Surface Tension

Surface tension supports the water strider on the surface of the still water of the creek.

Down at the creek the water striders are out. They can stand, walk and jump on the surface of the water without penetrating the surface because of the force of surface tension that causes water molecules to stick together — it’s the same cohesive force that make water droplets stick to your skin. I got a decent set of photos to illustrate surface tension.

The water striders still create ripples on the surface of the water, even though they never break the surface.

The green canopy that over hangs the creek allows for some nice photographs.

Water strider in still water.

Music of the Fibonacci Sequence

Tool‘s Lateralus has the Fibonacci Sequence embedded into it. Ms. Wilson tells me that some of her Algebra II students were able to detect it out after listening to the song (a few times), but this video has the highlights where the sequence occurs.

Ms. Wilson

Learning Matricies by Programming a Matrix Solver

One of my pre-Calculus students convinced me that the best way for him to learn how to work with matrices was for him to program a matrix solver. I helped him create a Gaussian Elimination solver in Python (which we’ve been using since last year).

Gaussian Elimination Matrix Solver by Alex Shine (comments by me).

from visual import *

'''The coefficient matrix (m) can be any sized square matrix 
   with an additional column for the solution'''
m = [ [1,-2,1,-4],[0,1,2,4],[2,3,-2,2]]

'''Convert the input matrix, m (which is a list) into an array'''
a = array(m,float)
print "Input matrix:"
print a
print

'''Get the shape of the matrix (number of rows and columns)'''
(r,c) = a.shape 

rs = (1-r)

'''Solve'''
for j in range(r):

    print "Column #:", j
    for i in range(r):
        if a[i,j] <> 0:
            a[i,:] = a[i,:] / a[i,j]
    print a
    print

    for i in range(rs+j,j):
        if a[i,j] <> 0:
            a[i,:] = a[j,:] - a[i,:]
    print a
    print

print "Solution"
for i in range (r):
    a[i,:] = a[i,:] / a[i,i]
    print "Variable", i, "=", a[i,-1]

print
print "Solution Matrix:"
print a

The code above solves the following system of equations:


  x - 2y +  z = -4 
       y + 2z =  4 
 2x + 3y - 2z =  2 

Which can be written in matrix form as such:

 \left[ \begin{array}{ccc} 1 & -2 & 1 \\ 0 & 1 & 2 \\ 2 & 3 & -2 \end{array} \right]  \left[ \begin{array}{c} x \\ y \\ z \end{array} \right] =  \left[ \begin{array}{c} -4 \\ 4 \\ 2 \end{array} \right]

You use the solver by taking the square matrix on the left hand side of the equation and combining it with the column on the hand side as an additional column:

 \left[ \begin{array}{cccc} 1 & -2 & 1 & -4 \\ 0 & 1 & 2 & 4\\ 2 & 3 & -2 & 2\end{array} \right]

This is entered into the program as the line:

m = [ [1,-2,1,-4],[0,1,2,4],[2,3,-2,2]]

When you run the above program you should get the results:

>>> ================================ RESTART ================================
>>> 
Input matrix:
[[ 1. -2.  1. -4.]
 [ 0.  1.  2.  4.]
 [ 2.  3. -2.  2.]]

Column #: 0
[[ 1.  -2.   1.  -4. ]
 [ 0.   1.   2.   4. ]
 [ 1.   1.5 -1.   1. ]]

[[ 1.  -2.   1.  -4. ]
 [ 0.   1.   2.   4. ]
 [ 0.  -3.5  2.  -5. ]]

Column #: 1
[[-0.5         1.         -0.5         2.        ]
 [ 0.          1.          2.          4.        ]
 [-0.          1.         -0.57142857  1.42857143]]

[[ 0.5         0.          2.5         2.        ]
 [ 0.          1.          2.          4.        ]
 [ 0.          0.          2.57142857  2.57142857]]

Column #: 2
[[ 0.2  0.   1.   0.8]
 [ 0.   0.5  1.   2. ]
 [ 0.   0.   1.   1. ]]

[[-0.2  0.   0.   0.2]
 [ 0.  -0.5  0.  -1. ]
 [ 0.   0.   1.   1. ]]

Solution
Variable 0 = -1.0
Variable 1 = 2.0
Variable 2 = 1.0

Solution Matrix:
[[ 1. -0. -0. -1.]
 [-0.  1. -0.  2.]
 [ 0.  0.  1.  1.]]
>>>

Be aware that:

  • The code is designed to take any size of matrix.
  • The matrix you put in can not have any zeros on its diagonal, so some manipulation is often necessary before you can use the code.

Other notes:

  • The negative zeros (-0) that show up especially in the solution matrix may not look pretty but do not affect the solution.
  • The code imports the vpython module in the first line but what it really needs is the numpy module, which vpython imports, for the arrays.

The next step is to turn this into a function or a class that can be used in other codes, but it’s already proved useful. My calculus students compared their solutions for the coefficients of a quadratic equation that they had to solve for their carpet friction experiment, which was great because their first answers were wrong.

A calculus student uses the matrix solver. Mr. Shine is now trying to convert the solver into an iPhone app.

A Model Solar Water Heater

One of the middle-school projects is to build a little solar water heater. By simply pumping water through a black tube that’s sitting in the sun, you can raise the temperature of the water by about 15°C in about 15 minutes.

The solar water heater in action.

Next year I want to try building an actual solar water heater, similar to the passive air heater my students built two years ago, with the tubing in a greenhouse box to see just how efficient we can make it.

Formative and Authentic Assessment

Instead giving counterproductive, high-stakes exams, David Jaffee promotes formative and authentic assessment methods.

Formative assessment happens during learning, usually in the classroom. Students do something, like an assignment, and get immediate feedback on what they did. A teacher walking around from student to student or group to group, following what the students are doing and helping students identify which concepts they’re not getting, is a typical example of formative assessment.

Authentic assessments are assignments that are or mimic real-world problems, and require students to apply the stuff they should have learned to solving them. I’m using projects like the draining of a bottle and carpet friction experiments to assess if my students truly understand why they do algebra and calculus, and are able to apply the techniques they’ve learned.

Caveat: It is important to note, however, that being able to solve real-world problems requires some abstract thinking skills that adolescents are still developing. Yet, even though a lot of the basic learning in middle and high school consists of ingesting the language of the different fields of study — they type of thing that is easy to test — a more useful assessment is likely to be one that requires students to use their new vocabulary in written assignments, such as project reports and essays.

Don’t Study for Your Exams

cramming—short-term memorizing—does not contribute to retention or transfer [my emphasis]. It may, however, yield positive short-term results as measured by exam scores.

— Jaffee, 2012: Stop Telling Students to Study for Exams in The Chronicle of Higher Education.

It’s getting close to the end of the academic year, and exams are coming up. David Jaffee advocates that we stop telling students to study for their exams; they should, instead, study for learning and understanding.

Jaffee especially piles on on Final Exams:

This dysfunctional system reaches its zenith with the cumulative “final” exam. We even go so far as to commemorate this sacred academic ritual by setting aside a specially designated “exam week” at the end of each term. This collective exercise in sadism encourages students to cram everything that they think they need to “know” (temporarily for the exam) into their brains, deprive themselves of sleep and leisure activities, complete (or more likely finally start) term papers, and memorize mounds of information. While this traditional exercise might prepare students for the inevitable bouts of unpleasantness they will face as working adults, its value as a learning process is dubious.

Jaffee (2012).

The alternative to exams, Jaffee suggests, is formative and authentic assessment.

Crayfish in the Creek

Crayfish camouflaged against the rocks in the creek.

One of my favorite things about the Fulton School campus is the little creek that runs along the boundary. It’s small, dynamic, and teeming with life.

The crayfish are out in force at the moment. Some of the high-schoolers collected one last fall and it survived the winter in our fish tank (also populated with fish from the creek).

They are quite fascinating to observe; wandering around the sandy bed as if they own the place; aggressive with their pincers occasionally; but then darting backward amazingly fast if they feel threatened.

The one in our tank has just molted a second time, so now we have two almost perfect exoskeletons sitting around the science lab.

Crayfish exoskeleton. From pincers to tail the skeleton is approximately 10cm long.

Why are Earth’s Sunsets Red While Mars’ are Blue?

The area around the Sun is blue on Mars because the gasses in the thin atmosphere don't scatter much, but the Martian dust does (it scatters the red). Image via NASA.

The dust in Mars’ atmosphere scatters red, while the major gasses in Earth’s atmosphere (Nitrogen and Oxygen) scatter blue light. Longer wavelengths of light, like red, will bounce off (scatter) larger particles like dust, while shorter wavelengths, like blue light, will bounce of smaller particles, like the molecules of gas in the atmosphere. The phenomena is called Rayleigh scattering, and is different from the mechanism where different molecules absorb different wavelengths of light.

Ezra Block and Robert Krulwich go into details on NPR.

Blue sky in the upper right, but the dust scatters the red light.