A project of the
Vermont State Mathematics Coalition
Bring
college and university mathematicians to your classroom!
Choose a topic which would be of interest to your students.
Contact the presenter directly by phone, fax, e-mail, or postal mail.
Check for prerequisites, if any.
There is no charge for this service. The presenters give of their own time, and they cover their own travel expenses.
For more information contact:
John Devino
Phone: 802-863-5403
E-mail: devino13@comcast.net
George Ashline
Saint Michael’s College
Phone: (802) 654-2434
E-mail:
gashline@smcvt.edu
I am willing to present to multiple classes at once, as well as visit different classes on the same day. I have given versions of these talks at various levels, from high school to elementary school. I have much faculty consultant experience in grading AP Calculus Free Response questions, and I would be willing to answer questions that any AP Calculus teachers may have about that.
“Correlation Properties and Applications”
Through an activity and examples, we investigate properties of scatter plots and correlation in context, leading to a discussion of the correlation coefficient and challenges inherent in attempting to find causal links between variables. If time and technology permit, students can explore the online Correlation Guessing Game.
Prerequisite: Familiarity with the concepts of the mean and standard deviation of a variable (also, two-variable statistics calculators are helpful)
“An Introduction to Bias and Margin of Error”
Through an initial activity, we explore the potential impact of bias in statistical analysis. We can also consider how bias may arise in survey questions and ways that it can be reduced. In another activity, we can consider different types of error that may impact a survey or experiment and the meaning of margin of error.
Prerequisite: Familiarity with averages, percentages, and surveys
“Exponential Functions in Snowflakes, Carpets, and Paper Folding”
Through constructions of initial stages of several fractals, students can explore and represent underlying patterns using exponential functions. Other examples of exponential functions and their properties can be discussed. If time permits, students can play the Chaos Game to “create” the Sierpinski Triangle.
Prerequisite: Familiarity with exponents and functions
“Number Pattern Challenges”
How can you predict the value of a secret number based on its location on some "magical" cards? How can you advise a game show host as to how to best award prizes from one dollar up to one thousand dollars using only dollar bills filling a mere ten envelopes? How can we guide a local farmer about using an amazing forty pound broken rock to measure various weights from one pound up to forty pounds? These challenges and more reveal fascinating patterns of numbers, and strategies for solving problems.
“Framing the Proof of the Pythagorean Theorem and Investigating Some Interesting Pythagorean Triple Properties”
We will begin this session with some hands-on proofs of the Pythagorean using sets of congruent right triangles and other famous methods, with some interesting historical connections to some ancient mathematicians and civilizations. We will then discuss Pythagorean triples and some of their properties, including some neat connections that they have with Fibonacci numbers.
“Encountering the Great Problems from Antiquity: Hands-On Trisection, Duplication, and Quadrature”
The Ancient Greeks grappled with the three classical problems of trisecting an angle, doubling the volume of a cube, and squaring a circle using only straightedge and compass constructions. These constructions were shown to be impossible millennia later with the evolution of abstract algebra and analysis in the nineteenth century.
We will consider some of the rich approaches that have arisen to solve these problems using additional techniques and tools, including origami. Along the way, we will encounter some interesting work of such mathematicians as Archimedes and Eratosthenes and more recent scholars.
“Estimating the Circumference of the Earth – Following in the Shadow of Eratosthenes”
The goal of this activity is to recreate to a certain degree the remarkable estimate of the circumference of the earth done by the Greek mathematician Eratosthenes over two millennia ago. Using the length of the sun’s shadow at high noon (“sun transit”) at two locations, groups will estimate the “sun” angle (the angle between the sun’s rays and a vertical stick) at these two locations. Knowing the “sun” angle at two different locations will allow us to estimate the circumference of the earth.
Joanna Ellis-Monaghan
Saint Michael’s College
Phone: (802)
654-2660
E-mail: jellis-monaghan@smcvt.edu
Willing
to do multiple classes at one location.
"Instant
Insanity"
A
hands-on introduction to mathematical modeling with graph theory.
"Networks and Graphs"
The above model intercommunications, relationships, and conflicts. We will explore a variety of applications from: the internet, the stock market, classroom scheduling, power grids, the Kevin Bacon game, computer chips, social circles, and DNA.
"To Knot or
Not"
Is
your shoelace really knotted? How can you tell? A gentle introduction
to knot theory.
"Graph Theory in
the Real World"
Where
does math come from”? We will see some of the new math in network
theory being developed today as well as some of the critical
applications driving its creation. In particular, we will see new
mathematical theory created for DNA origami and tile assembly used
for biomolecular computing, nanoelectronics, and cutting-edge
medicine. We conclude the talk by showcasing examples of what
mathematicians do in real life, and how some of the top jobs use
mathematical skills.
Prerequisite: Grade 6 and up
Length of
Presentation: 20 min to 2 hours (longer versions may have some hands
on activities).
David Hathaway
Past instructor in CS & EE at University of Vermont, IBM (retired)
Phone: 802-899-9982
E-mail:
david.hathaway.78@gmail.com
"3D Printing, in Space and at Home"
When they needed a wrench on the international space station, instead of waiting for the next supply flight, they beamed up the design and used a 3D printer to make one on the spot. We talk about how they work, watch a printer I made printing something, and pass around some things I've printed with it. We'll also talk about how you can design objects to be printed by adding, subtracting, intersecting, rotating, moving, and scaling a few basic 3D geometric figures.
Level: Middle School or High School
Length: 60 to 80 minutes (80
preferred)
Prerequisites: None (This is mostly to interest
students in possible applications of math and technology. The math
discussion is optional, and can include some algebra, basic planar
geometry, and graphing points in 2 or 3 dimensions).
Other
requirements:
An electrical outlet (for the printer and the
laptop to drive it).
A table on which to set up the printer
(about 3 feet by 2 feet).
A VGA projector
"Where am I? - How GPS Works"
We start with an overview of the latitude / longitude / altitude coordinate system, and then do a little review of celestial navigation methods and history. We then talk about how a GPS receiver works (and why GPS satellites do not have to know where receivers are, or even if any are listening), and do a hands on exercise with tape measures to demonstrate the basic idea of triangulation. If there's time we'll wrap up by talking about some of the complications in real life, like non-uniform and non-spherical earth, relativistic time dilation due to the earth's gravity.
Karla Karstens
University of Vermont
Phone: (802)
878-7322
E-mail: karla.karstens@uvm.edu
“The Mathematics of Sharing: Getting Your Piece of the Pie”
Your family inherits some artifacts that need to be distributed among all the relatives, or you want to divide a pizza among friends. How can you accomplish this so everyone involved gets a fair share? Principles of fair division lead to the solution of this class of problems.
Prerequisite: Middle School level or
above
Length 40 – 50 minutes
Gerard T. LaVarnway
Norwich University
Phone: (802) 485-2325
Fax:
(802) 485-2333
E-mail: lavarnwa@norwich.edu
“Cryptology: The Art and Science of Secret Writing”
An introduction to cryptology will be given. The history of cryptology will be discussed from the time of Caesar to the present. Various ciphers will be demonstrated. The mathematical foundations of ciphers will be discussed.
Prerequisite: Grades 9 – 12
Length 40 – 50 minutes
“The Use of Linear Algebra in Cryptology”
Humankind is fascinated with message concealment. Cryptology – the art and science of secret writing enjoys a rich history of mystery, intrigue and suspense. For mathematicians, cryptology employs applications of mathematics from a variety of fields including linear algebra. Examples of matrix techniques for encryption and decryption will be discussed. In particular, the Hill cipher will be demonstrated. Techniques for decrypting secret messages will be demonstrated.
Prerequisite: Grades 9 – 12
Length 40 – 50 minutes
Daisy McCoy
Northwestern Vermont University - Lyndon
Phone:
(802)
626-6260
E-mail: daisy.mccoy@northernvermont.edu
Travel Limitations: Northeast Vermont
"The Magic of Nine"
There are a number of special properties of the number 9. This session will look at these properties and other properties of our number system such as "casting out nines" and doing number tricks.
Prerequisite:
Can be adapted to various levels.
Length of Presentation: 40 –
80 minutes
"Math
Like an Egyptian"
Four
thousand years ago the Egyptians were writing numbers and doing
mathematics. Try out some of the computational methods they used and
look at some of the problems they did.
Prerequisite:
Multiplication and Fractions
Length of Presentation: 40 to 80
minutes
Travel Limitations: Northern or Eastern Vermont
“Mayan Mathematics”
The Mayan numeration system, the first to develop the concept of zero, will be investigated. Pictures of monuments will be used to identify the numerals. Mayan arithmetic and the development of a calendar will also be covered.
Grade Level: Adapted to 3 – 12
Bjoern Muetzel
Dartmouth College
Phone: (603) 646-1720
E-mail: Bjoern.J.Muetzel@dartmouth.edu
Web page: www.math.dartmouth.edu/~mutzel/outreach.php
I can talk to multiple classes or visit different classes on the same day. The presentations with activities are suited for up to 60 students. All necessary material will be provided.
"Reach out and touch space!"
Using tiles, geometric LEGOs, and 3D prints, we explore the fascinating world of tessellations in the plane, on the sphere, and even in the mysterious hyperbolic space. Additionally, we construct the five perfect polyhedra – the Platonic solids – and prove that there can only be those five. Suited for elementary or high school students.
"Build your own polyhedra"
Using geometiles, we explore how many symmetric polyhedra can be built by using only a single type of regular polygon. We will prove that there are only five such polyhedra – the Platonic solids. We then explore the Archimedean solids which we obtain when we relax our condition and allow several different regular polygons in our construction. These have been used by Johannes Kepler in the 16th century in his attempt to justify why the sun is the center of our solar system. Suited for high school students.
Michael Olinick
Middlebury College
Phone: (802) 443-5559
Fax:
(802) 443-2080
E-mail: molinick@middlebury.edu
"Cryptology: The Mathematics of Making and Breaking Secret Codes"
Mathematics provides the answer
"The Near-Sighted Fly: A Topological View of the Universe"
Length of Presentation: 40 – 80 minutes
“I See It but I Don’t Believe It: Some Surprising Facts About Infinite Sets”
For much of the history of mathematics and Western thought, “infinity” was viewed as an unknowable subject, not susceptible to rational thought and investigation. Georg Cantor changed all this with a seemingly simple, but revolutionary breakthrough in the late 19th Century. Cantor proved a number of results about infinite sets, many of which challenge our intuitions and startled the mathematicians of his time. Even Cantor himself found it hard to believe some of his own theorems. We will examine Cantor’s controversial breakthrough and see why one leading mathematician labeled it “a disease from which mathematics will one day recover”, while another boasted that “No one shall expel us from the paradise that Cantor has created.”
Darlene M. Olsen
Norwich University
Phone (802)
485-2875
E-mail: dolsen1@norwich.edu
"Maximizing the Flight Time of a Paper Helicopter"
The mission is to design a paper helicopter that remains aloft the longest when dropped from a certain height. Various combinations of design factors contribute to the flight time.
Response surface methodology (RSM) is a statistical technique that explores optimization through experimentation. Three tools in RSM are design of experiments, multiple regression, and optimization. These tools will be used to explore efficiently the combination of design factors that will improve the performance of the paper helicopter.
Grade Level: 10 – 12
Length 30 – 45
minutes
“Mathematical Ties to Tying Neckties”
Did you ever ask the question of how many possible ways there are to tie a necktie? Furthermore, what factors determine an aesthetic tie knot? This problem can be answered using mathematics. We will discover the mathematical ways for describing how to tie necktie knots. We will also classify knots according to their size and shape.
High School level
Length 45 minutes
Rob Poodiack
Norwich University
Phone: (802)
485-2339
E-mail:
rpoodiac@norwich.edu
"Paradoxes in Probability"
In certain games, our intuition will tell us one thing, when probability calculations clearly tell us to do another. We will investigate the effect of human nature on probability using: “Let’s Make a Deal” and the Hershey’s Kiss Challenge. If time permits, we’ll engage in a series of three-way duels (“truels”).
Prerequisite: At least Algebra
Length of
Presentation: 45 – 75 minutes
Mary Beth Ruskai
Retired mathematical physicist
Phone: (802) 489-4954
E-mail: mbruskai@gmail.com
"How Steep Can a Mountain Be? How High?"
In the book Innumeracy, John Paulus estimates the volume of Mount Fuji assuming that the diameter is approximately the same as the height, an assumption that was repeated in the text For All Practical Purposes. Is this a a reasonable assumption? How does it compare to the real Mount Fuji? How does it compare to other famous mountains, e.g., the Matterhorn? How steep would a mountain have to be for this assumption to hold? How would it feel to hike up a mountain this steep? One can accompany this talk with a simple classroom exercise to test the climber’s rule of thumb that if a slope is 60^{o}. If you stand straight up and extend your arm, then your fingertip would touch the mountain.
Prerequisite: Middle school or above
"What is a Quantum Computer and Why Should You Care?"
Quantum computers can perform certain tasks much more efficiently than ordinary classical computers, including some that would make current methods of encryption insecure. However, quantum particles can also be used for new methods of cryptography. Although quantum theory is a deep subject, quantum information uses only 2-level systems which makes some of the key concepts accessible. The basics of quantum key distribution can be explained using arrows with minimal math needed (and even demonstrated using hiking poles). A talk on this topic can be adapted to almost any grade level starting with middle school.
One subtopic that can be discussed is the meaning of exponential growth by looking (without calling it that) thru a logarithmic lens. If you use of a computer for something that grows exponentially and buy one that is a million times as powerful, how many more items can you actually process?
Prerequisite: Middle school or above