure each student’s height and record the results on the Student Data
Worksheet, page 11. Measure each student from the top of the head to the
tip of the middle finger of the outstretched arm; record the results.
Compare the ratio of the height to the measure of the length from the top
of the head to the end of the outstretched arm. When calculated, does the
ratio approximate the Golden Ratio? Ex. 165.5/91.5 = 1.81 (pretty close!)

2. Measure the height of each student and the navel height of each. Write
the result as a ratio of height:navel height. The result is close to the
Golden Ratio.

3. Measure each student’s entire arm length and the length of the arm from
fingertip to elbow. Write the result as a ratio. The result is close to the
Golden Ratio.

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Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

III. Objective: Be able to find examples of the Gold Ratio/Proportion in

man-made objects.
The teacher may choose objects to be measured based on availability, time,
and convenience from the list given at the beginning of the activity or as
indicated below.

1. Students will verify the Fibonacci numbers of index cards by measuring

the width and the length. The ratio is 5:3 or 3:5; therefore, index cards are
Golden.

2. Students will measure cards the size of a credit card. Record the ratio and
determine whether the cards are Golden. Encourage students to discuss why
something might not be Golden. For example, the card might not fit in a
wallet or the card might be cheaper to produce if smaller.

3. Students will measure any of the following to determine if the

length:width ratio is Golden:
A. paperback novels
B. postage stamps
C. light-switch plates
D. Monopoly™ game board

4. Students will measure a car grill and a car headlight to determine the
Golden Ratio. Is the car designed to be Golden?
• Measure the distance from the center of the car grill to the outside of the
headlight.
• Measure the distance from the inside edge of the headlight to the outside
edge of the headlight.
• Write the result of the ratio, largest length:smallest length.

5. Students will examine the keys on a piano to determine Fibonacci ratios.

• Ratio of number of white keys:number of black keys
• The number of black keys in a group

Optional Questions:
Once students have identified the Golden Ratio in certain objects, the
following questions can help them use the Golden Ratio in problem solving.
1. A painter wishes to create a mural that would be in Golden Proportion.
If the mural is 6.5 feet high, how wide should it be?
2. A quilt is 5.5 feet wide. To have Golden Proportions, what length
would it be?

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 Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

Optional Activity: This activity demonstrates to students how the pleasing

ratio of the Golden Proportion influences the things we do.

Ask students to print in upper case letters (as they usually print) the words
“GOLDEN RATIOS ARE FUN.” Using metric rulers, measure the letters “E”,
“R”, “A”, “F” AS FOLLOWS:
• Measure the height of the letter.
• Measure the distance from the middle line to the top of the letter.
• Write the result as a ratio (long:short).
• Measure the other letters in a similar way. Is the students’ printing Golden?

Analyzing the Activity

Students should review their observations and respond to these questions in
their journals or in the form of a classroom discussion:
In four sentences, describe and analyze the activity.
Was everything you examined "Golden"?
How did you determine whether an object was "Golden"?
Is everything in nature Golden?

Challenge the students to think about the possibility that other special ratios
might exist in nature by asking these questions:
Do you think there is another special ratio like the Golden Ratio that
exists in nature? Why?
How could someone discover it?
Do all sequences approach one certain number as the Golden Ratio did?

EXTENSION ACTIVITIES
The following activities are meant to be exploratory exercises for students to
conduct on their own, as a class activity, or as homework assignments.

1. Have students conduct a search at home for Golden Proportions. Students

should list the item and the ratio they find of length:width. Prizes could be
awarded for the greatest number of items found or for the most unusual list.

2. Have a party in which the only things brought to the party have
Fibonacci numbers associated with them. For instance, the fruits in the class
activity and/or a Fibonacci ratio of ingredients: 8 tortilla chips:5 Tbsp Salsa
(must show ratio ingredients on a separate paper or card).

3. Students may bring in magazine photos of buildings or monuments to

determine their Golden Ratios. (Suggested examples: The United Nations
Building, the Parthenon, the Great Wall of China, and the dome on the
Capitol building of the United States.)

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Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

CUE CARDS

Van Hughes and Jennifer Pulley, NASA Langley Research Center

Use the following information given from the video to set up a proportion.
If your bike wheel makes 1 revolution and travels 239 cm, how many revolutions would your wheel make
if you traveled 2352.3 inches? Watch your units.

How did mathematics and ratios help the Wright Brothers design their glider?

Arydth Williams, FAA and Jennifer Pulley, NASA Langley Research Center

Describe the growth of transportation since the early 1900's. What is mathematical about its growth?

Jennifer Pulley and Dr. Bruce Holmes, NASA Langley Research Center

How are NASA engineers using the Fibonacci sequence and the Golden Ratio to research, design, and
develop airplanes?

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 Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

STUDENT DATA WORKSHEET

NATURAL OBJECTS

Number of sides or sections

Banana

Apple

Grapefruit

Ratio of spirals

Pineapple

Pinecone

Daisy

BODY RATIOS

Body measuring Ratio Decimal value

Body Height:top of
head to tip of finger

Body Height:height
of navel from floor

Arm length:
elbow to fingertip

MAN-MADE OBJECTS

Object Ratio Decimal value

Index card

ID or credit card

Paperback novels

Light-switch plate

Car front end

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Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

BODY DIAGRAM

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 Program 6 in the 1999-2000 NASA CONNECT Series
Proportionality: Modeling the Future - Lesson Guide

OBJECTS DIAGRAM-PINECONES & CAR GRILL

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