Active learning: asking questions and experimenting

Companies spend a lot of money on concise logos. A good logo can easily be remembered and is also easy to identify. That is why generally simply structured, abstract symbols are preferred.

Are there any special criteria which ought to be fulfilled by an effective logo?

Asking questions

Obviously this logo contains a number of geometrical features. But the main question does not only refer to the geometry of the figure. As a start the students should be asked to make a questionnaire which would be useful for the observation of this and many other logos:

  • How is the logo structured?
  • Are there any symmetries?
  • How much of the total area is covered by the areas of the different parts?
  • Does the logo appeal to you?
  • How did the logo develop?

Below you can see some alternative designs which could be the basis for further discussion. A mouseclick allows the enlargement of the picture:

Dynamic logos

Do you like this example, but you doubt whether there is time to deal with it in your lessons? Try the possibilities of dynamic math software.

As for the dynamic BMW-Logo

As for the dynamic Mercedes-Logo

Math around the logo

Reflecting on the questions and answers about a logo may lead to a great variety of math problems.

The diagram on the left shows how to summarize and integrate these items. A mouseclick leads to the enlargement of the picture.

More detailed material

The example is taken from The article can be downloaded here. (pdf, 241 kb)