Posts Tagged ‘math’

Math is Pretty

Sunday, November 18th, 2007

One point twenty-one gigawatts my ass!

Wednesday, March 7th, 2007

Link

Mathematically, you can certainly say something is traveling to the past, Liu said. “But it is not possible for you and me to travel backward in time,” he said.

However, some scientists believe that traveling to the past is, in fact, theoretically possible, though impractical.

Maybe if there were a theory of everything, one could solve all of Einstein’s equations through a wormhole, and see whether time travel is really possible, Kaku said. “But that would require a technology far more advanced than anything we can muster,” he said. “Don’t expect any young inventor to announce tomorrow in a press release that he or she has invented a time machine in their basement.”

For now, the only definitive part of travel in the fourth dimension is that we’re stepping further into the future with each passing moment. So for those hoping to see Earth a million years from now, scientists have good news.

“If you want to know what the Earth is like one million years from now, I’ll tell you how to do that,” said Greene, a consultant for “Déjà Vu,” a recent movie that dealt with time travel. “Build a spaceship. Go near the speed of light for a length of time—that I could calculate. Come back to Earth, and when you step out of your ship you will have aged perhaps one year while the Earth would have aged one million years. You would have traveled to Earth’s future.”

Mathematics of Invisibility

Tuesday, December 26th, 2006

Link

The theorists who first created the mathematics that describe the behavior of the recently announced ‘invisibility cloak’ have revealed a new analysis that may extend the current cloak’s powers, enabling it to hide even actively radiating objects like a flashlight or cell phone.

Allan Greenleaf, professor of mathematics at the University of Rochester, working with colleagues around the globe, has announced a mathematical theory that predicts some strange goings on inside the cloak—and that what happens inside is crucial to the cloak’s effectiveness.

[snip]

Their analysis also revealed another surprise: a person trying to look out of the cloak would effectively be faced with a mirror in every direction. If you can imagine Harry Potter’s own invisibility cloak working this way, and Harry turning on his flashlight to see, its light would shine right back at him, no matter where he pointed it.

Greenleaf’s team determined that a more complicated phenomenon arises when using Maxwell’s equations, leading to a “blow up” (an unexpected infinite behavior) of the electromagnetic fields. They determined that by inserting conductive linings, whose properties depend on the specific geometry of the cloak, this problem can be resolved. Alternatively, covering both the inside and outside surfaces of the cloaked region with carefully matched materials can also be used to bypass this problem.

“We should also keep in mind that, given the current technology, when we talk about invisibility, we’re talking only about being invisible at just a narrow range of wavelengths,” says Greenleaf. “For example, an object could be rendered invisible at just a specific wavelength of red; it would be visible in nearly every other color.”

My early education, or why I love worksheets

Wednesday, June 14th, 2006

The educational system in this country is designed to create mediocrity. This may appear a strange thing to say from someone with as much education as I have, but I think it is the exception that proves the rule. Actually I think it is the product of a few moments of luck. The fundamental problem with the educational model in this country is that the student is forced to learn not at their own speed, but rather at the speed of the teacher, or worse, the speed of the class.

My first foray into the world of organized education was, as with most, in elementary school. Until fourth grade I went to a small hippie school in Berkeley. We were never given grades for our work, rather there were parent/teacher meetings. We were organized into an ‘older group’ and a ‘younger group’ rather than the strict grade system of the public schools(there were grades, but functionally it was more a formality than anything else). I loved math. I did as much math as I could. Reading scared me.

I remember that nearly everyone I knew my age had already started reading, but I had not. I would stare at that huge shelf of books, probably three feet high if that, with a feeling of dread. There was something infinite about books that truly frightened me. How could I read ALL THAT, I wondered. Numbers were easy. Really there are only ten of them, and they just reconfigure. A few squiggles here and there to make them dance around, but really ten simple things to move about the paper.

Books. Words. Language. There is no telling what might come out of them. These things held STORIES. The gave you KNOWLEDGE. Oh yes, my little head was reeling from what all this meant.

I distinctly remember the day I CHOSE to read. I stared that bookshelf down. Glaring at it, I vowed it would not defeat me. I walked up confidently grabbed a small book and opened the cover. As I began to explore these pages I started to notice that these stories, this knowledge, was really just made up of a few LETTERS. Sure, there were more letters than there were numbers, but that’s all it was. A few letters dancing around the page.

In fifth grade I stopped going to that school as it closed down due to lack of attendance, or some other reason that I was not truly aware of at the time. There were I believe 28 people at the school my last year there, including students and faculty. The public school that I went to next had 26 students, in my class alone. And there were two fifth grade classes!

Well, the first day of class we did some math. Math, I know math that stuff is easy. But we did not do math alone rushing through pages and pages of problems. No, we had to STAND UP and do math IN FRONT OF THE CLASS. Oh shock and horror. I was not used to groups this large and now I had to stand in front of them and do math. Long division, that’s easy. But then I got this curios feeling. Stage fright. My mind went blank. I could not remember how to do the problem. Now I couldn’t do math. What’s this? A few kids snickered and I sat down in my desk and took out a book. But you can’t read now. You can only read during READING TIME. What!!!!! There are prescribed times for learning. But I want to learn this now, not that.

The next few years through to High School my grades in Math were mediocre at best. An occasional B, but more often than not C’s or C-’s. I got a D once or twice. So much for the kid whose teachers could not give him math problems fast enough. But with the glories of public education, they just keep advancing you through the system. So one year I took Trigonometry. Trigonometry with Mister Berman. He ran the debate team with his wife at my school and I knew him from going on debate tournaments and so forth.

He said that the way math is taught is ridiculous. You are given books filled with theorems and expected to remember them all. Memorize them. Well, he said, I have a terrible memory. I don’t know this theorem from that one. But, I do know what a 30/60/90 triangle looks like. And from the relationship between these angles I can derive any information I might need about any other angle or relationship of angles. It was so easy. Math became fun again as I was shown how to watch these shapes move and dance around the page once more.

I still use a 30/60/90 degree triangle to dance around the page, but now it is doing worksheets to figure out lighting angles. Whenever I sit at my drafting table to work through the lighting for a show I am reminded of Mr. Berman and his help rediscovering the joy of numbers.


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