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Investigating the Tower of Hanoi's End
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Conclusion There were two main goals of this investigation. The first one was to find an equation that would produce the perfect number of moves for any number of disks that are being used in the puzzle. The second goal was to find a pattern between all of the different number of disk puzzles. The first goal of finding an equation was accomplished through trial, error, and logical thinking. By first graphing the data points, many equation types were able to be eliminated and a focus was put on exponential equations until the equation that worked perfectly with the data was found. The second goal was also accomplished in a similar manner. When there was not a clear correlation between the 3 disk puzzle and the 4 disk puzzle, the 5 disk puzzle …show more content…
The first 7 moves and the last 7 moves of the 5 disk puzzle are the same as solving the 3 disk puzzle. This means that the 7 disk puzzle will start with the same 31 moves for the 5 disk puzzle and the same 31 moves to finish the 7 disk puzzle. The 6 disk puzzle was also completed but there are not any pictures or commentary in this investigation. The 6 disk puzzle showed that the first 15 moves and the last 15 moves of the 6 disk puzzle are the same as solving the 4 disk puzzle. This shows that the odd number disk puzzles have the same pattern and the even number disk puzzles have the same pattern. This means that if the player knows how to solve the previous odd or even number puzzle, they can solve the beginning and end of the next odd or even number puzzle perfectly. Overall, the two goals are going to make solving this brain …show more content…
The first goal of this internal assessment was to find an equation that would help to calculate the perfect number of moves for each puzzle no matter how many disks were being used. By testing how different function lines matched up with the three base points, there was a clear correlation and an equation was easily found. After the first goal was met, the second goal of this internal assessment was put into action. The second goal of identifying a pattern or algorithm to perfectly solve each puzzle every time was a more difficult challenge. Now that there is an equation for the number of moves and a recognizable pattern between the odd numbered disks and the even numbered disks, the goals of this internal assessment have been met. In the introduction, the story behind the Tower of Hanoi was explained. The story involved the 64 golden disks and the end of the world. If these disks existed, it would be interesting to see how moves it would take to be completed. When plugged into the function (y=264-1), the total number of moves was 18,446,744,073,709,551,615. Now that is an impressive number. This application was a fun twist on the original goals of this
This week’s lab was the third and final step in a multi-step synthesis reaction. The starting material of this week was benzil and 1,3- diphenylacetone was added along with a strong base, KOH, to form the product tetraphenylcyclopentadienone. The product was confirmed to be tetraphenylcyclopentadienone based of the color of the product, the IR spectrum, and the mechanism of the reaction. The product of the reaction was a dark purple/black color, which corresponds to literature colors of tetraphenylcyclopentadienone. The tetraphenylcyclopentadienone product was a deep purple/black because of its absorption of all light wavelengths. The conjugated aromatic rings in the product create a delocalized pi electron system and the electrons are excited
Cognitive Abilties: Problem solving a huge abiltity that Abby uses in the dance world. If one of the dancers is off in the group dance, Abby must figure out why they are off and tell the dancer how she can fix it to be in sync with the others. As Abby looks in the mirror at the group dance, she can tell if one dance will make or break the number. Abby must decide if one of the dancers must be removed from the number. For example, Kalani was removed from
1. a) Federalism is a system in which national and state governmental share power in order to govern the people. They share powers in regards to law making, the execution of laws, and how the laws are carried out.
Levine states that children have two ways in which they organize the information they receive from the world around them. He refers to these methods as sequential ordering and spatial ordering. He defines spatial patterns as, “assembled parts that occupy space and settle on the doorsteps of our minds all at once” (Levine, p.151). Many examples are given of when spatial ordering is prevalent, for instance, when a student draws a map or recognizes the features of a person’s face. Levine defines sequential patterns as information gaining “admission to the minds one bit at a time and in an order that’s meant not to be missed” (Levine, p.151). He says that sequential ordering is used when students try to master a science project or learn a telephone number. Neurologically, Levine states that sequential ordering is carried out on the left side of the brain and spatial ordering is carried out on the right side of the brain. He also makes references to the possibility of childr...
The game of Go is an ancient board game which until recently has resisted attempts to automate Go game playing moves by computer. This document will investigate the use of Artificial Intelligence to aid the construction of a Go playing program. Also, this document will examine the latest thinking in AI, applying where such thinking might aid a computer program to play Go. The history of Go Game programs will also be examined with a view to mining techniques that they employ.
The game's rules were designed by Catherine L. Coghlan and Denise W. Huggin. The purpose of the game is to change a familiar game like Monopoly that most students know into a teaching tool to teach students how real society functions. (*See the end of the post for links to their study and directions for playing the game.*)
Although Dr. Reid’s brain and my brain are not the same, we both use our intelligence to solve
Cognitive psychologists have long focused in identifying how people identify approach the two major types of problems: well-defined and ill-defined. For the most part, scientists have come up with theories and models to explain in general terms how people elaborate steps to come up with solutions. However, there are some problems which cannot be defined and analyzed with a single model. These special kind of problems are called insight problems and usually require a bit of contemplation and creativity beyond that of regular ill-defined problems; thus they have presented a challenge for people to evaluate and measure. In this paper I will focus in one particular insight problem called the nine-dot-problem and review some of the experiments and theories that have been proposed to describe a path to its solution. But first I think it is important to become aware of what exactly distinguishes well-defined problems and ill-defined problems from one another.
The risk of CVDs is usually predicated by a blood test that measures the level of lipoprotein because atherosclerosis is caused by high triglyceride levels, increases in low density lipoprotein (LDL) cholesterol levels, and decreases in high density lipoprotein (HDL) cholesterol levels (5). The majority of HDL consists of Apolipoprotein A-1 (ApoA-1) protein, where it exists mostly in the lipid-bound form in human plasma. ApoA-1 has anti-atherogenic properties (6), where it helps protect against the formation of abnormal fatty deposit within the walls of arteries. It has a specific role in lipid metabolism where it removes cholesterol from issues to the liver for excretion using a process called reverse cholesterol transport (7). Both ApoA-1
The game reveals many mathematical concepts even though it is rather simple. My aim for this mathematical exploration is to put the Tower of Hanoi to the test and find out (according to the legend) how long we have until the end of the world.
Mental rotation is another classic cognitive psychology paradigm, which was devised by Roger Shepard at Stanford. To understand how this task works, take a look at the shapes in the top panel (A) of Figure 12.3. The two shapes are the same; the one on the right has been rotated clockwise by about 90°. By contrast, the pair of shapes on the bottom row (B) do not match. If you look carefully, you will notice that they are mirror-
In the same year, John von Neumann created a calculating machine which very powerful for the time. The machine was built in order to perform calculations for the Manhattan Project. But before it was used there, it was tested by implementing an algorithm for playing a simplified variant of the game (6x6 board without bishops, no castling, no two-square move of a pawn, and some other restrictions). The machine played three games: it beat itself with white, lost to a strong player, and beat a young girl who had been taught how to play chess a week before (7).
Although the majority of people cannot imagine life without computers, they owe their gratitude toward an algorithm machine developed seventy to eighty years ago. Although the enormous size and primitive form of the object might appear completely unrelated to modern technology, its importance cannot be over-stated. Not only did the Turing Machine help the Allies win World War II, but it also laid the foundation for all computers that are in use today. The machine also helped its creator, Alan Turing, to design more advanced devices that still cause discussion and controversy today. The Turing Machine serves as a testament to the ingenuity of its creator, the potential of technology, and the glory of innovation.
A very difficult mathematical quiz has been put in place by scientists, said Cowan, to investigate the true limit on people’s working memories. This study has been built upon existing research, but includes a mathematical equation. This team of researchers accepted that humans have a certain number of empty spaces available for their working memories. This study suggests that once the working memory is filled, then the subject will start guessing. This equation was able to predict the outcomes with remarkable accuracy.
The history of the computer dates back all the way to the prehistoric times. The first step towards the development of the computer, the abacus, was developed in Babylonia in 500 B.C. and functioned as a simple counting tool. It was not until thousands of years later that the first calculator was produced. In 1623, the first mechanical calculator was invented by Wilhelm Schikard, the “Calculating Clock,” as it was often referred to as, “performed it’s operations by wheels, which worked similar to a car’s odometer” (Evolution, 1). Still, there had not yet been anything invented that could even be characterized as a computer. Finally, in 1625 the slide rule was created becoming “the first analog computer of the modern ages” (Evolution, 1). One of the biggest breakthroughs came from by Blaise Pascal in 1642, who invented a mechanical calculator whose main function was adding and subtracting numbers. Years later, Gottfried Leibnez improved Pascal’s model by allowing it to also perform such operations as multiplying, dividing, taking the square root.