Friday, January 21, 2011

Software for Overworked People

Summary
The Metaist is expanding its operations to write open source software for people who have too much to do.

We're also selling t-shirts.


Clean up top, party on the sides. Or not.
(Image: Metaist)


Announcement
After a year of sporadic blogging, The Metaist is taking up the plight of the overworked professional. The point of metaist.com is to build software for people who are being distracted from doing their jobs because they are overworked.

Our first project, HebPhonics, is targeted at teachers of Hebrew fluency. Teachers, in general, tend to work a lot when they get home either grading tests or preparing lesson plans. HebPhonics was proposed by Shoshana Zazula as a way to create individually-tailored worksheets for students with special needs in an semi-automated fashion. By automating the drudgery of making worksheets, teachers can pay more attention to the actual work of improving fluency.

Oh, and by the way, we'll be funding these activities by selling t-shirts (or whatever you else you might want). We're somewhat limited in what we can offer, but we're open to suggestions.

Meta
Do you have ideas for Metaist projects? Let us know.

See Also

Friday, December 3, 2010

Dr. Tae on Teaching and Learning

Summary
Dr. Tae is a physicist advocates for cultural changes to the way that schools operate to make them useful for learning.


(Video: Vimeo)

Commentary
I found myself vigorously agreeing with Dr. Tae's presentation. I was particularly surprised by the comment by Lawrence Krauss (emphasis added):
According to a presentation Krauss delivered to the Canadian Association of Physicists' Congress Tuesday, 90 per cent of U.S. middle school science teachers have no post-secondary education in science themselves.
Of course, a lack of qualifications is irrelevant when all you need are certifications.

The humanities are sidelined as well (via Robert):
I know one of your arguments is that not every place should try to do everything. Let other institutions have great programs in classics or theater arts, you say; we will focus on preparing students for jobs in the real world. Well, I hope I've just shown you that the real world is pretty fickle about what it wants. The best way for people to be prepared for the inevitable shock of change is to be as broadly educated as possible, because today's backwater is often tomorrow's hot field.

In the course of my discussions, some people have raised the following objections to Dr. Tae's approach. Here are some of the more common reactions:

How did Dr. Tae grade the students from his "workshop" class?

I don't know, but I can ask him.

I should point out that his experiment was geared at demonstrating a new model of education--one in which grades are not emphasized because competence and mastery are the goals. Nonetheless, the question is valid, because we do not have many institutions that support his proposed model of education (although compare his model to the Yeshiva system).

Isn't Dr. Tae's model of education very expensive?

Perhaps the "workshop" aspect, but definitely not the "distributed teaching" aspect. The latter might reduce the former if "real" teaching and learning were sufficiently commonplace.

Don't some subjects have to be taught in a lecture format?

I'm not sure why this would be the case. People learn an amazing variety of information and skills "outside" of the classroom. I say "outside" to highlight the artificial nature of the boundary of where teaching / learning occurs.

Meta
I'm going to contact Dr. Tae in the next few days, so feel free to post questions for him in the comments below (deadline: Friday, 2010-12-10). I'll write a separate post if Dr. Tae responds.

See Also

Thursday, December 2, 2010

Pi v. Tau

Summary
Pi is considered one of the most important mathematical constants. However, there is a growing movement that suggests that a different constant may be easier to use and easier to teach.


We've already computed trillions of digits of pi. Don't make me restart.
(Photo: Chris Blakeley on Flickr)


Commentary
The value of pi is a constant that relates the circumference of a circle (length around the circle) to its diameter (length through the center). In 2000, Bob Palis wrote a short article called Pi is Wrong! where he outlined arguments for a different circle constant: one that relates the circumference to the radius (length from the center to any point on the circle). In June 2010, Michael Hartl published Palis' arguments as The Tau Manifesto where he suggested that the new circle constant be represented by the Greek letter tau.

The main arguments are as follows:
  1. While pi appears in many equations, it most frequently appears as 2pi. All instances of 2pi can be replaced by tau.

  2. Measuring angles in radians is much more straightforward because there are tau radians in a circle (rather than 2pi radians).

  3. The relationship between the trigonometric functions and the unit circle is easier to grasp.

  4. Euler's identity ends up sounding even more powerful: eit = 1 (A rotation by one turn in the complex plane is 1.)

  5. The area of a circle is in quadratic form similar to many other physical phenomena where two values are proportional to each other. Examples:
    • Falling in a uniform gravitational field (velocity is proportional to time)
    • Potential energy in a linear spring (force is proportional to distance)
    • Energy of motion (force is proportional to acceleration)
    So now we can add: Area of a circle (area is proportional to radius).

The arguments are persuasive and merit thought, especially for the pedagogical benefits tau provides. I suspect it will be some time before anyone adopts this constant as a matter of course, but I have no problem writing "tau = 2pi" and moving on from there.

See Also
  • Pi is Wrong! by Bob Palis for the original paper.
  • The Tau Manifesto by Michael Hartl for why tau ought to be the new circle constant.
  • Turn at Wikipedia for a historical discussion of using a turn as a unit of rotation.

Tuesday, October 12, 2010

Reader Question: How do geological layers work?

This post is a response to a reader question. Please submit suggestions for posts to metaist.blog@gmail.com. Not all questions will be answered.

Question
Reader Matthew Garland asks:
Where do geological layers come from? If remains of civilizations and eras are buried, where did the material for the top layers come from? There can't be more material now than five thousand or million years ago.

The answer to this reader question comes from Richard Lupia.

Summary
The formation of geological layers is a continuous process based on the settling of sediment and shifts in tectonic plates.


A geologic deli roll.
(Photo: Crinity at Flickr)


Explanation
Geological layers, also called beds or strata, which contain buried civilizations are composed for the most part of fragments of rocks that form when bigger rocks are broken down by water, wind, or even organisms like plants. Once broken down, the fragments, called sediment, are transported by flowing water or blowing wind. Eventually, water stops flowing or wind stops blowing and the sediment settles, be it on the river bed or on the ocean bottom, or on floodplains alongside rivers when they flood. The fossil record is primarily a record of what lived in the oceans and in and along rivers.

Inasmuch as humans are dependent on water for sustenance, irrigation, etc., the bric-a-brac of human civilizations is ideally located to be buried by sediment when the rivers flood, which many do seasonally. It is worth noting that floods add new sediment that maintains the fertility of the floodplains for agriculture which also keeps humans near rivers.

The Earth does not run out of sediment because mountains constantly form and grow (slowly) as the plates--the 14 or so massively large blocks Earth's outer "shell" made of continents and ocean floor--shuffle around and collide. As mountains go up, there is always more rock to break down.

And although adding layer upon layer of sediment does indeed produce an increasingly thick pile of rock, it need not get higher and higher. There are two main reasons. First, as old sediment is buried by new sediment, water and air are squeezed out from the spaces between the sediment, and the old layer becomes thinner. For example, 10 feet of mud will on average yield a layer of rock about 1 foot thick. Second, the colliding of plates I mentioned above warps the ground over a very large area often bending it down to form a basin which lowers the Earth's surface.

Finally, I briefly add that sediment, and the oceanic part of the plates, are eventually recycled by sinking back into the deeper layers of the Earth. Where plates sink are called 'subduction zones' and are often apparent on maps as oceanic trenches (e.g., Mariana Trench, the deepest place on the surface of the Earth). The sinking of plates at subduction zones initiates the formation and growth of another type of mountain: volcanos. The ash and debris associated with volcanic eruptions blanket the surface and frequently bury human structures. The burial of Pompeii and Herculaneum by ash from the eruption of Mount Vesuvius in 79 CE is one famous example.

Richard Lupia is an Associate Professor in the School of Geology and Geophysics at the University of Oklahoma.

Explanation text licensed under Creative Commons Attribution 3.0 Unported License. Additional editing by The Metaist.

Wednesday, October 6, 2010

Reader Post: Spicy Food

This post was submitted by reader Josh Vogel. Please submit ideas for posts to metaist.blog@gmail.com.

Commentary
Many of us enjoy spicy food. At the same time, many of us really don't like spicy food. According to an article in The New York Times, there may be more of a personality trait to this than one might have originally thought. Additionally, the fact that any human being likes spicy food might say a lot about the evolution of our species.


Not to be confused with the spice.
(Photo: Will Clayton at Flickr)

Researchers at the University of Pennsylvania say that our enjoyment (or non-enjoyment) of spicy food might have to with the unique human capability of getting pleasure out of painful experiences: "Humans and only humans get to enjoy events that are innately negative, that produce emotions or feelings that we are programmed to avoid when we come to realize that they are actually not threats," said Dr. Paul Rozin of University of Pennsylvania, who calls this trait "benign masochism". After all, we are the only animal that likes spicy food, as evidenced by the inclusion of Capsaicin (the chemical compound that makes chilies spicy) in many animal repellents.

What this might say about people who do and do not like spicy food is not covered by the article, but it doesn't take too much thinking to see if people who like spicy foods are also ones who have a high tolerance for pain.

Josh Vogel is a Candidate for the Master of Public Health at Boston University School of Public Health.

See Also
Commentary text licensed under Creative Commons Attribution 3.0 Unported License. Additional editing by The Metaist.