Learn to Fly S60v5 ML by Jonny

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• Purchase upgrades such as gliders, rockets and fuel to help your flight!





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learn to fly 2

Chemistry Simulations vs Hands-On

Note: I'm hoping to post at least a couple more experiments here -- one that we are still trying to get to operate as advertise -- before turning our attention to biology for the coming school year. (I've just set up homebiology.blogspot.com in anticipation!)

But in the meantime I'd like to pass along an email my friend and fellow homeschooling parent Paul Fernhout sent our local homeschool email list today with some thoughts on chemistr! y simulations:

In regard to something else I am looking into, I found a website today I wanted to share by Professor William J. Vining at the State University of NY at Oneonta. He has helped develop free chemistry simulations that should run in most web browsers with a Shockwave/Flash plugin installed. At least most of the first five or ten simulations in the list at that URL should be easy enough to play with about some basic ideas of chemistry (the periodic table, etc.). I think the simulations all go with a specific text book, but the general concepts would apply for any person interested in chemistry even without a specific textbook. Essentially, these are all safe scientific toys which may (or may not) in turn inspire further interest in the topic of chemistry. So, think of most of them more as chemistry puzzles (! what could they mean?) than chemistry instruction.

! From Prof. Vining's main page:

My principal interest lies in developing and testing educational materials and methods for chemistry. The materials are primarily computer-based multimedia software systems that serve the dual purpose of simulating the exploratory nature of chemical investigation and also make use of graphical advantages of computer systems to better explain chemical concepts. The focus of these programs is to enable students of chemistry to explore chemical concepts in a manner that leads them to discover those concepts independently. Because chemical concepts are based on analysis of experimental results, the software systems we design are centered around presenting the student with information they would obtain from an experiment, along with computer-based tools for analyzing those results. This allows the student to observe trends and choose the appropriate experiment to answer a particular quest! ion. Once an area of chemistry has been presented by an interactive experimental simulation, the concept can then be explained using multimedia tools such as videos and animations. Our work involves preparation of materials appropriate for use in general, organic, inorganic, physical, and analytical chemistry. Recent projects have included work on a CD-ROM textbook for general chemistry and currently we are working on modules for organic chemistry.

He has some other resources linked from his main page, like some videos of mixing chemicals (though the one I tried did not play well for me). He also has some downloadable things (for Windows?) I did not try.

The Concord Consortium is another site with high quality free learning resources related to chemistry and other things as well, including for example CC Atoms. But some of these resources are harder things t! o try as they require Java and perhaps locally installing some! things. Many (but not all) of these resources are designed for college courses, but could be fun to just play with for someone interested in chemistry who at least knew a bit to get
started with.

A chemistry simulation is definitely IMHO a good use of computers for older homeschoolers, since real (sometimes dangerous) chemistry sets are hard to get these days, making chemistry otherwise difficult to really explore in detail at home. There are some nostalgia and warnings there in the comments about old chemistry sets by the way (some had radioactive materials). There is a link in the comments to that blog post to a supposedly interesting set at Edmunds Scientific. But that set is $200 and obviously is going to take some supervision and pose some risks.

Scientific Explorer's Fizzy Foamy Science Kit of Safe Chemical Reactions is an example of a ($20) "safe" chemistry-related set we got for our child (age four) but it mostly just has stuff you'd find around the house like oil, baking soda, and vinegar (except maybe citric acid in pure form): "
A container of oil in it had leaked all over everything when we got it, but it cleaned up easily. It has some scientific looking stuff in it (not sure if it would be cheaper to buy it separately), but is probably not very interesting for older kids for that long.

The simulations let you try to do all sorts of things, although may be mainly of interest to older kids since they are more abstract (that is, no fizzing). Obviously, like all simulations, they are still not the same as the real thing, being worse in some ways and better than others. They will help kids get the intellectual challenge of chemistry, but th! ey won't help them gain a sense of confidence in a lab setting! they wo uld get with the real stuff. But even if you had the real stuff, I'd suggest the simulations could still be interesting (perhaps even more interesting for a motivated learner).

Thanks, Paul!

free chemistry help

New publication: Bosnian poetry in translation

New publication: book of poetry by the Bosnian poet Sasha Skenderija (Sarajevo > Prague > Ithaca) in English translation.

Why the Dwarf Had To Be Shot: Poems by Sasha Skenderija, translated from the Bosnian by Wayles Browne and others (Austin, TX: Black Buzzard Press, November 2008. ISBN 978-0-938872- 39-9) was presented with a public multimedia reading at the Pixel Lounge,
Ithaca, New York, on December 13, 2008.

Available through http://www.amazon. com/
or directly from the publisher:
See http://www.blackbuz zardpress. com/
and specifically
http://www.blackbuz zardpress. com/home5. html#sasha
(where you can see the cover and a brief description) . The same page presents the first ever book-length translation of Vojvodina Rusin poetry.

Some selections from Why the Dwarf ... can be seen at
www.skenderija. com
(upper left frame).

From a blurb for the book:
"A must-re! ad for Ithacans and a great gift for others because of its unique poetic voice and way of treating conflict and post-conflict situations, and for its Ithaca associations. Sasha Skenderija is the only Bosnian poet now active in Ithaca (he is
a librarian at the Cornell Law School library) and certainly the only one referring to our Ithaca in his works, and Cornell Slavic teacher Wayles Browne is one of a very few translators from Bosnian literature who make their homes here."

through
www.amazon.com.

Wayles Browne, Assoc. Prof. of Linguistics
Department of Linguistics
Morrill Hall 220, Cornell University
Ithaca, New York 14853, U.S.A.

tel. 607-255-0712 (o), 607-273-3009 (h)
fax 607-255-2044 (write FOR W. BROWNE)
e-mail ewb2@cornell. edu

Please quote 10 Academic Resources Daily in your application to this opportunity!

If you want to receive academic resources in y! our e-mail on daily basis, please subscribe to 10resources-sub! scribe@y ahoogroups.com.

bosnian translation free

Apex DT250 TV Converter Box Owners Manual (DTV)

Read the Apex DT250 users manual if you are an owner of the Apex DT250 digital TV converter box and you need information about operation or troubleshooting tips for your TV converter box. If you have any question that you cannot find the answer to in the owners manual regarding your converter box leave us a comment and we'll try to answer it for you.

apex answers

Spot the mistake

Spot the mistake:

3(x + 5) = 3x + 5

4(xy + y) = 4x + 4y

7(w - 4) = 7w + 28

6(a + 2) = 6a + 12

6a + 7a + 2b = 15ab

algebra equations examples

Causality First

As discussed in my last post, Lee Smolin concluded that the most promising models of quantum gravity include causality as a fundamental feature. In the next couple of posts, I’ll outline some notes from my reading regarding how this idea has been developed in several research programs. Below are brief notes on causal set theory and quantum causal histories. As always, I will make mistakes in my efforts to summarize some of the material, so please check out the papers themselves if you have interest.

Causal Sets

A very nice paper (actually lecture notes) by Rafael Sorkin was helpful in summarizing causal set theory and its application to spacetime (hat tip: Dan Christensen’s page of quantum gravity links).

As he tells the story, the idea of seeing the causal order of relativistic spacetime as its most fundamental aspect was present in the earliest days of Einstein’s theory. There were early efforts which made some headway in managing to recover the geometry of a flat four-dimensional spacetime from nothing more than the underlying point set and a timelike vector among points. The fact that the points in the manifold constitute a continuum proved to be an obstacle to this methodology. But of course the development of quantum mechanics gave good independent motivation to consider discrete models of spacetime geometry. In a discrete model, causal order plus the counting of the discrete volumes offers the potential of recovering spacetime geometry.

According to Sorkin: “The causal set idea is, in essence, nothing more than an attempt to combine the twin ideas of discreteness and order to! produce a structure on which a theory of quantum gravity can ! be based .”

The basic idea of a causal set (or “causet”) is easy enough for a layperson to understand. Sorkin defines (p.6) a causal set as a locally finite ordered set: A set endowed with a binary relation possessing 3 properties – transitivity, irreflexivity, and local finiteness (which implies discreteness). The combination of transitivity and irreflexivity rules out cycles where the timelike vector can loop back to its beginning. The set could be depicted as a graph (with the elements as vertices and the relations as edges) or as a matrix, or it can be helpful to think of it as a “family tree”. The relation between elements is one of “precedes” or “lies to the past of”, etc.

Sorkin goes on to summarize work which looks to recover the elements of spacetime by analyzing the kinematics of a causal set. As an example, he says it is known that the length of the longest chain “provides a good measur! e of the proper time (geodesic length) between any two causally related elements of a causet that can be approximated by a region of Minkowski space.” He discusses how to reconstruct other constituents of Minkowski space (M4) from its causal order and volume-elements. He then talks about recovering more geometric information, such as dimensionality. This work seemed to be less definitive in its results.

Next, he discusses routes toward causal set dynamics, and hopefully a quantum causal set dynamics. Sorkin describes an idea where you create a classical stochastic evolution of the set in a (global) time direction, and modify the results to create a quantum dynamics (this part I don’t yet understand).

Some cosmological applications are discussed, the most exciting of which (mentioned by Smolin in his book) is a correct order of magnitude prediction for the cosmological constant which emerges from the model. Given these results, Smolin expect! s the causal set research program to be an ongoing part of the! backgro und-independent approaches to quantum gravity.

Quantum Causal Histories

Causal Set theory is discrete, but at its roots not distinctively quantum (as I read it).

Quantum Causal Histories (QCH) is a model which welds quantum features to the causal elements. As described by Fotini Markopoulou (her home page is reached by clicking through to "faculty" then her name on this Perimeter Institute link) in this neat little 6-page review, the idea is to “quantize” the causal structure by attaching Hilbert spaces to the events of a causal set. “These can be thought of as elementary Planck-scale [quantum] systems that interact and evolve by rules that give rise to a discrete causal history.

Actually, she discusses the fact that the finite dimensional Hilbert spaces, following the rules of quantum mechanics, would not in g! eneral respect local causality if attached to events. Instead she says one should attach them to the causal relations (edges on a graph), with operators put on the events (nodes or vertices). Then the quantum system evolution respects local causality. There is an intuition here also that an event denotes a change, and so fits with the notion of an operator. Note also when you link quantum systems together like this, there is not a global Hilbert space or wavefunction for the whole system: if these building blocks are built up into a cosmological model, there would be no wavefunction for the universe, but a collection of local ones. By the same token, there is no observer of a global quantum system outside the universe, all the observers on the inside.

There are different ways to link the spaces up (different kinds of graphs). One way is to use the spin networks, as in loop quantum gravity. When spin networks are used in a model of the causal evolution of quantum ! spatial geometry, the nodes of the spin network graph are the ! events i n a causal set. Markopoulou details this notion and other ways QCH can be modeled. I should note that in later papers, the QCH structure appeared to be refined further; for instance this paper refers to the substituting of matrix algebras of operators for the Hilbert spaces.

This short paper concludes with references to work underway (this was a 1999 paper) to use QCH as a structure for a quantum gravity model. I will come back to QCH as part of a subsequent post with my notes on a much more recent paper by Markopoulou featuring work mentioned in Smolin’s book.

point set theory

Appropriating geometric series as a cultural tool

A couple of new articles have been published online in Educational Studies in Mathematics lately, amongst those a very interesting one by my good colleague Martin Carlsen from the University of Agder, Norway. His article is entitled: Appropriating geometric series as a cultural tool: a study of student collaborative learning. Carlsen, along with other colleagues in Agder, have been influenced by the focus on small-group problem solving that was advocated by Neil Davidson and others some years ago. The Agder group is also strongly influenced by theories related to sociocultural perspectives of teaching and learning mathematics, and this article provides a nice overview of some of these theoret! ical foundations. The research reported in this article can be placed within a qualitative, naturalistic paradigm, and the data were analyzed using a dialogical approach (Carlsen here makes use of a framework developed by two other colleagues: Maria-Luiza Cestari and Raymond Bjuland). So, if you are interested in any of the perspectives referred to above, this article should be highly relevant for you! Here is the abstract of the article:

The aim of this article is to illustrate how students, through collaborative small-group problem solving, appropriate the concept of geometric series. Student appropriation of cultural tools is dependent on five sociocultural aspects: involvement in joint activity, shared focus of attention, shared meanings for utterances, transforming actions and utterances and use of pre-existing cultural knowledge from the classroom in small-group problem solving. As an analyti! cal point of departure, four mathematical theoretical componen! ts are i dentified when appropriating the cultural tool of geometric series: (1) estimating of parameters, (2) establishing of the general term, (3) composing of the sum and (4) deciding on convergence. Analyses of five excerpts focused on the students’ social processes of knowledge objectification and the corresponding semiotic means, i.e., lecture notes, linguistic devices, gestures, head movements and gaze, to obtain shared foci and meanings. The investigation of these processes unveils the manner in which the students established links to pre-existing mathematical knowledge in the classroom and how they simultaneously combined the various mathematical theoretical components that go into appropriating the cultural tool of geometric series. From the excerpts, it is evident that the students’ participation changes throughout their involvement in the p! roblem-solving process. The students are gaining mathematical knowing through a process of transforming and by establishing shared meanings for the concept and its theoretical components.

geometric series