"The Simplest Questions Could Carry out to the Edge of Human Knowledge..."

Try this in Smart Lab - It can be done

 

What in the world is a 'Nanoquadrotor?'

I'm awestruck.

Into The Wild - By Jan Krakauer - My Book Review

Jon Krakauer's book recounts the life, and death of Christopher J. "Alex Supertramp" McCandless, a young man who lived his life, and died as he followed the self-chosen a path of an aesthete.

Krakauer's exploration and retelling of how McCandless met his end is interesting and offers plenty of insight - albeit conjectured at some points throughout the rendition - as to how someone chooses to live, the commitment it takes to survive in such a quest and the deadly results when there is a lack of preparation to meet unforeseen challenges.

The author originally wrote about McCandless' death in Outside Magazine and decided to expand on what he wrote, ostensibly to gain a deeper perspective of McCandless; who he was, how he came to his decision to live, and the ominous repercussions tied to his Alaska adventure.

I liked the book because it seemed to capture who Chris McCandless was.  More than that, because the book is fraught with literary references culled from the writing of Thoreau, Muir, Stegner and Pasternak plus many more, it is a treasure trove for readers like me.   Into the Wild is a quick, interesting exploration of real world consequences replete with literary references that explore the intellectual sojourns of various writers throughout history that have attempted to speak to Man's search for the meaning of life.

The story was compelling.  It would make for great classroom exploration - especially at the high school level where young adults can relate to McCandless' struggle to assert his existence, and challenge himself in ways that are at times foolhardy and yet somehow admirable because they are rites of passage.  It is a fascinating study of risk-taking behavior - particularly among young men. While I have heard the term 'arrogance of youth' bandied, it seems more apropos to describe it as, the 'innocence of youth.'

If anything, there are powerful lessons to be gained in Krakauer's book for people of all ages.  While this book serves as testimony to the Human spirit, the sanctity of life, and the importance of each and every person's right to live - even if it means dying - according to our own design - it also serves as fair warning that the reason behind such stories has more to do with what not to do, or at least, the relevance of tapping into prior knowledge and becoming informed.  Those who don't, will suffer the consequences, because nature - and the world for that matter - is unforgiving of ignorance regardless of whether such ignorance is rooted in lack of knowledge or deliberate rejection of information, based on hubris or idealized notions rooted in romanticized self-determination.

The reinforcing message is that we can all learn something.  When we elect not to, we do so at our peril.  It reminds me of Louis Pasteur's observation that, "Chance favors a prepared mind."

For those who dismiss McCandless as a hopeless romantic or an arrogant kid toying with danger, I can only wonder how they must view themselves and all the loopy things they did when they were young.  The fact is we all have done many things that were flat out dangerous and somehow, we survived.  Some of us were lucky enough to get through the days of our youth unscathed and Christopher Johnson McCandless didn't.  Lest we all forget, in these days so peppered by judgment; McCandless life was lived on his own terms but he died on Nature's terms chiefly because he was ill equipped with the appropriate knowledge required to survive in the wild.  In the end however, we all learn from our mistakes if we are lucky enough to survive them. 

I am reminded of the lyrics from a Paul Simon song that went,

"...Now I sit by my window
And I watch the cars
I fear I'll do some damage
One fine day
But I would not be convicted
By a jury of my peers
Still crazy after all these years..."

A Glimpse into the Mind of a Poet - and our Future Generation

I watch my students working so hard everyday to master the materials they are presented with on their trek toward graduation.  Their accomplishments have come at a high price.  However, as we reach the half-way mark in the semester, the fruits of their investment is becoming manifest.  Such success could not have come to fruition without the support and sacrifices made by their families.  

I have seen discouragement turn to hope and dejection give way to pride.  Anyone who says that American youth go for the easy way out have not seen my students.  I have witnessed them meet their challenges, and their struggle to overcome the obstacles that awaited them when they elected to adopt a whole new approach to acquiring their education.  Thus far, their efforts have been rewarded.  I am awed by their dedication and persistence.

I have chosen to feature this video because it represents all that is good about our American youth.  I admire this young poet's message and her outlook.  Like my students, her message is filled with hope.  She reminds me of each and every one of my kids.  She is brilliant, forward looking, kind and thoughtful.    

Malcolm Gladwell distinguishes high achievers from their peers by ability to seize opportunities as they arise.  My students ambitious pursuit of a solid education is paying off.  This school, whose population numbers just about 300 dedicated, hard-working souls who prove by their actions every day, they have what it takes.  They understand that embedded in every failure is a learning opportunity.

I have every confidence they will be able to hold their own in this ever more competitive world.  To all those chicken-little types who fill our airwaves with doom and gloom, I say do not worry, because our kids are working harder than we ever did, and they are having fun doing it.  They are becoming life-long learners with twenty-first century learning skills. 

Sara Kay identifies her strategy for success with the following three outlooks;

1]  I can do this - Confidence

2]  I will do this - Persistence

3]  I have to be me - Faithfulness to self

Her generation's biggest obstacle will not be fiscal.  It will be overcoming the worst gift our generation has passed on to them; the inertia of pessimism and blind fealty to tribalism based on color, creed and class.

Always do your best, and keep your focus on your goals.  The race doesn't always go to the swiftest.

Einstein: His Life and Universe - By Walter Isaacaon - My Review

I read this book a couple of years ago and just didn't like it at all.  Re-reading it has caused Walter Isaacson to grow on me, immensely. 

Isaacson offers an glimpse into Albert Einstein's life that is both intimate and profound. This biography helps me to appreciate just the power of Einstein's contributions to Physics and moreover his impact on so many of the conveniences and technological advancements modern life offers to the unsuspecting.  

And yet, his Humanity, his imperfections, and personal failings help me to realize that we are all flawed in some way or another.  We are in fact just ordinary people who do extraordinary things.  Einstein's talent lay in his ability to navigate complexities in purely the world of the mind.  His ability to posit difficult concepts was unhindered by his inability to perform the complex mathematical computations until which time he was forced to recon with his lack of mastery in the discipline.  

To me, that is probably the most fascinating idea I took away from this biography; if you don't have an answer, you seek solutions by formulating questions and seeking out the answers in a methodical, intelligent way.  This is the genius of Einstein.  What I would like to read about next is a book by someone like Malcolm Gladwell who explores the 'how' behind Einstein's metacognitive capacities.

I come away from this biography with a sense of wonder about Einstein the Human Being. I have always been awed by Einstein's capacity to conduct thought experiments and to visualize mathematical concepts in his mind.  Because of the insights offered in this tome, I carry away a deeper appreciation for Walter Isaacson, the researcher, writer and perhaps even student of Physics.  His capacity to vet out complex theories and concepts is to be commended.  This is not an easy read, but it certainly is worth the effort to keep up.

I can't really say why, but I felt a tinge of sadness when I finished this book.  I regret not having ever met Einstein.  While there is no chance that would ever have had the opportunity to do so even if he were alive, I am nonetheless touched by his Humanity.  I feel richer for knowing about Albert Einstein the man, and I cannot help but wonder how many lives were senselessly destroyed in the holocaust.  

I often shake my head wondering just how many brilliant young minds fall through the proverbial cracks in the educational world.  Perhaps, because of that, I find myself even more disappointed that fine minds are lost every day to the poverty and inertia created by greed, xenophobia and intolerance.  I find ironic that we, as a society  are appalled at the wholesale destruction of human intelligence in concentration camps, and yet, we suffer from this collective blindness when it comes to the children that we leave to fend for themselves in an educational system that cares so little about whether they learn or not.

It drives the point home for me that every Human Being has an intrinsic value.  Because of that, I am grateful for having the opportunity to work for young people, and helping them to master abstract concepts which will one day serve them to understand complex phenomena.

The Power of Music - The Power of Understanding

Oliver Sachs MD*, the narrator in this video is a Medical Doctor who specializes in, and has devoted his entire career to neuroscience; study how the brain works.  He has written several popular books - some have even made it into the New York Times Best Seller List.  

This Video offers insight to how the brain is wired.  I believe the most compelling message that I can take away after watching this elderly gentleman is that we Humans know so very little about how the brain functions.  That said, this video also shows me there is hope that we may some day come to understand the complexities of the brain.  It also illustrates how people can devote their lives to helping one another - and more importantly - that anyone with a genuine desire can bring about significant changes in the lives of others.  In this case, it was a Recreatonal Therapist who found a way to help a fellow Human Being - the gentleman named, Henry.

Neurobiology, the science of nerve cells - the tissue components that make up our nervous system - is a rapidly developing field.  And, researchers-turned-writers, like Oliver Sachs have popularized the topic by discussing why we do what we do.  

As a teacher - and because of my curiosity about why things work - I look at this video and wonder how I can apply such findings to my students.  I reach many conclusions.  Here are just three:

1]  All brains work the same - therefore when I see a phenomenon like using music to reach into the mind of someone who suffers, it helps me to understand that there are generalized lessons we can take away regarding how we process information.  In a very real way, seeing this offers hope where once there was none.

2]  I realize that different people respond differently to different stimuli.  Which causes me to wonder if there is something in music, or maybe even just in the way I can approach my students, other fellow Human Beings or creatures in order to make connections that will have positive outcomes.

For instance, in education, a big buzzword term is, "differentiated instruction" which simply means finding ways to teach students according to their need - in other words, customizing the learning process on an individualized basis with the intent of helping a student learn in ways that are easiest for that student.

3]  Communication is über important.  If I understand that thinking, or developing special talents is basically like a having a set of well-traveled pathways developed in the mind, then what are the best ways to develop pathways?  Could it be repetition?  Could it be teaching my students to understand?  How about emotions, and how my students are feeling?  How much does that have to do with helping a student to learn?  Is it better to have a calm student?  How does making learning seem like fun help students to retain information?  

The truth is that I use a lot of Neurobiological concepts and findings to help my students learn.  This is why I never humiliate or yell at my students. This is why I use Youtube videos and music to get into my students' brains.  This is why I use, "the three H's"; High Fives, Hand-shakes and Hugs.  Maybe it should be the Five H's - because Humor and Happiness are critical for optimizing a teacher-student relationship as well ...just a thought...  This is why I practice calm, happy, even goofy behavior that I want my students to model.  

I use this relaxed teaching approach because I am convinced a happy, relaxed student is more apt to learn.  I have made a conscious decision to take my time whenever I am helping a student learn a difficult concept.  I want my students to realize that when we are calm is when we are most likely to develop a deep understanding of a very difficult concept.  I do so because a student that feels respected, calm - even loved - is most likely to flourish in school, and more importantly, Life.  

It is fairly common knowledge that people mimic behaviors, so a child that has been treated with respect will be respectful.  A child treated with kindness learns how to be kind.  

Conversely, a child that has not been valued will not be very pleasant to be around.  To my way of thinking, such a child should not be shunned but rather, understood - because bad behaviors can be changed and people will be just about whatever we expect them to be.

And so, my fellow Human Beings, whether we are teachers or students, let us make as many connections as possible - not only with what we are learning, but - with one another and everything on the planet.  

It is said that knowledge is power.  If that is so, then the most powerful tool we have is understanding, and understanding is nothing more than learning.

Learning is life and Life is learning. 

Always do your best, and never quit.
Mr. M.

*NOTE:  If you see a different colored word in the text, this means it is a link.  You can click on these links for further information on the highlighted word, topic or phrase.  You can then click on the back arrow at the top of your screen to bring you back to this article.

Thank A Physicist ... Think Like A Physicist

 

Sometimes students approach me and ask, "When am I ever going to use any of this Physics, or Math, or Biology or... ?"

Watch this video and see if you can get a feel for the power in just a few of the concepts you are learning in your classes.  You might think that you aren't learning Physics,  but will I argue that there is Physics & Science - everywhere you turn, and everywhere you learn.

Let me know what you think about it.

The Utility of Bad Questions on Tests - and in Life

I received an inquiry on Friday, 12 October 2012 from a student whom I will call, "X".  X was concerned about a couple of poor-quality questions on an exam.*  After taking around 3 hours to figure out what was happening, I wrote a detailed response - about the questions, in question.  

It was a huge time investment - particularly on a vacation day, but I couldn't figure out why it continued to perplex me even after I went through all the trouble to figure it out.  I could not put the issue to rest.  In retrospect, I believe it had something to do with valuable lessons I learned regarding questions, and how they are framed, so here we go...

The following letters offer insight regarding teaching, learning, test-taking - and even life.   

For privacy's sake, I have culled out anything from the correspondences that might identify the student, "X.".

"Dear X,

Background

My requirement for you to have detailed notes is so that we can address whatever deficiencies in understanding that may arise.  Moreover, having your detailed notes helps me to pinpoint any deficiencies in the curriculum when a student makes a claim that s/he is not being adequately prepared for what s/he is being tested on.   Most of all though, is the fact that your notes are immensely beneficial to helping you develop disciplined thinking.

... Basically, I had two choices:

1] Reject your claim and let your grade stand, or

2] Personally review the Direct Instruction and lab Lectures you have alluded to. 

I decided to go back and review the lectures, and all other related material in order to determine whether your claim is in fact substantiated.  I don't mind doing this however, it is very time-intensive, therefore inefficient and not something I can do on a regular basis with the three hundred science students that I work for.  I hope you appreciate this being one of my reasons for requiring detailed notes from you all.

Findings

This is what I found in my investigation regarding your claims about the exam on Measurement on Chemistry - which you received an 84%: 

1]  Question 10:

The difference between an accepted value and an experimental value is called a(n) ____.

a.	error.
b.	percent error.
c.	measured value
d.	precise measurement.

You answered, "percent error."  
The answer was "error."  - that was covered in the lecture entitled, "How Reliable are Measurements."  of your lecture covering "percent error".  This is why you missed it:

There are two formulas you need to know in order to answer the question:

a)  error is the difference between accepted value and experimental value:  The testers have given you the answer in the question.  This is not a chemistry error on your part, but rather, your failure to logic out the answer.  The testers are attempting to get you to rely on prior knowledge from Algebra.   They are checking whether you have an enduring understanding of arithmetic and word problems. 

Mathematics tells us that the word, "difference" means subtraction.  The way the sentence sequence in the question is worded, tells us that experimental value is subtracted from the accepted value.  

The lecture did not cover the "+" or "-" values, but that has to do with whether the experimental value was greater or lesser than the expected value. 
 
b)  for percent error:  % error = (experimental value/accepted value) x 100% - so, you see, you were parroting an answer that you had memorized without actually understanding what you were being tested on.  

You may consider this to be trick question, but this is precisely where students of science make common errors; they think they know an answer without being skeptical about what they are being asked. 

2]  Question 21

"How close a series of measurements are to each other"

You answered, "percent error"  the answer was "Precision" - and, it was also covered in the Lecture, "How Reliable are Measurements."   at the 58 second mark.  It was the archery example; arrows landing in close proximity on a target may be precise and still be lacking in accuracy. 

3]  Question 24:

An experimenter's best estimate of how far an experimental quantity might be from the "true value" is called __________.

a.	uncertainty	c.	science
b.	an inference	d.	a guess

You answered, "D."

The answer was, "uncertainty." - which was not covered directly in your lecture.  But let's go through the possible answers:

uncertainty - actually has to do with the difference between what we know and what we don't know.  Thus, uncertainty deals with accuracy and precision - both of which are related to one another based upon qualitative and/or quantitative differences.  Thus, by deduction, this seems the most plausible answer because it actually deals with numbers. 

Science - is a discipline that involves  study  - in the bigger picture, while it does involve making estimations, it would be wrong to define science as making estimates between experimental quantities and true values.  In other words, this definition is too limited to describe what we do in science.

Inferring - is the process whereby we draw a conclusion about something or have a hunch that something either is going to occur or has occurred.  It too could mean that we are estimating but again, while inferring includes estimating, estimating is not inferring.

a guess - is another word for hypothesis which means drawing a conclusion between what we see and making some sort of prediction about why something is occurring based on our observations.

You may not like this problem because it was not spelled out for you in either lecture.  But, this is what real science is like; it is about being to discern minute differences based on your observations.  It is what separated people like Isaac Newton, Albert Einstein and the late Richard Feynman (the physicist who figured out why the space shuttle Challenger blew up - it had to do with expansion and contraction of an "O" ring) from the rest of us mere mortals...

CONCLUSION

I really want you to put all your notes - prior notes included - into outline form because you will be able to reference all of them for the cumulative exam....you should always be able to review your notes for future classes - either here or at the university once you graduate and move on from here.

I also want you to burn this in your brain; your notes are an extension of your memory.  That said, sloppy notes =sloppy thinking.  If you invest your energy into excellent notes, you will remember finer details, and you will organize them much better that you are more apt to recall them on demand.  Failing that, you can always rely on them for all your assessments, quizzes and exams...

More than that, I think it would be wonderful for you to actually see the qualitative improvement in your note-taking skills, and their direct correlation to your test scores over time - from now until you graduate.*

Please let me know what you want to do, and above all, do not lose heart.  This is tough material you are working with.  The intellectual playground you are now in, is one which all science students throughout history have had to learn the rules in order to play there.  You are no different.  We all have to pay these dues.

Always do your best and never quit.

Mr. M"

*...I occasionally look back upon my notes from high school and it brings both a chuckle and a smile.  I owe so much to Mr. Mike Gruner, my high school science teacher and All-American Hero.  Thank you Mr Gruner.  I can never pay you back for all you did...  :O)

Now here is the follow up letter to Mr X.  

"Dear X,

I have been giving a lot of thought to your e-mail yesterday, and I want to thank you. 

It occurred to me when I awoke this morning, that the reason why I invested so much time - 3 hours - into my response was because I saw it a s a teaching moment for you - and for me.

It helped me to understand the utility of difficult, or even 'bad' questions on tests.  To my way of thinking, poorly worded questions are more reflective of what actually happens in the real world - especially science - where neatly defined answers rarely come. 

I am willing to argue that the, "percent error" question taught both of us more than we ever bargained for.  It did so because it caused us to think deeper about the implications of what an error in science is defined to be, it also helped us to realize that in science - as in life - some answers are not so obvious; more importantly, we should never discount the obvious because sometimes the simplest answers are the most complex.

That is what all great thinkers throughout have found; the simple is truly profound.  I recently put two different posts on the blog;

1]  The Scientific Method - Why it counts (click here)

2]  Occam's Razor (click here)
 
They both speak to this issue.  You ought to visit the blogs, because both posts offer us insight regarding the discipline of Science, and moreover, its utility for dealing with nearly every problem life can throw at us.

It may seem funny to you, but I used the Scientific Method when I was a Freshman in College because I was terribly shy, but loved to dance.  In those days, we needed partners to dance so, I made my observations, came up with a plan - my hypothesis - in order to get the girls to dance with me.  My initial experiment filed so I had to tweak my plan.  It turned out that just walking up to a girl and asking her to dance wasn't really how asking a girl to dance simply didn't work.  I theorized that using humor might help me out so, I tried it and, as the French say, "voila!" it worked.  I planned my work, I worked my plan and I attenuated it to the point where I was soon being asked to dance.

I could go into how I used the Scientific Method to get my parents to let me drive a car, but this is becoming a digression.  Perhaps we can talk about that little venture some other time.

Getting back to the test.

The next question we covered had to do with usage of a common logic tool used in the Scientist's bag of tricks; deductive reasoning.  The question whose answer was, "uncertainty" most certainly was the answer, and we came to it by eliminating each of the other answers.  

I am not really bragging here, but I am pretty proud of myself because I really know how to ask good questions.  That is perhaps the most important thing to know about learning.  We never know answers, but if we can formulate intelligent questions, then we have a better chance of coming up with useful answers.

To that end, I had an epiphany about test-taking - and dealing with life's questions; whenever we are confronted with a question, our natural inclination is to come up with an answer.  Because of that, our approach is flawed.  We should always face a question with a question that way we know what we are in fact being asked.  I am convinced the lion's share of questions on tests, and life for that matter are wrongly answered because we are so solution oriented as a species.  

Moreover, I am absolutely convinced that this is the first point of divergence that truly brilliant Human Beings take.  It is what separates true innovators from the rest.  I would even go so far as to say that it is a trait shared by all of the brilliant minds that have gone before us.  It is a fundamental trait commonly referred to as, "geniuses."

I mentioned Sir Issac Newton - who invented Calculus in order to explain his theory on Gravity and the movement of the planets.  He did this in less than two years - at the age of 23.  Building upon that base of knowledge, Albert Einstein developed the theory of Relativity at age 27 and came up with the famous energy equals mass times the speed of light squared.  He did this because he wondered - at age 16, what it might be like to travel on a light beam.  

I have another post on Femto photography going on at MIT RIGHT NOW (click here) - they are taking photos of photons of light at a trillionth of a second.  In doing so, they are showing the world what Einstein imagined in his head; light can act like a particle, and a wave.  This is called, "the dual nature of light."  Again, you should visit the blog and see for yourself how people with ingenious questions are coming up with remarkable answers.

I also mentioned Richard Feynman - an American Physicist who was a member of the Congressional appointed committee charged with investigating the Space Shuttle Challenger's disastrous explosion.  Through his ingenious, elegant demonstration, he showed how the disaster could have been avoided.  Placing an "O" ring in ice water, he was able to show the world a simple concept of physics - expansion and contraction due to heat transfer.  

Like the other two giants I mentioned here, Richard Feynman had no answer book to turn to.  All he had was his basic knowledge built upon from constantly building upon his learning by making connections with prior knowledge.  They also shared something in common, learning is fun.  Learning is done not because of tests, but rather because it it is a form of play.  That is why I referred to Science as an intellectual playground. 

Mathematics and science for that matter is not at all easy.  But what it lacks in ease of understanding, it more than makes up for in being fun.  If learning chemistry isn't fun, then we are approaching it wrong.  Finally, I want to point out that mathematics and the exercises we must endeavor to master are difficult to master because truly conceptualizing what happens in mathematics really goes on between the ears.  

Einstein lamented, just days before he died, that he didn't know math better.  Yeah right!  Well, Einstein did all of his Science in his head and only later pushed himself to master Mathematics as a means of explaining what he envisioned as he formulated thought experiments in his mind.  Again, this speaks to not having the answer and working to find it. 

I close this correspondence with a reminder; noting ever worth having is easy.  You have demonstrated a talent for Chemistry.  I can confidently predict that one day you will far surpass my ability in this field of study.  I can also predict that when you get to the playground of Physics, you are going to have a blast.  You are a brilliant kid and whether you realize it or not, you are just approaching the time in your life when your brain is going to be working optimally.  

That is why it is important to fill your brain with all of these basics.  Forget about the grade point and learn for the sake of learning.  I assure you the grades will come.  Nothing is easier than when it becomes a game - when it becomes fun.  Take the pressure off yourself and understand that there is nothing more powerful than the creativity of an unencumbered mind.  Humans as a species learn through play, so learn to play and play to learn.

Always do your best, and never quit.

Mr. M"

Brilliant Thoughts on Education - From A High School Student

"...As a student, I want to be taught how to think and create and explore. I'm not a number in a spreadsheet; I'm a creative and motivated human being. I want my teachers to be paid well, given autonomy and treated like professionals. I want my school to be adequately funded. Is that too much to ask?..."

From the New York Times:

 Invitation to a Dialogue: A Student’s Call to Arms

Published: October 9, 2012

To the Editor:

Daniel Frost

For Op-Ed, follow @nytopinion and to hear from the editorial page editor, Andrew Rosenthal, follow @andyrNYT.

When President George W. Bush signed No Child Left Behind into law, few would have predicted that the next decade of education policy would unfold into a disaster of epic proportions. The law was based on a flawed concept of a “good education” — high scores on standardized tests. 

As a result, the curriculum was narrowed, shaving instruction time in the arts, music, science and history. Schools were transformed into test-preparation factories with a stress on drill, kill, bubble-fill methods. And ruthless accountability measures were enacted, with bribes and threats at their core. It’s safe to say that the law has failed miserably. 

Yet when President Obama came into office, he enacted Race to the Top, a $4.35 billion competition that dished out money to states that adopted the president’s policies. In effect, it was No Child Left Behind on steroids. The pressure to garner high test scores has gone haywire, the number of cheating scandals has mushroomed and the teaching profession has been dehumanized. Enough is enough. 

In this election cycle, both Mitt Romney and President Obama have largely ducked the issue. Instead of proposing a bold, game-changing plan to transform schools for the 21st century, they remain stubbornly fixed on the status quo. We cannot afford to lose yet another decade of precious time and resources. Reforms are not enough; only a revolution will suffice. 

As a student, I want to be taught how to think and create and explore. I’m not a number in a spreadsheet; I’m a creative and motivated human being. I want my teachers to be paid well, given autonomy and treated like professionals. I want my school to be adequately funded. Is that too much to ask? 

If either candidate called for the repeal of No Child Left Behind and the abolition of Race to the Top, and pushed schools to allow students to become the captains of their learning, he would find millions of teachers, parents and young people at his side. 

NIKHIL GOYAL
Syosset, N.Y., Oct. 8, 2012

The writer is a high school senior and the author of the book “One Size Does Not Fit All: A Student’s Assessment of School.”

Editors’ Note: We invite readers to respond by Thursday for the Sunday Dialogue. We plan to publish responses and Mr. Goyal’s rejoinder in the Sunday Review. E-mail: letters@nytimes.com 

Dub Stepping = Art + Science

As I watch these dancers, I see the intersection between Art and Science.  There is so much Physics going on in here that it is mind blowing.*   You can click on the pictures below for greater detail.

Some physics and mathematical concepts in these dance steps include:

1]  center of mass

2]  gravity  

3]  levers and simple machines 

4]  rotational dynamics

5]  kinetic vs. potential energy

6]  Resolution of force vectors

7]  friction

Moreover, these performers moves would be greatly helpful for animators, engineers and robot designers.  The Human body is so complex, and what these guys are doing would take up lots of computer space to study and replicate. 

The two drawings of Break Dance moves posted above were created a by French artist, Florian Nicolle for Volnorez dance school.  Human movement is not easy explain and understand.  Using math, to explain the physics behind it however, it can be done.

 

This one is for Mr. C  

 

Photography at nearly the speed of Light - TED Video

For those of you with ambitions of heading to M.I.T after graduation, here is a glimpse of what they are doing...

Worried about how many megapixels on your cell phone has?  How about having a camera that is capable of looking around corners?  What do you think about video recording at the rate of 1 trillion frames per second, and seeing just what a photon does - or perhaps even observing what Einstein imagined when he thought about light behaving like a wave, and a particle?  

There is a reason for everything you are studying.  You just don't see it now.

May You Never Lose Your Sense of Wonder

 

In the ensuing days since school began three weeks ago, I have been approached by numerous students who have experienced difficulties with learning certain concepts.  I want you to put your fears to rest by reminding you that information which has been prepared for you to learn - particularly in science and mathematics - is information that has been thought about, created and discovered by the finest minds that have ever existed throughout the past three thousand years.

What many of you are being exposed to - sometimes in single lectures - are concepts that other Humans who came before you, spent their lifetimes trying to figure out.  Perhaps what is the most staggering thought for me to imagine is that you, nay we, are all learning  privileged information that the smartest of the smartest people that ever lived came to figure out.  

It is important that we keep in mind, that what we are learning are phenomena, described using mental constructs designed by Humans in order to teach fellow Humans.  We use this vector for learning in the process commonly referred to as, 'education.'  Try as we might, many of these concepts are still difficult to learn and we spend our days trying to get our heads wrapped around notions in the realm of Algebra for example.  We invest our time trying to understand how gravity works, or even why people fall in love.  Our world is full of questions - far more questions than we have answers for.  

Regardless, we continue in our struggle to make sense of our world.  No one ever said it would be easy.  But, I remain convinced that as each of you young scholars struggle, you are made better just by trying.  I understand your grades are important to you, but don't lose sight why you are doing what you are doing.  Don't forget that thinking abstractly is difficult to master, but it also carries with it a tremendous reward.  I want you to take comfort in knowing that you are getting your education in a very concentrated manner, and it is therefore no wonder why you are having such a difficult time making sense of it all.  After all, what you are being expected to understand is what people whom we collectively consider to be geniuses, struggled to make sense of as well.  Thanks to their efforts, you have the opportunity to understand.  Moreover, based on their findings, you will have a base from which to build your future discoveries.  

This is why I appreciate the Physicist, Dr. Neil DeGrasse-Tyson.  He has put in the time. He has devoted the energy to making sense of our world.  I suppose this why I love this video so much.

Because of Dr. DeGrasse,  and all of the other great thinkers who preceded him, our world is much improved.  His ability to think is a living example of the maxim, Knowledge is Power.  May you never lose that sense of wonder, and may you always have that sense of wonder so common to people who endeavor to satisfy their need to understand the unknown.  I sincerely hope that all of you become wellsprings of intelligence, and that your endeavors contribute to the betterment of the big blue ball we call home.

Always do your best, and never quit.

Mr. M

Scientific Method - Why it matters

I've been giving a lot of thought to this topic lately, mostly because I have seen my students struggle through it without really developing an enduring understanding of what the Scientific Method actually means to the Scientific community. As students of the discipline, it is incumbent upon each of us to appreciate why Scientific Method lies is the bedrock upon which all Scientific inquiry and research is built.  

Unfortunately, it seems to be an issue that is glossed over and fails to be appreciated by students of science until they actually have first-hand experience in designing an experiment or carrying it through to fruition.  

As a process, the Scientific Method is relatively simple as it is set forth.  The true beauty of having such a standardized protocol lies in that it calls for repeatability, which in turn, demands an intellectual honesty that will be put to the test by anyone who seeks to verify the outcomes.  

Think about it; where else in all of Humanity's intellectual endeavors is there such a process that not only invites scrutiny, it openly calls for verification of the findings.  

My chief concern for all students who are first introduced to the Scientific Method, is their risk of having such a powerful construct dismissed as some musty process that only need be committed to short-term memory - something to be forgotten after an exam. As such, this post's aim is to expand upon the Scientific Method is for its own sake.

The Scientific Method - established during the *Renaissance - arose as a means of broadening our understanding for how the world works.  It provides a common knowledge and a set of best practices for exploring the unknown.  It offers a systematic way to share to what we have discovered.  Because of that, Scientific Method provides a standardized means of communication for all of the sciences.

Steps for the Scientific Method:

While there no hard and fast rules about the steps every scientist goes about conducting research, there are some guidelines - five total - that serve to lay out a thumb-nail understanding of best practices.  

1]  Make an observation:  you see something, which draws your attention.

2]  Describe the observation:  this helps you to come up with some sort of generalized rule which we call a "hypothesis" - which is consistent with what we have observed.  

3]  Use your hypothesis to make predictions about future experiments:  This is an attempt to explain what you have seen and why you think it is happening.

4]  Test your prediction: by performing more experiments and making more observations.  This will help you in developing new or improved hypothesis based on these results.  Being prepared to modify your hypothesis is critical.  Never be afraid to admit your hypothesis might be flawed - because that is where great answers await discovery.  

5]  Repeat the patterns of observation and whatever refinements you have made to your hypothesis:  Regardless of however many iterations are required - and until there are no longer any discrepancies between what you are observing and your hypothesis - the key to this process is repeatability.  The greater the number of accurate observations you make, the greater the chance your hypothesis is accurate.   

You can look up the word,  "iteration" (<-click here) - which in this context, describes the evolution of applying what you are observing and changing your hypothesis the way of eliminating any discrepancies along your path though the scientific discovery process.

So, why is a discovery or a question to be so thoroughly investigated using the Scientific Method?  

It helps us to understand our world better.  It keeps us all honest - not only in the Scientific community, but in our world.  

Beyond that is the enduring value or practicality that an intellectual device such as Scientific Method has to offer;  it is invaluable for formulating good questions that address complicated, and often divisive topics.  Such utility helps Humans - who are notorious for relying upon feelings rather than facts - when making critical decisions with far-reaching consequences.   This ties into what I recently wrote a student regarding truth, academic honesty and their far-reaching implications:

Science, Mathematics and even the Social Sciences demand the highest integrity from us.  They have so much potential for profoundly impacting the world in which we live, and because of that, being truthful is an absolute imperative for anyone who chooses any of those disciplines as a career choice.  Being honest and doing the right thing quite often comes at such a high personal price, but nothing that is ever worth doing - or being - is ever easy. 

I value the Scientific Method because it compels us to constantly remind ourselves that the goal underlying all discoveries and scientific revelations is this; the truth will always prevail. 

It is imperative that we have ways of testing for truth.  Therein lies the beauty of having an education.  The light of knowledge is the only thing I know of that has the potential for eliminating the shadows of ignorance.  And yet, there is so much we still know so little about that it makes us vulnerable to manipulation by those who only know only a little more than we do.  

Such people rely on our ignorance to achieve what they deem to be beneficial to the world.  

Because the word, ignorance" has such negative connotations for most people, its definition bears worth mentioning; being ignorant has nothing to do with being stupid  It simply means that we don't know, and because no one likes appearing 'stupid,' it is a common practice try to mask ignorance through pretending to understand.  People untrained in the discipline of Scientific Method tend to agree when they should be questioning.  Or worse yet, they buy the slightest bit of truth when it is packaged in with a deceptive lie.  To that end, I maintain that there is nothing wrong with being skeptical.  Because, falseness relies on much bolstering, truth stands on its own.

Truth, like "True North" never changes.  Maps may come and go over time, but ,"True North" never changes.  The challenge we all face in this ever-changing world has to do with staying aligned to "True North."  

As a teacher, my responsibility is to offer you sufficient guidance that empowers you to apply what you have learned once you are left on your own.  It is my hope that you will remember what you have been taught, so that when you navigate in strange territory, the skepticism and honesty honed by using the Scientific Method - and Occam's Razor - will help you in applying your knowledge of "True North."  I am confident that such a skill-set will not only get you through it,  you will be better for it in the end. 

*Many people have an issue with usage of Wikipedia as a source - You can read my thoughts about it it by clicking here.

A Very Interesting Job Inquiry

What follows is a post I found very interesting. It is a job inquiry written by a High school student.  Her e-mail offers insight to the kind of creative and nuanced thinking that I am always harping about.  It is the kind of writing that get's people noticed.  More than that, in our competitive world, this young woman sets herself apart from everyone else through creativity.

"There is hope for this country after all.

Got an email yesterday from a job seeker, and offer it without comment, except to say that we could not be more impressed, and charmed: 

Hey people!

Have you ever hired someone who ends up being lame and sucks at working? Well I am 100% certain that I have the cure for that! You can hire me, a super awesome, spunky high school student, who can fill any job position, anywhere! Deciding on who to hire for your totally awesome business can be a struggle, so I have been put on this earth to end your suffering! Shall we look at some of my skills hmmm?

Skills: 

1. Super crazy fast typer. I can type and type and type for days! I am not like those other lame people who use two fingers to type, I use all 10 of my fingers to get the job done quickly! 

2. I can answer any phone, day or night, rain or shine! I love being polite to even the meanest people! Mean people don't stand a chance against my niceness. 

3. I have major multitasking skills. I am a woman. We are scary good at multitasking. 

4. I am a woman. 

5. I don't do drugs. That is always a plus. 

6. I am young. Old people don't have the stamina that I do. And college kids are lame and obnoxious. I actually want a job, I am not just getting one because its necessary. So that's basically a sure promise that I will work harder than anyone on this planet. 

7. I am punctual. I have never been late for anything. Ever. If you don't believe me, invite me in for an interview. I will be 5 minutes early. 

8. Unlike most people my age, I am incredibly professional. I know how to work with people. I am a peoples-person. 

9. I have no previous job experience. This means I won't be jaded about having a job. I don't know what having a job feels like so I won't act like I know everything! I am not some snobby teenager that will complain about everything.

10. I am a fast learner and I don't complain. I could be a model or be a dishwasher. Totally doesn't matter! I will always strive to be outstanding in my field. 

Now that you have read my skills you should have a pretty clear idea of what I am capable of doing. Which would be pretty much everything. Now I would type more and tell you my story and all of the places I have volunteered at or the name of my cat, but I am not a time-waster. You should have decided by now that I am pretty much the most capable person for your job and are on your way to hiring the best person for your team. I have no formal training, so you could put my in any type of job and I would be awesome in it! Who needs formal training when you have LIFE training. Call me up for an interview because I really need to save up for a '67 mustang in black or my gap year to Europe. Did I mention I can speak German? I won't disappoint you! 

Thank you for your time, future employer!

— Lindsay"

Note:  I will be posting material like this whenever I come across it because it serves a purpose;  it offers a connection to what some of the finest minds on our planet art thinking.  Moreover, this is a shining example that you don't have to be old, or have a degree to demonstrate your intellectual ability. 

I found this letter on a blog put out by the Uppityshirts, a company that specializes in witty plays on words.  While it is a site that I occasionally visit, I am not promoting the site, and I am not receiving any kind of remuneration for mentioning it here on my blog.  I just think that s an ingenious marketing plan from a small business that celebrates intelligence, that's all.