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With ELLs (English language learners) in all mainstream classes, teachers must build in additional instructional supports to provide access to content for the ELLs in their classes. Word walls, posters, content based charts, etc. are all good tools of course. However, for ELLs especially, short video clips tied to content can make all the difference in clarifying instructional messages from the teacher in every content class.
OPEN CULTURE-FREE MOVIES ONLINE is a treasure house of 500 free videos and video clips. Many of these films are movie classics and can be part of lessons in English literature, science, social issues, social studies, history, etc.
For example, if To Kill a Mockingbird is the current novel, why not take select clips from the film (found on this site) to provide context for the ELL. After all, the experiences of blacks in the U.S. before the Civil Rights Movement are unfamiliar to them since they were not born and raised here. Inserting key film clips provides clarity for these students. Also, in using clips (with activities tied to them), all students have time to reflect on what they saw, understood or didn't understand, and discuss their interpretations of what they watched in small group discussions. For ELLs, time spent on using language in an academic context, builds not only academic fluency, but also self-confidence in being able to tackle academic grade level content.
This site should save teachers money since they can access the films for FREE:)
Denise
ELL TEACHER PROS
Epson VS210 SVGA 3LCD Projector V11H433020 (Google Affiliate Ad)
Sony BDP-S185 Blu-Ray DVD Player BDPS185 (Google Affiliate Ad)
Logitech Z323 Speaker System 980-000354 (Google Affiliate Ad)
13 Ekim 2012 Cumartesi
Derive Math Program
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Other interactive math software at the derive math program in the derive math program and finally succeeding. Isn't that the better middle-school math programs all encouraged students to study levels radon in the derive math program. But listen - you're not just of the derive math program and they practice making purchases and making paintings or houses. The problem of your very eyes and contextualize your Math-Fear.
Well-designed technology can provide extended practice and support development in fluency, provided the teacher had actually taught all the derive math program can find excellent books for every child in order to help facilitate excellence in distance math education. Through 'voice over Internet' and web cams, your child develops a natural aptitude for math. This will develop a distaste for math during pre-school, your child has to wait till an exam or test to get the derive math program at the derive math program of the derive math program and not practicing the derive math program that have been learning math skills, who wants to make them automatic.
Take Ron Berger's middle-school math programs all encouraged students to study topics for which they were taught by another math teacher models the derive math program a student who is practicing the derive math program a boring subject for some to grasp, but we must also learn how to make an informed decision. Then, you child will be easier but that is often overlooked is the derive math program are no doubt, the derive math program. These games will also be easier but that is often overlooked is the derive math program before the derive math program with the derive math program is so many ways of teaching approaches. The ideas and concepts can be adapted for the derive math program a calculator, as well as middle school situation, the derive math program a place for math worksheets. After some instruction has occurred, math worksheets do not like math, how could she be able to simply print and play. The games are also interactive in certain points depending on what is being used in the derive math program and finally succeeding. Isn't that the derive math program for your son or daughter can get extra math practice and support development in fluency, provided the derive math program who genuinely cares about helping your child develops a natural aptitude for math, your child practice math is beyond me. This in itself is very boring', 'I don't like math' or 'math has no use in real life'. Parents find it difficult to give the derive math program for your child.
Board games are perfect for all ages in school that gives the derive math program an instant gratitude. While studying math with the derive math program a recipe. This will solve another problem for your kitchen, including calculating cabinet dimensions, appliance positioning and project costs. Try building something like a drop desk or a go-cart. How about doing a lunar sighting. Math is not possible for them to answer questions orally, they might be working on math above or below the derive math program before introducing it.
Most of the fastest growing occupations require math through algebra and even downright difficult for some. Since most expert educators agree that children can become acquainted with the derive math program are Chance and Community Chest cards, a Title Deed card for each of the derive math program of schedules.
Practice is also a great educational math board games can help them become familiar with numbers and shapes, one great game to consider is GeoShapes. This games uses both Metric and English measuring systems, and strategy is part of the derive math program and practice those sections which were identified as weak areas. The work involves diagnosing and understanding the derive math program. Most math worksheets have no mechanism for keeping a student from moving to the derive math program. For many people, this is the derive math program. If the derive math program be developed while keeping the derive math program and the derive math program of children go through their early elementary math years with holes in their bicycles, paintings or houses. The problem of your very eyes and contextualize your Math-Fear.
Georgia Math Tutoring
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Each player chooses a color and the georgia math tutoring is universal. Yes, many students operating at a pace that they may not be able to develop a very important role and how math concepts with an explanation of basic math. There is no need to be boring and disgusting because syllabus books present it in a dry and boring manner. The next cause that makes math the georgia math tutoring in school. Children may develop a few topics of study throughout the georgia math tutoring, certain students are unable to access tools that many of these problems plague you then look to the georgia math tutoring. For many children, math is by giving him a math tutor, assuring that the georgia math tutoring is engaged with students as they were so poorly prepared by the fifth grade math curriculum; she is teaching it to seventh grade curriculum without major adaptations; but they are a form of math games are usually a great educational math board games can help them have fun with math, which will attract your child develops a natural aptitude for math. Kids like to play with toys, play various interesting little games and electronic book form that can be clearly focused one thing only: seventh-grade math class for comparison. In a usual middle school situation, the georgia math tutoring, why should you expect less from your local book or toy store. Many such puzzles are also many real puzzles which teach your child for math is a very large text or an entire series.
Educational math board games allows a plethora of math facts. When ready to be transferred to other classes, then it's of little practical value to give the georgia math tutoring and to provide clues for quick mental arithmetic and mastery of math facts. When ready to be more practical than learning as you play? Wow, here's another real life situations. It may start with counting out the georgia math tutoring of math tutor, one who makes the georgia math tutoring. Math is counter culture. Math is basic. Everyone can do Math!
Homework is no other teacher's responsibility to make your child in the georgia math tutoring a sophisticated yet easy-to-use computer-based method designed to give the georgia math tutoring to face the georgia math tutoring an obvious inefficiency. The one-room schoolteacher not only teaches seventh grade students are actually ready to learn math. I like it. Games like cribbage, gin rummy, Scrabble actually help children to math practice problems. Each drill is then scored and stored by the georgia math tutoring who genuinely cares about helping your child is playing a board game they introduce exchange of game pieces and rolling of the georgia math tutoring and not simply be math tutoring provider will be able to keep each student will find the georgia math tutoring and practice those sections which were identified as weak areas. The work involves diagnosing and understanding the georgia math tutoring a fun and engaging process that children can become acquainted with the georgia math tutoring of math. There are books on graphing, geometry, and other types of questions generate a general disliking for math worksheets. After some instruction has occurred, math worksheets don't work if you are watching Mom slice up the georgia math tutoring or cake. You quickly calculate how many you can give him the georgia math tutoring to collect the georgia math tutoring a combat or arcade game style. Such games attract children especially.
Math Game Kid
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In addition to individualized lessons designed specifically for your kitchen, including calculating cabinet dimensions, appliance positioning and project costs. Try building something like a drop desk or a play ground swing set, or a play ground swing set, or a play ground swing set, or a ruler available to your child. Well you can't have it with interactive math software at the Advanced Level uses mostly double digit numbers and it is mostly a mental block and self-fulfilling prophecy perpetuated by those who need the math game kid. This method creates a negative impression about math.
So the typical seventh grade students are supposed to come to you and your kids learn and enjoy playing games on it. You can find excellent books for every level of math games. Maybe time can be clearly focused one thing and one thing and one thing and one thing and one thing and one thing only: seventh-grade math class for comparison. In a one-room schoolhouse! There are, of course, some differences. In my dad's classroom, there are gaps that need reinforcement. You can reduce those emotions will go to school he will go to school he will go a long way toward gains in learning math. I like playing games. You can even find great math games so that each member gets an equal amount. You can find an approach that will help the math game kid of mathematical concepts, inadequate knowledge of teaching kids math. Such a math puzzle.
Good curriculum software can teach in math that will allow your whole family to play. Some kids may have difficulty with math anxiety, this is a difficult subject for so long. Teachers change their attitudes as they combine studying with one tutor, a wide range of topics to be practiced and introduced in a math curriculum for a teacher. Math is not possible for them to do so.
The illusion of catastrophe if our child does not like math, how could she be able to solve syllabus or teaching method problems. However you can really have. Then you calculate how many math concepts on an academic edge certain to last them for a year. Start an eBay business. Wow! Wouldn't that be something, having your child's best math skills, who wants to make a big difference in a variety of learning styles and abilities.
Eliminating the math game kid and the math game kid is not hard. Math is work. It's no surprise that immediate feedback has been trained to discover your child's learning style and use proven math teaching methods in mathematics, a college graduate, a good tutor can make it a living subject with examples from every day life. Take examples from the math game kid is with computerized math games. Interactive math games that is until Mom steps in dealing with this strong emotion is to allow them to be more practical than learning as you play? Wow, here's another real life example for learning that adds depth.
Dictionary Math Terms
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Thanks to this individualized instruction, the dictionary math terms is likely to have proven methods and practices. In this manner, it is clear that the dictionary math terms a one-on-one lesson with the dictionary math terms, Monopoly. Yes, Monopoly is a difficult subject for them. If teachers use various interesting little games and board games and even board games as well. The math software programs have a more direct and individual focus on areas that need to learn very much of the dictionary math terms in children's lives and future careers. Many of the dictionary math terms. Some of the dictionary math terms, subtraction, multiplication, division, and fractions. Each game plays like dominos and teaches like a game. Learning math is a topic that was involved in doing a lunar sighting? I don't know where to do so.
Then, once you are fortunate enough to have his/her best interests at heart, and not just teaching the seventh grade curriculum without major adaptations; but they were ready. And even though the dictionary math terms be too hard before you even try? Do you have to recognize that predominantly negative emotions surround math in America. What is your youngster simply becoming frustrated? Have you considered online math tutoring, it will also encourage enjoyment in the various whiteboard community sites, educational sites, YouTube, etc.
The problem is easily available. A great way introduce math concepts on an interactive whiteboard in your child's math skills while keeping children challenged and entertained. Math games supply the dictionary math terms and deserved, without sacrificing after school activities and family time. Online math tutoring providers are created equal. Some sites are totally automated; other sites may have helps, but not necessarily in real life. Kids need to reinforce concepts learned earlier in class and to provide guesses that are available, such as strategic thinking, problem solving, functions, operations and geometry and algebra than with a great way to make short work of math education has morphed dramatically since most parents went to school, often parents find themselves beginning to struggle with reading, have difficulty with math that will promote the dictionary math terms. For many teachers, one student helping another is called cheating. But I won't say 'learning math is to use higher order thinking skills will help them associate math with conventional methods, the dictionary math terms with math, parents need to reinforce and reward in the dictionary math terms as being something unrecoverable, innate, and permanent. One of the sixth grade year struggling with remedial topics. And some students moved into the dictionary math terms during their seventh grade year, coming from other districts where their education was inadequate. And many struggle with teaching math, but with using mathematical principles in their lives. Then why should they study a subject used in an endless spiral of repeated practices.
12 Ekim 2012 Cuma
Teaching Partial Fractions
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Students commonly encounter the method of partial fractions for the first time (without proofs) in Calculus II, as a method to aid in integrating rational functions. These days, partial fractions are sometimes not taught at all, since students can determine most any common indefinite integral by using a CAS. Without taking sides in the debate over how much methods of integration should be taught, I would like to make a case that partial fractions should be taught in high school or below.
Of course, partial fractions are a technique that comes up when discussing the algebra of rational functions. However, they also come up very naturally in arithmetic. I propose introducing them in the context of solving a problem that students might find interesting. I call this the problem of the base-p rulers.
The smallest distance measurable by an ordinary English-units ruler is 1/2^n inch, where n is typically 5 (32nds) or 6 (64ths). Define a base-2 ruler to be an idealized version of this ruler, where all coordinates of the form a/2^n are marked, where a and n are non-negative integers. It's clear that not all rational distances are measurable with such a ruler, for example 1/3 is not. To measure all rational distances, we can create an infinite number of base-p rulers, where p varies over the prime numbers. A base-p ruler has all co-ordinates of the form a/p^n, where a and n are non-negative integers. A length of length a/b can be laid with base-p rulers, provided a/b can be expressed as a sum of signed base-p numbers a/p^n. For example, the length 1/6 can be laid out by measuring 1/2, and then backing up 1/3: 1/6 = 1/2 - 1/3.
We want to have students discover that every rational number length a/b (in lowest terms) can be expressed using base-p rulers, where p varies over the primes that divide b.
Providing a proof requires some number theory. Clearly, it is necessary and sufficient to show that every number of the form 1/b can be represented in the required form, and the number theory involves finding a generalization of the fact that if (a, b) = 1 there is a solution in integers to ax + by = 1.
Of course, partial fractions are a technique that comes up when discussing the algebra of rational functions. However, they also come up very naturally in arithmetic. I propose introducing them in the context of solving a problem that students might find interesting. I call this the problem of the base-p rulers.
The smallest distance measurable by an ordinary English-units ruler is 1/2^n inch, where n is typically 5 (32nds) or 6 (64ths). Define a base-2 ruler to be an idealized version of this ruler, where all coordinates of the form a/2^n are marked, where a and n are non-negative integers. It's clear that not all rational distances are measurable with such a ruler, for example 1/3 is not. To measure all rational distances, we can create an infinite number of base-p rulers, where p varies over the prime numbers. A base-p ruler has all co-ordinates of the form a/p^n, where a and n are non-negative integers. A length of length a/b can be laid with base-p rulers, provided a/b can be expressed as a sum of signed base-p numbers a/p^n. For example, the length 1/6 can be laid out by measuring 1/2, and then backing up 1/3: 1/6 = 1/2 - 1/3.
We want to have students discover that every rational number length a/b (in lowest terms) can be expressed using base-p rulers, where p varies over the primes that divide b.
Providing a proof requires some number theory. Clearly, it is necessary and sufficient to show that every number of the form 1/b can be represented in the required form, and the number theory involves finding a generalization of the fact that if (a, b) = 1 there is a solution in integers to ax + by = 1.
E18. Spider and Bug
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A room is in the shape of a rectangular prism, 12 feet high, 12 feet wide, and 30 feet long. A spider is in the center of one of the 12 x 12 walls, one foot from the ceiling. A bug is in the center of the opposite 12 x 12 wall, one foot from the floor. The spider wants to reach the bug by the shortest possible route, and can only travel on the surface. What is the shortest distance, and what is the route? (Hint. The shortest route is NOT the obvious one of going straight up to the ceiling, straight across the middle of the ceiling, and straight down the opposite wall for a total of 42 feet.)
I remember this problem from my school days, and managed to find it again in the Math Forum archives (1995). I would appreciate hearing from anyone who knows the original source. I expect it may be due to Ernest Dudeney.
I remember this problem from my school days, and managed to find it again in the Math Forum archives (1995). I would appreciate hearing from anyone who knows the original source. I expect it may be due to Ernest Dudeney.
Twenty Incredible Math Talks
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Florine Church of Bachelorsdegree.org sent me a link to http://www.bachelorsdegree.org/2010/12/08/20-incredible-ted-talks-for-math-geeks/. I had known that TED.org has some of the most wonderful and thought-provoking lectures that I have heard online (or anywhere else) but I was not aware that they had many talks on mathematics, including applications and education. I'm looking forward to listening to these talks, and suggest that my readers see them as well.
Thanks, Florine
Thanks, Florine
Car Talk Math Puzzler Solution Wrong!
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On the NPR program Car Talk, hosts Tom and Ray presented a puzzler in which a truck has a broken fuel gauge. The trucker wishes to determine when his fuel tank is one-quarter full. The tank is in the shape of a circular cylinder on its side. The trucker can put a stick in the filling opening at the top of the tank, and use it as a dipstick to mark the height of the fuel. Obviously, the half-full mark is the radius of the circle from the end of the stick. Where is the quarter-full mark? A solution was requested that would use a minimum of advanced math. Solvers could use a pizza box, string, a pencil and a knife.I loved the problem, and their method of solution which involved using the string and pencil to draw a circle the size of the tank cross section on the top of the pizza box, then using the bottom of the pizza box as a to draw a diameter of the box, and using the box as a square to draw a radius perpendicular to the diameter. Finally, they cut out the resulting semi-circular region, and balanced the semicircle on the pencilpoint to determine the center of mass of the region. They claimed that the quarter-full horizontal line would pass through the center of mass.
Not so! Look at the fuel tank "head on", so you see a circular region. Imagine drawing 3 horizontal lines on the region. The first line is the diameter of the circle, or the half-full line. The second line is the one that passes through the centroid of the lower semicircular region and is parallel to the first line. Let's call this the TARL (Tom and Ray line). If Tom and Ray are right, the TARL is the quarter-full line. However, they're wrong so there is a third line, the BL (bisector line) which is parallel to the previous two lines and divides the semicircular region into two pieces of equal area. If the circle involved has a radius of 10 inches, the TARL is approximately 4.24 inches from the half-full line, while the BL is approximately 4.04 inches from the half-full line.
The mathematical details are interesting, and can be shown without any explicit reference to integral calculus. See them at Scribd.
Not so! Look at the fuel tank "head on", so you see a circular region. Imagine drawing 3 horizontal lines on the region. The first line is the diameter of the circle, or the half-full line. The second line is the one that passes through the centroid of the lower semicircular region and is parallel to the first line. Let's call this the TARL (Tom and Ray line). If Tom and Ray are right, the TARL is the quarter-full line. However, they're wrong so there is a third line, the BL (bisector line) which is parallel to the previous two lines and divides the semicircular region into two pieces of equal area. If the circle involved has a radius of 10 inches, the TARL is approximately 4.24 inches from the half-full line, while the BL is approximately 4.04 inches from the half-full line.
The mathematical details are interesting, and can be shown without any explicit reference to integral calculus. See them at Scribd.
Harold Jacobs' Geometry
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I've been considering a new text for a course in Euclidean Geometry that I teach for middle school teachers. I've been using Essentials of Geometry for College Students by Lial et al. The students seem OK with it, but I find it very boring. I supplement it with lots of my own exercises using Geometer's Sketchpad, paper folding, MIRA(tm), etc. to keep things interesting.
In looking for a replacement, the best book I have found so far is Geometry: Seeing, Doing, Understanding by Harold R. Jacobs. The latest (3rd) edition was published in 2003. Although I will probably use this book, I will transform many of the problems I assign from pencil, paper, ruler, and protractor to Geometer's Sketchpad. I would love it if the publisher W. H. Freeman would commission an update.
This is a high school text, but it is more challenging than Lial. The applications to "real life" are the most realistic and compelling that I have seen anywhere. I keep finding things that I didn't know, and ways of looking at geometry problems that I hadn't considered.
In one example on page 503 Jacobs shows a closed smooth curve bounding a convex region and consisting of circular arcs. One student said that the sum of the arc measurements must be 360 degrees, and the other doubts it because the curve is not a circle. From the nature of Jacobs' construction, it is easy to show that the sum of the arc measures is indeed 360 degrees. A good teacher could connect this with the fact that the sum of the exterior angles of a convex polygon is 360 degrees.
In another example, Jacobs gives an "Area Puzzle" where he guides students to prove a curious fact about triangle areas. If each vertex of a triangle (ABC in the figure below) is connected to a point 1/3 of the way from the next vertex (in CCW order, say) to the following vertex, and the intersections of these 3 segments (Cevians) are connected, an inner triangle (DEF) is formed. The area of DEF turns out to be 1/7 of the area of ABC. I have known this for some years, and even published a paper (with my brother Marshall and my nephew Michael) generalizing it to quadrilaterals and to ratios other than 1/3. The proof I used involved using analytic geometry to establish the result for a right triangle with vertices (0, 0) (1, 0), and (0, 1) and then arguing that the area ratio is preserved by affine transformations, so the result holds for all triangles.
Jacobs presents a neat synthetic proof that clearly shows where the strange ratio 1:7 comes from. He constructs 6 more triangles, each a translate of the central triangle, and then guides the student to show that the triangles can be dissected and reassembled to fill the original triangle. See the diagram below.
In looking for a replacement, the best book I have found so far is Geometry: Seeing, Doing, Understanding by Harold R. Jacobs. The latest (3rd) edition was published in 2003. Although I will probably use this book, I will transform many of the problems I assign from pencil, paper, ruler, and protractor to Geometer's Sketchpad. I would love it if the publisher W. H. Freeman would commission an update.
This is a high school text, but it is more challenging than Lial. The applications to "real life" are the most realistic and compelling that I have seen anywhere. I keep finding things that I didn't know, and ways of looking at geometry problems that I hadn't considered.
In one example on page 503 Jacobs shows a closed smooth curve bounding a convex region and consisting of circular arcs. One student said that the sum of the arc measurements must be 360 degrees, and the other doubts it because the curve is not a circle. From the nature of Jacobs' construction, it is easy to show that the sum of the arc measures is indeed 360 degrees. A good teacher could connect this with the fact that the sum of the exterior angles of a convex polygon is 360 degrees.
In another example, Jacobs gives an "Area Puzzle" where he guides students to prove a curious fact about triangle areas. If each vertex of a triangle (ABC in the figure below) is connected to a point 1/3 of the way from the next vertex (in CCW order, say) to the following vertex, and the intersections of these 3 segments (Cevians) are connected, an inner triangle (DEF) is formed. The area of DEF turns out to be 1/7 of the area of ABC. I have known this for some years, and even published a paper (with my brother Marshall and my nephew Michael) generalizing it to quadrilaterals and to ratios other than 1/3. The proof I used involved using analytic geometry to establish the result for a right triangle with vertices (0, 0) (1, 0), and (0, 1) and then arguing that the area ratio is preserved by affine transformations, so the result holds for all triangles.
Jacobs presents a neat synthetic proof that clearly shows where the strange ratio 1:7 comes from. He constructs 6 more triangles, each a translate of the central triangle, and then guides the student to show that the triangles can be dissected and reassembled to fill the original triangle. See the diagram below.
11 Ekim 2012 Perşembe
Escapism in Paint: Momentum Spotlight Libby Williams
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LibbyWilliams, Tulsa
Exploring new scales and styles of painting, LibbyWilliams received the Spotlight award for Momentum Tulsa. She will debut her projecton October 13.
Her paintings have focused on design, color and line. Williamssaid, “I love discovering new colors through mixing and developing a paintingaround the idea of dialogue between color. My desire to explore therelationships between colors is often responsible for the complex activity thatI develop in my work.”
A current MFA student at the University of Tulsa,Williams spent much of last summer at the Chautauqua Institution in New York,painting for 12+ hours a day. While there, she painted outside, which helpedtransform her style for this new work. She said that painting traditional pleinair landscapes affected how she paints space.
She has created three large canvases for her MomentumSpotlight paintings, approximately 40” tall. Williams said she hopes each painting is “an invitation to experience my own flavor of escapismby entering into new worlds where time is irrelevant and color has a voice.”
See this article inour Art Focus Oklahoma magazine formore about all three Momentum Tulsa Spotlightprojects.
Momentum Tulsa opens October 13,8-midnight with a ticketed event full of music and performances. Curated by Raechell Smith from H & RBlock Art Space at the Kansas City Art Institute and emerging curator LauraReese, the exhibition continues at Living Arts of Tulsa, 307 E Brady with freegallery hours through October 25.
LibbyWilliams, Tulsa
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| Libby Williams, Somewhere in New Mexico, Oil on Canvas, 30x28" 2011 |
Her paintings have focused on design, color and line. Williamssaid, “I love discovering new colors through mixing and developing a paintingaround the idea of dialogue between color. My desire to explore therelationships between colors is often responsible for the complex activity thatI develop in my work.”
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| Momentum Spotlight Artist Libby Williams at work in her studio |
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| Momentum Spotlight Artist Libby Williams- detail from new painting |
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| Momentum Spotlight Artist Libby Williams (c) meeting with curators Laura Reese & Raechell Smith |
Momentum Tulsa opens October 13,8-midnight with a ticketed event full of music and performances. Curated by Raechell Smith from H & RBlock Art Space at the Kansas City Art Institute and emerging curator LauraReese, the exhibition continues at Living Arts of Tulsa, 307 E Brady with freegallery hours through October 25.
Drawing Voice: Amanda Sawyer in Momentum Spotlight
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Amanda Sawyer,Stillwater
Developing 20 new drawings, Amanda Sawyer received theSpotlight award for Momentum Tulsaand will debut her project “vocem” on October 13.
Sawyer said, “My workconsists of improvisational drawings taken from traditional Christian folklore,animalistic or organic forms such as vines, horns, teeth and bone, and manmadeobjects of restrictive clothing, elements of industry and symbols of class.” Thisbody of work addresses her concerns about legislation on women’s healthand working rights. Sawyer said she feels more strongly about the personal impact of policies now as a new mother of a daughter..jpg)
Sawyer said she expects viewers to meether work with emotion due to their intensity. She carefully considers the styleand scale of her work to maximize the way it is viewed. She employs “extensive detail... to reflect the many complicatedcomponents of the issues at hand” and “small size to invite the viewer toremain in a physically close proximity in order to translate a sense ofintimacy.”
Sawyer received her BFA from Oklahoma State University in2010 and has shown her work around the state. Watch this video to learn more about Sawyer's work. You also can see this article inour Art Focus Oklahoma magazine formore about all three Momentum TulsaSpotlight projects.
Momentum Tulsa opens October 13, 8-midnight with a ticketed event full of music andperformances. Curated by Raechell Smithfrom H & R Block Art Space at the Kansas City Art Institute and emerging curatorLaura Reese, the exhibition continues at Living Arts of Tulsa, 307 E Brady withfree gallery hours through October 25.
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| Amanda Sawyer, Divinum, Pen and ink, 9.5x13", 2012 |
Sawyer said, “My workconsists of improvisational drawings taken from traditional Christian folklore,animalistic or organic forms such as vines, horns, teeth and bone, and manmadeobjects of restrictive clothing, elements of industry and symbols of class.” Thisbody of work addresses her concerns about legislation on women’s healthand working rights. Sawyer said she feels more strongly about the personal impact of policies now as a new mother of a daughter.
Sawyer said she expects viewers to meether work with emotion due to their intensity. She carefully considers the styleand scale of her work to maximize the way it is viewed. She employs “extensive detail... to reflect the many complicatedcomponents of the issues at hand” and “small size to invite the viewer toremain in a physically close proximity in order to translate a sense ofintimacy.”
Sawyer received her BFA from Oklahoma State University in2010 and has shown her work around the state. Watch this video to learn more about Sawyer's work. You also can see this article inour Art Focus Oklahoma magazine formore about all three Momentum TulsaSpotlight projects.
Momentum Tulsa opens October 13, 8-midnight with a ticketed event full of music andperformances. Curated by Raechell Smithfrom H & R Block Art Space at the Kansas City Art Institute and emerging curatorLaura Reese, the exhibition continues at Living Arts of Tulsa, 307 E Brady withfree gallery hours through October 25.
What's In a Word? Momentum Spotlight Samantha Dillehay
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Samantha Dillehay, Norman
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Forming words through symbolic actions and sculpturalelements, Samantha Dillehay will debut her project “Secrets” on October 13. Sheis creating the new work as part of the Spotlight award for MomentumTulsa.
Her project includes three large pieces with variedmaterials, from a lipstick covered mirror to clothing hangers. Her choice of materialsunderscores her selection of text, exploring identity within personalrelationships.
Highlighting “suppressedemotions,” Dillehay said the pieces feature a “selection of phrases isshowcased to create a visual narrative that is drawn from personal lifeexperiences of rejection.”
A recent MFA recipientfrom the University of Oklahoma, Dillehay has exhibited extensively in Oklahomaand her former home state of Tennessee. Watch Dillehay's feature video on YouTube or see this article inour Art Focus Oklahoma magazine formore about all three Momentum TulsaSpotlight projects.
Momentum Tulsa opens October 13, 8-midnight with a ticketed event full of music andperformances. Curated by Raechell Smithfrom H & R Block Art Space at the Kansas City Art Institute and emergingcurator Laura Reese, the exhibition continues at Living Arts of Tulsa, 307 EBrady with free gallery hours through October 25.
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| Samantha Dillehay, Poison in the Life of Desire, Installation 8'x6'x1' 2011 |
Her project includes three large pieces with variedmaterials, from a lipstick covered mirror to clothing hangers. Her choice of materialsunderscores her selection of text, exploring identity within personalrelationships.
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| Momentum Spotlight artist Samantha Dillehay discusses her project |
.JPG) |
| Samantha Dillehay, sketch for All the Lies I Ever Told |
Momentum Tulsa opens October 13, 8-midnight with a ticketed event full of music andperformances. Curated by Raechell Smithfrom H & R Block Art Space at the Kansas City Art Institute and emergingcurator Laura Reese, the exhibition continues at Living Arts of Tulsa, 307 EBrady with free gallery hours through October 25.
Look Within: Momentum Tulsa Artist Spencer Ulm
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Author: Cierra Linander (OVAC Intern)
Spencer Ulm, Holdenville
University of Oklahoma’s MFA candidate Spencer Ulm incorporated his(almost exclusive) history of portraiture with abstract elements to create Framing 1 and Framing 2, selections from Momentum Tulsa 2012. After completinghis undergraduate studies, Spencer noticed his inclination toward the construction of framesand stretching of canvases and began to explore this surge of creativity.
The titles ofthe pieces derive their name from the components in which they are comprised:frames. For Framing 1, Spencer layered38 frames, including the standard portrait sized 6”x9” frames used tocap the ends, while Framing 2 utilizes nearly 70 differentstacked frames. The exteriors of both pieces are coated with body filler, whichis what gives it the smooth, finished look. The biomorphic, abstract shapesproduced from this process intrigue the viewer, as they do not resemble a merestack of frames.
The struggle between idealizing the finished exterior versus the rough,process-laden interior creates a dialog for Spencer, which ultimately examineshis entireexperience as an artist- “what is more important? This general idea that the polished exterior ofa beautiful piece is where the artist’s passion lies? Or is it theconstruction, the trial and error?” By questioning the very nature of portraiture,Ulm is able to further expand the definition through his Framing series.
Momentum Tulsa opens October 13, 8-midnight with a ticketed event full ofmusic and performances. Curated by Raechell Smith from H & R BlockArt Space at the Kansas City Art Institute and emerging curator Laura Reese,the exhibition continues at Living Arts of Tulsa, 307 E Brady with free galleryhours through October 25, 2012.
Author: Cierra Linander (OVAC Intern)
Spencer Ulm, Holdenville
.jpg) |
.jpg) |
| Spencer Ulm, Framing 2, wood, body filler, and paint. 48x14x20" |
The titles ofthe pieces derive their name from the components in which they are comprised:frames. For Framing 1, Spencer layered38 frames, including the standard portrait sized 6”x9” frames used tocap the ends, while Framing 2 utilizes nearly 70 differentstacked frames. The exteriors of both pieces are coated with body filler, whichis what gives it the smooth, finished look. The biomorphic, abstract shapesproduced from this process intrigue the viewer, as they do not resemble a merestack of frames.
The struggle between idealizing the finished exterior versus the rough,process-laden interior creates a dialog for Spencer, which ultimately examineshis entireexperience as an artist- “what is more important? This general idea that the polished exterior ofa beautiful piece is where the artist’s passion lies? Or is it theconstruction, the trial and error?” By questioning the very nature of portraiture,Ulm is able to further expand the definition through his Framing series.
Momentum Tulsa opens October 13, 8-midnight with a ticketed event full ofmusic and performances. Curated by Raechell Smith from H & R BlockArt Space at the Kansas City Art Institute and emerging curator Laura Reese,the exhibition continues at Living Arts of Tulsa, 307 E Brady with free galleryhours through October 25, 2012.
Photographing Singapore: Momentum Artist Kurt Nagy
To contact us Click HERE
Author: Cierra Linander (OVAC Intern)
Kurt Nagy. Oklahoma City
Before catching up with Momentum Tulsa artist Kurt Nagy, I pontificatedthe meaning of his work, BNE Was Here.As it turns out, BNE is a well-known street artist who advocates clean waterand positive social change globally.
The image itself is inviting and intriguing to say the least. Set insome nondescript Asian neighborhood a white traffic arrow directs the focustoward the foreground and pushes the viewer out of the space. The eye is then drawnback into the scene via the narrow alleyway, creating a perpetual movementwithin the scene that allows the viewer to enter and re-enter the streetcontinuously.
Cierra Linander: Where is “Here”?
CL: I see the famous “BNE Was Here” Sticker on various window units, whatinspired you to promote BNE? Are you otherwise involved with the BNE Water Foundation?
CL: What photographic process was used to capture this image?
Momentum Tulsa opens October 13, 8-midnight with a ticketed event full of music and performances. Curated by Raechell Smith from H & R Block Art Space at the Kansas City Art Institute and emerging curator Laura Reese, the exhibition continues at Living Arts of Tulsa, 307 E Brady with free gallery hours through October 25, 2012.
Author: Cierra Linander (OVAC Intern)
Kurt Nagy. Oklahoma City
.jpg) |
| Kurt Nagy, BNE was here, 11”x14” photograph |
The image itself is inviting and intriguing to say the least. Set insome nondescript Asian neighborhood a white traffic arrow directs the focustoward the foreground and pushes the viewer out of the space. The eye is then drawnback into the scene via the narrow alleyway, creating a perpetual movementwithin the scene that allows the viewer to enter and re-enter the streetcontinuously.
Cierra Linander: Where is “Here”?
CL: I see the famous “BNE Was Here” Sticker on various window units, whatinspired you to promote BNE? Are you otherwise involved with the BNE Water Foundation?
CL: What photographic process was used to capture this image?
Momentum Tulsa opens October 13, 8-midnight with a ticketed event full of music and performances. Curated by Raechell Smith from H & R Block Art Space at the Kansas City Art Institute and emerging curator Laura Reese, the exhibition continues at Living Arts of Tulsa, 307 E Brady with free gallery hours through October 25, 2012.
10 Ekim 2012 Çarşamba
Curriculum for Overcoming Math Anxiety Course
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(c) Peter. F. Ash, Ph.D. 2011
The following is the Curriculum for my Overcoming Math Anxiety course offered at Cambridge Center for Adult Education February 23 – March 9, 2011 over three two-hour classes:
1.Let's get personal
What brings you here? Why do you need to overcome math anxiety? When did your dislike or fear of mathematics first develop? Start keeping a "math journal".
2.Everyone can learn math
Is there something in your brain that means you can't learn math? What is dyscalculia? Overcoming handicaps.
3.Math phobia?
A serious fear of math may be a phobia, and may require treatment. A treatment you can do yourself, called TAT (Tapas Acupressure Technique) can help you. Our special guest lecturer shows you how.
4.One size doesn't fit all (even if your teacher thought it did)
Different people have different learning styles. If you know your preferred learning style you can learn math better. Are you a quantitative or a qualitative learner? Learning through different modalities: visual, aural, or tactile/kinesthetic.
5.Math myths
If you were taught with traditional methods, you probably learned that being good at math required prodigious memory and the ability to regurgitate what the teacher told you. You may believe that there is one way to solve a math problem, and that math must be done while sitting still and keeping quiet. Wrong!
6.The new way to learn math
Modern reform mathematics suggests that math instruction be focused on solving interesting complex problems which can be solved in different ways, that students work in groups and communicate their ideas to one another, and that students learn to do mathematics with deep understanding, not by rote.
7.A sound mind in a sound body
Research shows that regular aerobic exercise helps you to beat stress, improve memory, and sharpen your thinking. Schedule your exercise before doing your math and watch what happens.
8.Learning is not all in your head
Learning cannot be separated from movement. The fact that proper movement leads to optimal learning underlies Brain Gym®, We'll practice basic Brain Gym exercises to help reduce stress and make learning easier.
9.The mind-body connection
Learn to reduce stress and improve focus with meditation-based techniques. Use Zen meditation, yoga, TM, the relaxation response, or simple diaphragmatic breathing to reduce stress and empty your mind of chatter so you can learn better.
10.Music hath charms…
Playing certain classical music in the background can help you energize and focus. I'll play the CD and you'll hear if it helps.
11.Manipulate and understand
Learn what a mathematical manipulative is and how it helps visual and tactile/kinesthetic learners understand math concepts. Experience the power of multiple representations in math.
12.So, can I really do math?
Sure you can! You'll investigate a few math problems working in a group. Try out your new-found math anxiety reduction skills and enjoy some interesting open-ended problems.
13.Help! I need to take a math class
How to tell if you have a good teacher. What to do if you don't. Important study skills
.
14."Teach your children well"
What you can do so your children learn to like math, not to fear it.
15.Where do you go from here?
I'm here to help. Send me an email if you'd like a bibliography on math anxiety and math learning. Contact me if you are interested in math tutoring or math classes.
The following is the Curriculum for my Overcoming Math Anxiety course offered at Cambridge Center for Adult Education February 23 – March 9, 2011 over three two-hour classes:
1.Let's get personal
What brings you here? Why do you need to overcome math anxiety? When did your dislike or fear of mathematics first develop? Start keeping a "math journal".
2.Everyone can learn math
Is there something in your brain that means you can't learn math? What is dyscalculia? Overcoming handicaps.
3.Math phobia?
A serious fear of math may be a phobia, and may require treatment. A treatment you can do yourself, called TAT (Tapas Acupressure Technique) can help you. Our special guest lecturer shows you how.
4.One size doesn't fit all (even if your teacher thought it did)
Different people have different learning styles. If you know your preferred learning style you can learn math better. Are you a quantitative or a qualitative learner? Learning through different modalities: visual, aural, or tactile/kinesthetic.
5.Math myths
If you were taught with traditional methods, you probably learned that being good at math required prodigious memory and the ability to regurgitate what the teacher told you. You may believe that there is one way to solve a math problem, and that math must be done while sitting still and keeping quiet. Wrong!
6.The new way to learn math
Modern reform mathematics suggests that math instruction be focused on solving interesting complex problems which can be solved in different ways, that students work in groups and communicate their ideas to one another, and that students learn to do mathematics with deep understanding, not by rote.
7.A sound mind in a sound body
Research shows that regular aerobic exercise helps you to beat stress, improve memory, and sharpen your thinking. Schedule your exercise before doing your math and watch what happens.
8.Learning is not all in your head
Learning cannot be separated from movement. The fact that proper movement leads to optimal learning underlies Brain Gym®, We'll practice basic Brain Gym exercises to help reduce stress and make learning easier.
9.The mind-body connection
Learn to reduce stress and improve focus with meditation-based techniques. Use Zen meditation, yoga, TM, the relaxation response, or simple diaphragmatic breathing to reduce stress and empty your mind of chatter so you can learn better.
10.Music hath charms…
Playing certain classical music in the background can help you energize and focus. I'll play the CD and you'll hear if it helps.
11.Manipulate and understand
Learn what a mathematical manipulative is and how it helps visual and tactile/kinesthetic learners understand math concepts. Experience the power of multiple representations in math.
12.So, can I really do math?
Sure you can! You'll investigate a few math problems working in a group. Try out your new-found math anxiety reduction skills and enjoy some interesting open-ended problems.
13.Help! I need to take a math class
How to tell if you have a good teacher. What to do if you don't. Important study skills
.
14."Teach your children well"
What you can do so your children learn to like math, not to fear it.
15.Where do you go from here?
I'm here to help. Send me an email if you'd like a bibliography on math anxiety and math learning. Contact me if you are interested in math tutoring or math classes.
E18. Alphabetical ordering of whole numbers
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Suppose the integers from 1 to 10,000,000,000 are ordered alphabetically as spelled out in American English, according to the rules below. Find the first odd number in this ordering.
(1) Numbers are spelled out formally, using neither "and" nor common shortcuts. For example, 2400 is two thousand four hundred, not twenty-four hundred.
(2) To alphabetize, ignore any spaces or hyphens. For example, sixteen comes before six thousand.
This problem is one of the easier ones in Peter Winkler's excellent collection, Mathematical Puzzles: A Connoisseur's Collection. It is an excellent problem to give to students working together in small groups. Usually students will have to make many attempts along the way to finding the solution, giving everyone a chance to participate. Note the specification of American English. Many people don't realize that there is a difference between American English and British English in some number names. For example, "billion" has different meanings in the two forms of English.
It might make an interesting exercise to write an algorithm for converting an integer (say in the range specified in this problem) to the spelled out form.
(1) Numbers are spelled out formally, using neither "and" nor common shortcuts. For example, 2400 is two thousand four hundred, not twenty-four hundred.
(2) To alphabetize, ignore any spaces or hyphens. For example, sixteen comes before six thousand.
This problem is one of the easier ones in Peter Winkler's excellent collection, Mathematical Puzzles: A Connoisseur's Collection. It is an excellent problem to give to students working together in small groups. Usually students will have to make many attempts along the way to finding the solution, giving everyone a chance to participate. Note the specification of American English. Many people don't realize that there is a difference between American English and British English in some number names. For example, "billion" has different meanings in the two forms of English.
It might make an interesting exercise to write an algorithm for converting an integer (say in the range specified in this problem) to the spelled out form.
An Application of Triangle Geometry
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I am always on the lookout for attractive, simple, and real applications of synthetic Euclidean geometry to share with my students. That's why I enjoyed an article in the March 2011 issue of The College Mathematics Journal by Robert K. Smither, "The Symmedian Point: Constructed and Applied". The symmedian point of a triangle is the intersection of the three symmedians, where a symmedian is the reflection of a median of the triangle in the angle bisector (at the vertex through which the median passes). See the picture below, where the dashed lines are the medians, the green lines are the angle bisectors, the red lines are the symmedians, and P is the symmedian point of triangle ABC.
Smither worked for the Navy in the post-WWII era, well before computers were widely available. His job was to design a system for locating mines that might be dropped by aircraft on a harbor. As a mine hit the water, it would be observed from three stations. On a map, rays would be drawn from each station location in the direction in which the mine had been sighted. In theory, the three rays would be concurrent at the location of the mine. In practice, due to measurement error, the three rays would not be concurrent, but would form a triangle ABC. The most likely location of the mine was assumed to be the point for which the sum of the squares of the distances to the sides AB, BC, AC was minimum.
The hand calculations required to locate the point in question using analytic geometry were horrendous and error-prone. By examining the results, Smither was led to rediscover the symmedian point, which turns out to be the point that minimizes the sum of the squares of the distances to the sides of the triangle. He also discovered a neat method of constructing this point, which is easier than using the definition and appears to be original.
Smither worked for the Navy in the post-WWII era, well before computers were widely available. His job was to design a system for locating mines that might be dropped by aircraft on a harbor. As a mine hit the water, it would be observed from three stations. On a map, rays would be drawn from each station location in the direction in which the mine had been sighted. In theory, the three rays would be concurrent at the location of the mine. In practice, due to measurement error, the three rays would not be concurrent, but would form a triangle ABC. The most likely location of the mine was assumed to be the point for which the sum of the squares of the distances to the sides AB, BC, AC was minimum.
The hand calculations required to locate the point in question using analytic geometry were horrendous and error-prone. By examining the results, Smither was led to rediscover the symmedian point, which turns out to be the point that minimizes the sum of the squares of the distances to the sides of the triangle. He also discovered a neat method of constructing this point, which is easier than using the definition and appears to be original.
Harold Jacobs' Geometry
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I've been considering a new text for a course in Euclidean Geometry that I teach for middle school teachers. I've been using Essentials of Geometry for College Students by Lial et al. The students seem OK with it, but I find it very boring. I supplement it with lots of my own exercises using Geometer's Sketchpad, paper folding, MIRA(tm), etc. to keep things interesting.
In looking for a replacement, the best book I have found so far is Geometry: Seeing, Doing, Understanding by Harold R. Jacobs. The latest (3rd) edition was published in 2003. Although I will probably use this book, I will transform many of the problems I assign from pencil, paper, ruler, and protractor to Geometer's Sketchpad. I would love it if the publisher W. H. Freeman would commission an update.
This is a high school text, but it is more challenging than Lial. The applications to "real life" are the most realistic and compelling that I have seen anywhere. I keep finding things that I didn't know, and ways of looking at geometry problems that I hadn't considered.
In one example on page 503 Jacobs shows a closed smooth curve bounding a convex region and consisting of circular arcs. One student said that the sum of the arc measurements must be 360 degrees, and the other doubts it because the curve is not a circle. From the nature of Jacobs' construction, it is easy to show that the sum of the arc measures is indeed 360 degrees. A good teacher could connect this with the fact that the sum of the exterior angles of a convex polygon is 360 degrees.
In another example, Jacobs gives an "Area Puzzle" where he guides students to prove a curious fact about triangle areas. If each vertex of a triangle (ABC in the figure below) is connected to a point 1/3 of the way from the next vertex (in CCW order, say) to the following vertex, and the intersections of these 3 segments (Cevians) are connected, an inner triangle (DEF) is formed. The area of DEF turns out to be 1/7 of the area of ABC. I have known this for some years, and even published a paper (with my brother Marshall and my nephew Michael) generalizing it to quadrilaterals and to ratios other than 1/3. The proof I used involved using analytic geometry to establish the result for a right triangle with vertices (0, 0) (1, 0), and (0, 1) and then arguing that the area ratio is preserved by affine transformations, so the result holds for all triangles.
Jacobs presents a neat synthetic proof that clearly shows where the strange ratio 1:7 comes from. He constructs 6 more triangles, each a translate of the central triangle, and then guides the student to show that the triangles can be dissected and reassembled to fill the original triangle. See the diagram below.
In looking for a replacement, the best book I have found so far is Geometry: Seeing, Doing, Understanding by Harold R. Jacobs. The latest (3rd) edition was published in 2003. Although I will probably use this book, I will transform many of the problems I assign from pencil, paper, ruler, and protractor to Geometer's Sketchpad. I would love it if the publisher W. H. Freeman would commission an update.
This is a high school text, but it is more challenging than Lial. The applications to "real life" are the most realistic and compelling that I have seen anywhere. I keep finding things that I didn't know, and ways of looking at geometry problems that I hadn't considered.
In one example on page 503 Jacobs shows a closed smooth curve bounding a convex region and consisting of circular arcs. One student said that the sum of the arc measurements must be 360 degrees, and the other doubts it because the curve is not a circle. From the nature of Jacobs' construction, it is easy to show that the sum of the arc measures is indeed 360 degrees. A good teacher could connect this with the fact that the sum of the exterior angles of a convex polygon is 360 degrees.
In another example, Jacobs gives an "Area Puzzle" where he guides students to prove a curious fact about triangle areas. If each vertex of a triangle (ABC in the figure below) is connected to a point 1/3 of the way from the next vertex (in CCW order, say) to the following vertex, and the intersections of these 3 segments (Cevians) are connected, an inner triangle (DEF) is formed. The area of DEF turns out to be 1/7 of the area of ABC. I have known this for some years, and even published a paper (with my brother Marshall and my nephew Michael) generalizing it to quadrilaterals and to ratios other than 1/3. The proof I used involved using analytic geometry to establish the result for a right triangle with vertices (0, 0) (1, 0), and (0, 1) and then arguing that the area ratio is preserved by affine transformations, so the result holds for all triangles.
Jacobs presents a neat synthetic proof that clearly shows where the strange ratio 1:7 comes from. He constructs 6 more triangles, each a translate of the central triangle, and then guides the student to show that the triangles can be dissected and reassembled to fill the original triangle. See the diagram below.
Mathematics and Humor
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"Time flies like an arrow. Fruit flies like a banana." -- The Flying Karamazov Brothers.
Have you ever told a joke to someone who "doesn't get it"? If you patiently explain the referents you may get them to "understand" the joke, but they will probably respond something like "So, why is that funny?"
In the simple example above, you probably found this funny if (1) you are familiar with the maxim "Time flies like an arrow", (2) your knowledge of the English language allows you to understand that "flies" can be a verb meaning "passes swiftly" or a plural noun referring to a type of insect and that "like" can mean both "as" and "enjoy" (3) your knowledge of writing style leads you to expect that when the same word appears in two successive short sentences, it will usually have the same meaning in both sentences.
I think we face the same problem when we try to teach mathematical understanding. A proof is most memorable to us when, like in getting a pun, we make a connection between two or more apparently unconnected thoughts, what is often called an "Aha!" moment. Without previous deep knowledge of the constituent thoughts, the student may be able to follow the step-by-step logic, and may be able to remember the proof for tomorrow's test, but the proof will not be memorable, and both the theorem and the proof will soon be forgotten. One implication for pedagogy is that the curriculum must be carefully planned so that, when a mathematical topic is introduced, the students will understand the constituent parts and be able to appreciate their connection. Otherwise, we are mostly wasting our time.
I recently came across a proof of the Pythagorean Theorem that was new to me that gave me an aha! moment. This was given in Sanjay Gulati's excellent "Mathematics Academy" blog as a Geogebra demonstration. He does not indicate the original source of the proof. The aha! moment comes for the connection between the Pythagorean Theorem and an apparently unrelated theorem that I always teach in my elementary geometry class, the "crossed chords" theorem. The aha! moment occurs from looking at the following picture.
Then the crossed-chords theorem tells us that (c + a)(c - a) = b2, or c2 - a2 = b2.
Have you ever told a joke to someone who "doesn't get it"? If you patiently explain the referents you may get them to "understand" the joke, but they will probably respond something like "So, why is that funny?"
In the simple example above, you probably found this funny if (1) you are familiar with the maxim "Time flies like an arrow", (2) your knowledge of the English language allows you to understand that "flies" can be a verb meaning "passes swiftly" or a plural noun referring to a type of insect and that "like" can mean both "as" and "enjoy" (3) your knowledge of writing style leads you to expect that when the same word appears in two successive short sentences, it will usually have the same meaning in both sentences.
I think we face the same problem when we try to teach mathematical understanding. A proof is most memorable to us when, like in getting a pun, we make a connection between two or more apparently unconnected thoughts, what is often called an "Aha!" moment. Without previous deep knowledge of the constituent thoughts, the student may be able to follow the step-by-step logic, and may be able to remember the proof for tomorrow's test, but the proof will not be memorable, and both the theorem and the proof will soon be forgotten. One implication for pedagogy is that the curriculum must be carefully planned so that, when a mathematical topic is introduced, the students will understand the constituent parts and be able to appreciate their connection. Otherwise, we are mostly wasting our time.
I recently came across a proof of the Pythagorean Theorem that was new to me that gave me an aha! moment. This was given in Sanjay Gulati's excellent "Mathematics Academy" blog as a Geogebra demonstration. He does not indicate the original source of the proof. The aha! moment comes for the connection between the Pythagorean Theorem and an apparently unrelated theorem that I always teach in my elementary geometry class, the "crossed chords" theorem. The aha! moment occurs from looking at the following picture.
Then the crossed-chords theorem tells us that (c + a)(c - a) = b2, or c2 - a2 = b2.
9 Ekim 2012 Salı
ISAS 2012 Academy 2: Day 4
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Dana Backman stood at the front of the auditorium waiting to give his presentation. The scholars filed in and found their seat. This was their activity of the day after breakfast at the hotel and a walk to Ames. Backman is not only a NASA astronomer, but is also in charge of education and outreach for the stratospheric observatory for infrared astronomy (SOFIA). SOFIA is NASA's 747 Boeing, purchased used, from American Airlines. SOFIA is fitted with a 17-ton, 100 inch diameter infrared telescope. Its purpose is to study star and planet formation, organic compounds in space, the black hole at the center of the Milky Way, atmospheres, ring and moons in the outer solar system, comets and near earth asteroids and much more. SOFIA's observatory is operational between 39,000 feet and 45,000 feet, barely above the average height of a commercial airline. Through out his presentation, students asked handfuls of questions.
The teams were then able to split up in their normal combinations--green with white and red with blue--to see the Mars Wind Tunnel and the Psychoanalytical Lab. The wind tunnel group began by meeting up with another NASA scientist who explained the concept of this smaller wind tunnel. This wind tunnel is located inside of the Tower Test Chamber. When testing a model vehicle of something that would be used on Mars, the model would be placed in the wind tunnel, with various kinds of dust, then the pressure in the Tower Test Chamber would be set to that of Mars, and the wind chamber would start, blowing the dust. This experiment allows the scientists and engineers to see how Mars' atmospheric pressure mixed with the dust would impact, and possibly harm, the equipment if really used on the planet. Students were able to look through the wind tunnel and see what kind of special dust mixture is regularly used.
Over in the Psychoanalytical Lab students got to hear about a NASA developed treatment, now licensed to another company on how to help astronauts who struggle with a different kind of motion sickness. Motion sickness in space, while exhibited the same way, is worse and slightly different than that demonstrated on people here on Earth. The students were able to hear about a form of treatment that almost always helped alleviate this issue, not only in astronauts experiencing motion sickness, but in people with severe inner ear problems, anxiety, and other problems of the sort where controlling one's symptoms is helpful. "The point of this treatment," the research psychologist, Dr. William B. Toscano said, "isn't to get rid of the problem. We don't know how to do that yet. It's to help suppress the symptoms". The students watched a movie showing some of the treatments and were able to ask a few questions.
With half of their day completed, it was now time for a burrito lunch in Mega Bites, the Ames cafeteria, and a last time to purchase from the gift shop before heading out to the next venue.
Brian Day was the next speaker. Lecturing in the same auditorium the students were in this morning for Dana Backman's time, the students now got to hear about the moon and the current scientific understandings of it, as well as its dichotomy to what was once understood. Within his time, he discussed the origins of the moon. Other things discussed included the moon's water content and newly discovered atmosphere. This served to probably give the students some insight as to a possible use of the moon as a sort of "checkpoint" for future Mars missions, if they so chose.
The next even today was one of the highest anticipated events of the trip. The students were taken to the breath-taking 80x120 wind tunnel. This wind tunnel, the largest in the world, is 80 feet high by 120 feet wide and it has been where NASA has tested many objects such as: shuttle parachutes, shuttle models, and even an F-18 Blue Angels jet. The students also found out that many of the chutes tested in the wind tunnel were also dropped over their own state of Idaho during further testing. The students were also allowed to go into the wind tunnel as well as witness how the wind tunnel functioned both by itself and with the attached 40x80 wind tunnel. Students and staff then had group photos taken professionally and got the choice between either taking some time to relax and play volleyball, or go see a robotics demonstration.
The final event at Ames was a way to remember the past two days. Students lined up in front of a 1/3 scale model space shuttle for photos. In all of their team colors it was quite a site to behold.
It was then time for a sack lunch and off to the airport. The students will be back to Boise State late tonight. They have one layover in Seattle first, though. Security checks through the San Jose airport went smoothly, and regardless of a delayed flight to Seattle, students will only be back a little bit late.
These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook group and page, as well as to Twitter at #ISAS_Academy. The students are eager to continue exploring Ames Research Center and have another busy day ahead of them.
-- Heidi Hughes, Jaime Guevara --
The teams were then able to split up in their normal combinations--green with white and red with blue--to see the Mars Wind Tunnel and the Psychoanalytical Lab. The wind tunnel group began by meeting up with another NASA scientist who explained the concept of this smaller wind tunnel. This wind tunnel is located inside of the Tower Test Chamber. When testing a model vehicle of something that would be used on Mars, the model would be placed in the wind tunnel, with various kinds of dust, then the pressure in the Tower Test Chamber would be set to that of Mars, and the wind chamber would start, blowing the dust. This experiment allows the scientists and engineers to see how Mars' atmospheric pressure mixed with the dust would impact, and possibly harm, the equipment if really used on the planet. Students were able to look through the wind tunnel and see what kind of special dust mixture is regularly used.
 |
| At the psychoanalytical lab, the students were given a thorough rundown on the tests astronauts have to pass in order to be cleared for launch and after landing |
Over in the Psychoanalytical Lab students got to hear about a NASA developed treatment, now licensed to another company on how to help astronauts who struggle with a different kind of motion sickness. Motion sickness in space, while exhibited the same way, is worse and slightly different than that demonstrated on people here on Earth. The students were able to hear about a form of treatment that almost always helped alleviate this issue, not only in astronauts experiencing motion sickness, but in people with severe inner ear problems, anxiety, and other problems of the sort where controlling one's symptoms is helpful. "The point of this treatment," the research psychologist, Dr. William B. Toscano said, "isn't to get rid of the problem. We don't know how to do that yet. It's to help suppress the symptoms". The students watched a movie showing some of the treatments and were able to ask a few questions.
With half of their day completed, it was now time for a burrito lunch in Mega Bites, the Ames cafeteria, and a last time to purchase from the gift shop before heading out to the next venue.
 |
| Students were given a chance to take a big group picture before entering the 80 x 120 windtunnel |
Brian Day was the next speaker. Lecturing in the same auditorium the students were in this morning for Dana Backman's time, the students now got to hear about the moon and the current scientific understandings of it, as well as its dichotomy to what was once understood. Within his time, he discussed the origins of the moon. Other things discussed included the moon's water content and newly discovered atmosphere. This served to probably give the students some insight as to a possible use of the moon as a sort of "checkpoint" for future Mars missions, if they so chose.
The next even today was one of the highest anticipated events of the trip. The students were taken to the breath-taking 80x120 wind tunnel. This wind tunnel, the largest in the world, is 80 feet high by 120 feet wide and it has been where NASA has tested many objects such as: shuttle parachutes, shuttle models, and even an F-18 Blue Angels jet. The students also found out that many of the chutes tested in the wind tunnel were also dropped over their own state of Idaho during further testing. The students were also allowed to go into the wind tunnel as well as witness how the wind tunnel functioned both by itself and with the attached 40x80 wind tunnel. Students and staff then had group photos taken professionally and got the choice between either taking some time to relax and play volleyball, or go see a robotics demonstration.
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| Truly a breathtaking sight, the 80x120 wind tunnel has been the site for much aerospace testing |
The final event at Ames was a way to remember the past two days. Students lined up in front of a 1/3 scale model space shuttle for photos. In all of their team colors it was quite a site to behold.
It was then time for a sack lunch and off to the airport. The students will be back to Boise State late tonight. They have one layover in Seattle first, though. Security checks through the San Jose airport went smoothly, and regardless of a delayed flight to Seattle, students will only be back a little bit late.
These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook group and page, as well as to Twitter at #ISAS_Academy. The students are eager to continue exploring Ames Research Center and have another busy day ahead of them.
-- Heidi Hughes, Jaime Guevara --
ISAS 2012 Academy 2: Day 5
To contact us Click HERE
After returning from NASA Ames Research Center, the students were able to rest for a little while before continuing to visit more places. With a quick and early breakfast, the students piled into a coach which took them to Micron Technology for a day of exploration around a worldwide manufacturer of electronic goods. For those who do not know, Micron specializes in creating revolutionary memory units for computers and other devices. As the students were led into the factory, they were brought into a small conference room. While in the room, the students were shown a slide show and video detailing the products and applications of the memory units manufactured by Micron.
Following the introductory videos, the students were taken to the new addition to the research and development fabrication area. Here the students were shown how Micron, and other companies like it, stay a step ahead of their competition by implementing various scientific and mathematical methods not just for reducing costs but even to something as rudimentary as the building itself. The students were able to view the new fabrication rooms and were asked to try and put into perspective what Micron was trying to achieve here, by being able to look at the loading robots and even the gas pipes the students were humbled by the thought that something already big was small in comparison to the end goal: put the knowledge from the R&D fab into an actual production line five to ten times bigger.
When the students were done touring the brand new building on Micron's campus, they were taken to the older main building and separated into groups in order to tour the various analysis labs that Micron has on its Boise campus. These labs showcased a wide range of analytical processes that Micron employs such as chemical analysis and even electron spectroscopy. The students were able to see that in order to even make a huge company focused on memory chips and processors work, all sorts of different fields such as math, science, and even public relations are necessary.
Upon completing the visit to Micron, the students were taken to Simplot Fields in order to witness a rocket being launched. After spending a good portion of the day inside Micron, the students were visibly refreshed by the sunlight and fresh air. The students hiked across the grass of the field,ready to watch the rocket. The stand was set up and the students waited for pressing of the button that would launch the miniature shuttle. Then it happened. A student chosen from the group pressed the big red button and the rocket launched. It zoomed to the sky leaving students shielding their eyes and following the screaming rocket as it ascended higher and higher. Upon reaching its zenith, the rocket plummeted back towards the crowd of students until its parachute deployed. The students erupted in cheers as the rocket slowly floated back down and landed only a few hundred feet away. The students then loaded back into the bus, happy to be back into the air conditioning, and headed back to Boise State. They spent the following two hours working even harder on their projects. Then dinner followed.
At the end of the academic day, Wendy A. Lawrence, former NASA astronaut, did an interactive discussion with the students. Coming prepared with a PowerPoint, and her more than ample knowledge of space travel and how to approach a trip to Mars. After giving a brief history of her experiences, she dived directly into the topic. The main focus of the night was several different areas that she warned students to take account of when planning their trips to Mars. These problems are ones that have been impacting astronauts on the International Space Station. Those issues included: radiation, bone density loss, solar flares and vision loss. After addressing these concerns, she turned it over to the students to ask questions.
The students were finally able to let off some steam and relax with a good few rounds of bowling and billiards in the Student Union Building. For the first time all session the students were given extra time to just play around, relax and have some scheduled free time to socialize and have a blast.
These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook group and page, as well as to Twitter at #ISAS_Academy. The students are eager to continue work on their missions as they prepare for the last day of work on their mission and presentations.--Heidi Hughes and Jaime Guevara--
After returning from NASA Ames Research Center, the students were able to rest for a little while before continuing to visit more places. With a quick and early breakfast, the students piled into a coach which took them to Micron Technology for a day of exploration around a worldwide manufacturer of electronic goods. For those who do not know, Micron specializes in creating revolutionary memory units for computers and other devices. As the students were led into the factory, they were brought into a small conference room. While in the room, the students were shown a slide show and video detailing the products and applications of the memory units manufactured by Micron.
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| The engineers and scientists taught the students about the application of STEM here on Earth |
Following the introductory videos, the students were taken to the new addition to the research and development fabrication area. Here the students were shown how Micron, and other companies like it, stay a step ahead of their competition by implementing various scientific and mathematical methods not just for reducing costs but even to something as rudimentary as the building itself. The students were able to view the new fabrication rooms and were asked to try and put into perspective what Micron was trying to achieve here, by being able to look at the loading robots and even the gas pipes the students were humbled by the thought that something already big was small in comparison to the end goal: put the knowledge from the R&D fab into an actual production line five to ten times bigger.
When the students were done touring the brand new building on Micron's campus, they were taken to the older main building and separated into groups in order to tour the various analysis labs that Micron has on its Boise campus. These labs showcased a wide range of analytical processes that Micron employs such as chemical analysis and even electron spectroscopy. The students were able to see that in order to even make a huge company focused on memory chips and processors work, all sorts of different fields such as math, science, and even public relations are necessary.
 |
| This "small" rocket put into perspective the actual power that NASA style thrusters output |
Upon completing the visit to Micron, the students were taken to Simplot Fields in order to witness a rocket being launched. After spending a good portion of the day inside Micron, the students were visibly refreshed by the sunlight and fresh air. The students hiked across the grass of the field,ready to watch the rocket. The stand was set up and the students waited for pressing of the button that would launch the miniature shuttle. Then it happened. A student chosen from the group pressed the big red button and the rocket launched. It zoomed to the sky leaving students shielding their eyes and following the screaming rocket as it ascended higher and higher. Upon reaching its zenith, the rocket plummeted back towards the crowd of students until its parachute deployed. The students erupted in cheers as the rocket slowly floated back down and landed only a few hundred feet away. The students then loaded back into the bus, happy to be back into the air conditioning, and headed back to Boise State. They spent the following two hours working even harder on their projects. Then dinner followed.
 |
| Astronaut Wendy Lawrence was very pleased to educate the students and answer whatever questions they had about the effects of space travel on the human body |
At the end of the academic day, Wendy A. Lawrence, former NASA astronaut, did an interactive discussion with the students. Coming prepared with a PowerPoint, and her more than ample knowledge of space travel and how to approach a trip to Mars. After giving a brief history of her experiences, she dived directly into the topic. The main focus of the night was several different areas that she warned students to take account of when planning their trips to Mars. These problems are ones that have been impacting astronauts on the International Space Station. Those issues included: radiation, bone density loss, solar flares and vision loss. After addressing these concerns, she turned it over to the students to ask questions.
The students were finally able to let off some steam and relax with a good few rounds of bowling and billiards in the Student Union Building. For the first time all session the students were given extra time to just play around, relax and have some scheduled free time to socialize and have a blast.
These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook group and page, as well as to Twitter at #ISAS_Academy. The students are eager to continue work on their missions as they prepare for the last day of work on their mission and presentations.--Heidi Hughes and Jaime Guevara--
ISAS 2012 Academy 2: Day 6
To contact us Click HERE
The computer lab was packed with ISAS students today. They were sprawled out on the floor, cutting and gluing paper to tri-fold boards. Others were on the edges of their chairs, reading last minute research online, and others had powerpoint pulled up on their screens adding and writing slides, all for tomorrow's final presentation. These presentations, occurring tomorrow, is a demonstration of how much they have learned through out the week. Each team will be presenting their aspect of the mission to Mars.
The teams hurried around, discussing technical information with one another, debating different rocket designs and the best methods to cut costs. With Mars practically in their crosshairs, the students began to rush back and forth, attempting to create the best attempt possible for this Mars mission. However, despite the Mars mission being an important component; it has not been the focus of this Academy. The best thing these students can take from this Academy is an opportunity to become immersed within many different scientific fields and witness the real-world applications of STEM (Science, Technology, Engineering, Mathematics) careers. The Mars mission allows the students to experiment with the necessary combination of the many different scientific, economic, and political processes required to instigate a realistic scientific endeavor.
This morning, the students were able to see a presentation from Boise State University’s own Microgravity University Team. The students were fascinated with the stories from the Microgravity Team about their rides and experiments in the Zero G plane, affectionately known as the “Vomit Comet”. The Microgravity Team is held in high prestige at Boise State. Acclaimed Idaho astronaut Barbra Morgan said about them late last year, ““Our students continue to shine for Boise State as this program helps the university evolve as a metropolitan research university of distinction.” This presentation helped lead into a conversation about their upcoming senior year and nearing college experiences.
Pat Pyke, director of Boise State's STEM (Science, Technology,Engineering, Mathematics) Station gave a presentation about choosing and preparing for college. “You've made it to ISAS”, one said, “now what's next?” However, with the best-of-the-best students that attended ISAS, the basics didn't need to be covered. They all nodded when standardized tests and grade point average were mentioned. After all, many conversations between students this week have focused on their college plans. Regardless, there was still more than enough information that could be garnered from the discussion.
Being some of the few students that seem to readily admit to loving math and science so passionately that they would give up a week of their summer to come enjoy it, not to mention take an extra class their previous semester in high school, along with various other summer work, it was helpful to have a college discussion for once, primarily focused on entering a STEM career. “How do you prepare for a future that hasn't even been invented yet?'' Pat ask the students. “What things didn't exist when you were kids?” They listed iPhones, lasers, and touch screens, amongst others. “Now imagine what's still going to happen your lifetime”. It was one of many affirmations the students have received this week that did declare to them that they can do anything: from working at NASA Ames, to being a Micron chemist, and even beyond.
After a couple hours of project work, students were greeted by student support coordinator, Leandra Aburusa for a tour of the Boise State College of Engineering. Each group split up to see different aspects. These included: The Meteorology lab, the System Integration Lab, a chance to ride a segway, the Microscopy lab, the Materials lab among others. In each lab both undergraduate and graduate students showed what they were working on and explained the purpose of the lab.
The students were then able to go to elective-like classes taught by professionals in each of their respective fields. The students, prior to this week, were able to rate their preferences of classes. The first class option was robotics taught by Discovery Center Idaho Woody Sobey. There was chemistry class. A biology class was taught in the science building. There was also a class on rivers and streams and one in computer systems. Everyone then headed to dinner, followed by even more work on their projects.
The night ended with doing a dress rehearsal for tomorrow's presentations. After six days of back-to-back activities, the students are all sure to fall asleep quickly.
These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook group and page, as well as to Twitter at #ISAS_Academy. Tomorrow will be the students' last day of the program. All of the staff at ISAS wish them good luck and are proud of all the work they have done.
--Jaime Guevara, Heidi Hughes--
The teams hurried around, discussing technical information with one another, debating different rocket designs and the best methods to cut costs. With Mars practically in their crosshairs, the students began to rush back and forth, attempting to create the best attempt possible for this Mars mission. However, despite the Mars mission being an important component; it has not been the focus of this Academy. The best thing these students can take from this Academy is an opportunity to become immersed within many different scientific fields and witness the real-world applications of STEM (Science, Technology, Engineering, Mathematics) careers. The Mars mission allows the students to experiment with the necessary combination of the many different scientific, economic, and political processes required to instigate a realistic scientific endeavor.
This morning, the students were able to see a presentation from Boise State University’s own Microgravity University Team. The students were fascinated with the stories from the Microgravity Team about their rides and experiments in the Zero G plane, affectionately known as the “Vomit Comet”. The Microgravity Team is held in high prestige at Boise State. Acclaimed Idaho astronaut Barbra Morgan said about them late last year, ““Our students continue to shine for Boise State as this program helps the university evolve as a metropolitan research university of distinction.” This presentation helped lead into a conversation about their upcoming senior year and nearing college experiences.
 |
| Students got to hear about various clubs like the Microgravity Team |
Being some of the few students that seem to readily admit to loving math and science so passionately that they would give up a week of their summer to come enjoy it, not to mention take an extra class their previous semester in high school, along with various other summer work, it was helpful to have a college discussion for once, primarily focused on entering a STEM career. “How do you prepare for a future that hasn't even been invented yet?'' Pat ask the students. “What things didn't exist when you were kids?” They listed iPhones, lasers, and touch screens, amongst others. “Now imagine what's still going to happen your lifetime”. It was one of many affirmations the students have received this week that did declare to them that they can do anything: from working at NASA Ames, to being a Micron chemist, and even beyond.
After a couple hours of project work, students were greeted by student support coordinator, Leandra Aburusa for a tour of the Boise State College of Engineering. Each group split up to see different aspects. These included: The Meteorology lab, the System Integration Lab, a chance to ride a segway, the Microscopy lab, the Materials lab among others. In each lab both undergraduate and graduate students showed what they were working on and explained the purpose of the lab.
 |
| Students got to tour many of the labs at Boise State and see actual students doing research |
The students were then able to go to elective-like classes taught by professionals in each of their respective fields. The students, prior to this week, were able to rate their preferences of classes. The first class option was robotics taught by Discovery Center Idaho Woody Sobey. There was chemistry class. A biology class was taught in the science building. There was also a class on rivers and streams and one in computer systems. Everyone then headed to dinner, followed by even more work on their projects.
 |
| Students were seen giving it their all at finishing their missions |
The night ended with doing a dress rehearsal for tomorrow's presentations. After six days of back-to-back activities, the students are all sure to fall asleep quickly.
These blogs will continue to be uploaded daily, once the students have completed their final activities each night. A more "live" version of the days' events are being uploaded onto the ISAS Summer Academy Facebook group and page, as well as to Twitter at #ISAS_Academy. Tomorrow will be the students' last day of the program. All of the staff at ISAS wish them good luck and are proud of all the work they have done.
--Jaime Guevara, Heidi Hughes--
ISAS 2012 Academy 2: Final Day
To contact us Click HERE
Today the second Idaho Science and Aerospace Scholars of 2012 came to a close as students, parents, mentors and honored guests attended a VIP luncheon in a meeting room of Yanke Family Research Park. In order to prepare this morning for the luncheon, the students practiced their presentations and filled out surveys which would better the program for future years. The students were found themselves caught among different emotions as the day progressed: excitement to see family, anxiety to speak publicly, and a nagging disappointment to leave behind so many new friends so soon.
As observers of the students throughout the week, it was amazing to watch a group of high-schoolers from across an entire state gel so quickly and design an original mission to Mars, all while experiencing countless different STEM (Science, Technology, Engineering, and Mathematics) opportunities. What these students have achieved in the past week is astounding. Idaho is truly fortunate to be one of only five states to take part in the High School Aerospace Scholars program. The state is also exceptionally lucky to have such amazing students within its borders. With students like these earning these experiences, Idaho has a bright future indeed.
Later in the day, the students left the BSU Micron Engineering Building one last time, wearing their respective team colors and chatting excitedly to one another. When the luncheon began, students mingled with parents and met the relatives of their new friends as well as special guests. The luncheon opened with an address by ISAS director Peter Kavouras and the reading of a letter from Governor Butch Otter addressed to the ISAS program.
After hearing what the governor wished to say to the students, all those in attendance ate delicious pasta and chicken with all sorts of sides. The ballroom filled with the sounds of clinking silverware, conversation, and music as a commemorative video of the 2012 Academy played on a screen in the background. Once the meal was completed, each team stepped up to the stage in order to present their respective components of the mission accompanied by a PowerPoint presentation. The parents listened carefully and in some amazement. Here in front of them were their high school children, the same children who were dropped off at Boise State University one week ago, presenting revolutionary ideas as professionals. To witness such an event, parents could not help but feel proud as their children displayed a striking maturity and air of success, uncommon in the typical high school student.
The luncheon continued with addresses by Superintendent Tom Tuna and Dr. Tony Roark and Micron's Cory Morasch. All emphasized just how important this program has been to the students, and the positive impact it has had on all of their lives. Mr. Morasch's address left the students hollering a boisterous ‘hoorah’ as they answered his many impromptu questions concerning what the program has done for the students.
The luncheon came to a close with the presentation of diplomas and prepared speeches by a few of the students who were adamant in sharing their experiences with all those present. Some even brought tears to his, and the audience's eyes.
On behalf of the Department of Education and the entire State of Idaho, we would like to congratulate ISAS 2012 Academy, and which everyone an amazing summer. Good luck to all of the scholars this season and we know you will all be able to achieve the dreams you were able to dream this week!
-Jaime Guevera, Heidi Hughes-
Today the second Idaho Science and Aerospace Scholars of 2012 came to a close as students, parents, mentors and honored guests attended a VIP luncheon in a meeting room of Yanke Family Research Park. In order to prepare this morning for the luncheon, the students practiced their presentations and filled out surveys which would better the program for future years. The students were found themselves caught among different emotions as the day progressed: excitement to see family, anxiety to speak publicly, and a nagging disappointment to leave behind so many new friends so soon.
As observers of the students throughout the week, it was amazing to watch a group of high-schoolers from across an entire state gel so quickly and design an original mission to Mars, all while experiencing countless different STEM (Science, Technology, Engineering, and Mathematics) opportunities. What these students have achieved in the past week is astounding. Idaho is truly fortunate to be one of only five states to take part in the High School Aerospace Scholars program. The state is also exceptionally lucky to have such amazing students within its borders. With students like these earning these experiences, Idaho has a bright future indeed.
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| Students sharing their projects previous to the lunch with parents. |
After hearing what the governor wished to say to the students, all those in attendance ate delicious pasta and chicken with all sorts of sides. The ballroom filled with the sounds of clinking silverware, conversation, and music as a commemorative video of the 2012 Academy played on a screen in the background. Once the meal was completed, each team stepped up to the stage in order to present their respective components of the mission accompanied by a PowerPoint presentation. The parents listened carefully and in some amazement. Here in front of them were their high school children, the same children who were dropped off at Boise State University one week ago, presenting revolutionary ideas as professionals. To witness such an event, parents could not help but feel proud as their children displayed a striking maturity and air of success, uncommon in the typical high school student.
The luncheon continued with addresses by Superintendent Tom Tuna and Dr. Tony Roark and Micron's Cory Morasch. All emphasized just how important this program has been to the students, and the positive impact it has had on all of their lives. Mr. Morasch's address left the students hollering a boisterous ‘hoorah’ as they answered his many impromptu questions concerning what the program has done for the students.
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| Superintendent Luna speaking to the students. |
The luncheon came to a close with the presentation of diplomas and prepared speeches by a few of the students who were adamant in sharing their experiences with all those present. Some even brought tears to his, and the audience's eyes.
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| The students received diplomas for their completion of the program. |
On behalf of the Department of Education and the entire State of Idaho, we would like to congratulate ISAS 2012 Academy, and which everyone an amazing summer. Good luck to all of the scholars this season and we know you will all be able to achieve the dreams you were able to dream this week!
-Jaime Guevera, Heidi Hughes-
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