Proposals
Below are some proposals for talks from the past (and current). By clicking on the ID number, more details are shown. By default, these are sorted chronologically (recent first) and by then by last name. The data can be sorted by alternate means by using the links at the top right, each allowing ascending or descending orders.
Displaying 381-400 of 471 results.
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ID:
480
Year: 2017
Name: Robert Calcaterra
Institution: University of Wisconsin - Platteville
Subject area(s): real analysis
Title of Talk: Jordan's Proof of the Fundamental Theorem of Algebra
Abstract: The most common proofs of the Fundamental Theorem of Algebra rely on either Galois Theory or complex variables. This talk will present a proof of this theorem that primarily employs real analysis and DeMoivre's Theorem that appeared in Jordan's text from nineteenth century. Undergraduate mathematics majors who have had an undergraduate real analysis course should be able follow the talk.
Year: 2017
Name: Robert Calcaterra
Institution: University of Wisconsin - Platteville
Subject area(s): real analysis
Title of Talk: Jordan's Proof of the Fundamental Theorem of Algebra
Abstract: The most common proofs of the Fundamental Theorem of Algebra rely on either Galois Theory or complex variables. This talk will present a proof of this theorem that primarily employs real analysis and DeMoivre's Theorem that appeared in Jordan's text from nineteenth century. Undergraduate mathematics majors who have had an undergraduate real analysis course should be able follow the talk.
ID:
481
Year: 2017
Name: Alex Nowak
Institution: Iowa State University
Subject area(s): quasigroups, universal algebra, design theory
Title of Talk: Semisymmetric quasigroups
Abstract: Specified by Latin squares, quasigroups, often referred to as the ``nonassociative groups," seem, on the surface at least, to be objects of strictly combinatorial interest. However, quasigroups may also be specified as type (2, 2, 2) algebras satisfying equational identities, thus forming a variety in the universal algebraic sense. After introducing quasigroups through basic definitions and examples, we'll move into a discussion of the class of semisymmetric quasigroups. This class provides some nice illustrations of the interplay between algebra, combinatorics (in particular, design theory), and geometry that is provoked by quasigroup theory.
Year: 2017
Name: Alex Nowak
Institution: Iowa State University
Subject area(s): quasigroups, universal algebra, design theory
Title of Talk: Semisymmetric quasigroups
Abstract: Specified by Latin squares, quasigroups, often referred to as the ``nonassociative groups," seem, on the surface at least, to be objects of strictly combinatorial interest. However, quasigroups may also be specified as type (2, 2, 2) algebras satisfying equational identities, thus forming a variety in the universal algebraic sense. After introducing quasigroups through basic definitions and examples, we'll move into a discussion of the class of semisymmetric quasigroups. This class provides some nice illustrations of the interplay between algebra, combinatorics (in particular, design theory), and geometry that is provoked by quasigroup theory.
ID:
482
Year: 2017
Name: Alex Nowak
Institution: Iowa State University
Subject area(s):
Title of Talk: Semisymmetric quasigroups
Abstract: Specified by Latin squares, quasigroups, often referred to as the ``nonassociative groups," seem, on the surface at least, to be objects of strictly combinatorial interest. However, quasigroups may also be specified as type (2, 2, 2) algebras satisfying equational identities, thus forming a variety in the universal algebraic sense. After introducing quasigroups through basic definitions and examples, we'll move into a discussion of the class of semisymmetric quasigroups. This class provides some nice illustrations of the interplay between algebra, combinatorics (in particular, design theory), and geometry that is provoked by quasigroup theory.
Year: 2017
Name: Alex Nowak
Institution: Iowa State University
Subject area(s):
Title of Talk: Semisymmetric quasigroups
Abstract: Specified by Latin squares, quasigroups, often referred to as the ``nonassociative groups," seem, on the surface at least, to be objects of strictly combinatorial interest. However, quasigroups may also be specified as type (2, 2, 2) algebras satisfying equational identities, thus forming a variety in the universal algebraic sense. After introducing quasigroups through basic definitions and examples, we'll move into a discussion of the class of semisymmetric quasigroups. This class provides some nice illustrations of the interplay between algebra, combinatorics (in particular, design theory), and geometry that is provoked by quasigroup theory.
ID:
483
Year: 2017
Name: Matt Rissler
Institution: Loras College
Subject area(s): Linear Algebra, Sports Analytics, Computing
Title of Talk: Ranking teams, predicting outcomes, tuning parameters and getting stuck
Abstract: I have been ranking sports for the last couple years, using a combination of a Markov Chain for determining the quality of a win based on the margin of victory, and a Markov Chain for aggregating results across the network of games. From this information, I've started predicting the outcome of games, however, this raises an interesting eigenvector problem that I have yet to solve. In this talk, I'll describe my rankings, give some rankings/predictions, describe the problems I've run into, and describe the future plans for improving my rankings.
Year: 2017
Name: Matt Rissler
Institution: Loras College
Subject area(s): Linear Algebra, Sports Analytics, Computing
Title of Talk: Ranking teams, predicting outcomes, tuning parameters and getting stuck
Abstract: I have been ranking sports for the last couple years, using a combination of a Markov Chain for determining the quality of a win based on the margin of victory, and a Markov Chain for aggregating results across the network of games. From this information, I've started predicting the outcome of games, however, this raises an interesting eigenvector problem that I have yet to solve. In this talk, I'll describe my rankings, give some rankings/predictions, describe the problems I've run into, and describe the future plans for improving my rankings.
ID:
484
Year: 2017
Name: Angela Kohlhaas
Institution: Loras College
Subject area(s):
Title of Talk: Math in Art and Music Revised and Revisited
Abstract: Last January term, I taught Math in Art and Music for a second time. In this talk, I will share some of the revisions I made and some of my favorite projects from the course. Highlights include using GeoGebra for spatial reasoning, creating axiomatic art, and constructing musical fractal compositions.
Year: 2017
Name: Angela Kohlhaas
Institution: Loras College
Subject area(s):
Title of Talk: Math in Art and Music Revised and Revisited
Abstract: Last January term, I taught Math in Art and Music for a second time. In this talk, I will share some of the revisions I made and some of my favorite projects from the course. Highlights include using GeoGebra for spatial reasoning, creating axiomatic art, and constructing musical fractal compositions.
ID:
485
Year: 2017
Name: Jong Hoon Bae
Institution: Grinnell College
Subject area(s):
Title of Talk: Cauldron: An IDE for Modular Development of Chemical Reaction Networks
Abstract: Chemical reaction networks (CRNs) are widely used in the physical sciences to model reactions between molecules, and they are closely related to Petri nets and population protocols. Although the CRN model is equivalent in power to modern programming languages, it does not naturally support important software engineering principles such as abstraction and reuse. As a result, CRNs are challenging to debug, verify, extend, reuse, and maintain. In this talk we introduce Cauldron, an integrated development environment (IDE) for modular CRN development. Cauldron supports three new CRN design methods introduced by Klinge, Lathrop, and Lutz in 2016: (1) Input/output CRNs, (2) closed-sub CRNS, and (3) extension operators. I/O CRNs extend the CRN model to allow receiving external input signals. A closed sub-CRN encapsulates a behavior within an existing CRN in a way that is self-contained. Extension operators are used to automatically add functionality to a CRN without affecting its original behavior. By making these methods practical to developers, Cauldron naturally supports modular CRN design. For example, users can divide a CRN into independent sub-CRNs, test them separately, and reuse them in other CRNs. Furthermore, users can mark species as inputs and specify them with common elementary functions, by drawing a function, or by connecting them to another CRN. Many commonly used CRNs and extension operators are also included as libraries in Cauldron.
Year: 2017
Name: Jong Hoon Bae
Institution: Grinnell College
Subject area(s):
Title of Talk: Cauldron: An IDE for Modular Development of Chemical Reaction Networks
Abstract: Chemical reaction networks (CRNs) are widely used in the physical sciences to model reactions between molecules, and they are closely related to Petri nets and population protocols. Although the CRN model is equivalent in power to modern programming languages, it does not naturally support important software engineering principles such as abstraction and reuse. As a result, CRNs are challenging to debug, verify, extend, reuse, and maintain. In this talk we introduce Cauldron, an integrated development environment (IDE) for modular CRN development. Cauldron supports three new CRN design methods introduced by Klinge, Lathrop, and Lutz in 2016: (1) Input/output CRNs, (2) closed-sub CRNS, and (3) extension operators. I/O CRNs extend the CRN model to allow receiving external input signals. A closed sub-CRN encapsulates a behavior within an existing CRN in a way that is self-contained. Extension operators are used to automatically add functionality to a CRN without affecting its original behavior. By making these methods practical to developers, Cauldron naturally supports modular CRN design. For example, users can divide a CRN into independent sub-CRNs, test them separately, and reuse them in other CRNs. Furthermore, users can mark species as inputs and specify them with common elementary functions, by drawing a function, or by connecting them to another CRN. Many commonly used CRNs and extension operators are also included as libraries in Cauldron.
ID:
486
Year: 2017
Name: Jong Hoon Bae
Institution: Grinnell College
Subject area(s):
Title of Talk: Cauldron: An IDE for Modular Development of Chemical Reaction Networks
Abstract: Chemical reaction networks (CRNs) are widely used in the physical sciences to model reactions between molecules, and they are closely related to Petri nets and population protocols. Although the CRN model is equivalent in power to modern programming languages, it does not naturally support important software engineering principles such as abstraction and reuse. As a result, CRNs are challenging to debug, verify, extend, reuse, and maintain. In this talk we introduce Cauldron, an integrated development environment (IDE) for modular CRN development. Cauldron supports three new CRN design methods introduced by Klinge, Lathrop, and Lutz in 2016: (1) Input/output CRNs, (2) closed-sub CRNS, and (3) extension operators. I/O CRNs extend the CRN model to allow receiving external input signals. A closed sub-CRN encapsulates a behavior within an existing CRN in a way that is self-contained. Extension operators are used to automatically add functionality to a CRN without affecting its original behavior. By making these methods practical to developers, Cauldron naturally supports modular CRN design. For example, users can divide a CRN into independent sub-CRNs, test them separately, and reuse them in other CRNs. Furthermore, users can mark species as inputs and specify them with common elementary functions, by drawing a function, or by connecting them to another CRN. Many commonly used CRNs and extension operators are also included as libraries in Cauldron.
Year: 2017
Name: Jong Hoon Bae
Institution: Grinnell College
Subject area(s):
Title of Talk: Cauldron: An IDE for Modular Development of Chemical Reaction Networks
Abstract: Chemical reaction networks (CRNs) are widely used in the physical sciences to model reactions between molecules, and they are closely related to Petri nets and population protocols. Although the CRN model is equivalent in power to modern programming languages, it does not naturally support important software engineering principles such as abstraction and reuse. As a result, CRNs are challenging to debug, verify, extend, reuse, and maintain. In this talk we introduce Cauldron, an integrated development environment (IDE) for modular CRN development. Cauldron supports three new CRN design methods introduced by Klinge, Lathrop, and Lutz in 2016: (1) Input/output CRNs, (2) closed-sub CRNS, and (3) extension operators. I/O CRNs extend the CRN model to allow receiving external input signals. A closed sub-CRN encapsulates a behavior within an existing CRN in a way that is self-contained. Extension operators are used to automatically add functionality to a CRN without affecting its original behavior. By making these methods practical to developers, Cauldron naturally supports modular CRN design. For example, users can divide a CRN into independent sub-CRNs, test them separately, and reuse them in other CRNs. Furthermore, users can mark species as inputs and specify them with common elementary functions, by drawing a function, or by connecting them to another CRN. Many commonly used CRNs and extension operators are also included as libraries in Cauldron.
ID:
487
Year: 2017
Name: Jacob Heidenreich
Institution: Loras College
Subject area(s): teaching college math
Title of Talk: Using Games in the Classroom
Abstract: In this talk, Dr. Heidenreich will be presenting several games he's developed to teach various concepts in his classroom. Included would be games usable in College Algebra, Pre-Calculus, and Calculus, involving the concepts of increasing and decreasing, concave up and concave down, limits and asymptotes. Attendees can get electronic versions of all the games shared at this talk.
Year: 2017
Name: Jacob Heidenreich
Institution: Loras College
Subject area(s): teaching college math
Title of Talk: Using Games in the Classroom
Abstract: In this talk, Dr. Heidenreich will be presenting several games he's developed to teach various concepts in his classroom. Included would be games usable in College Algebra, Pre-Calculus, and Calculus, involving the concepts of increasing and decreasing, concave up and concave down, limits and asymptotes. Attendees can get electronic versions of all the games shared at this talk.
ID:
488
Year: 2017
Name: Jacob Heidenreich
Institution: Loras College
Subject area(s): teaching college math
Title of Talk: Using Games in the Classroom
Abstract: In this talk, Dr. Heidenreich will demonstrate several games he's developed to teach various mathematical concepts. The games investigate the ideas of increasing and decreasing functions, concavity, asymptotes and limits, and would be suitable for College Algebra through Calculus I. Electronic versions of the games will be share with any attendee interested.
Year: 2017
Name: Jacob Heidenreich
Institution: Loras College
Subject area(s): teaching college math
Title of Talk: Using Games in the Classroom
Abstract: In this talk, Dr. Heidenreich will demonstrate several games he's developed to teach various mathematical concepts. The games investigate the ideas of increasing and decreasing functions, concavity, asymptotes and limits, and would be suitable for College Algebra through Calculus I. Electronic versions of the games will be share with any attendee interested.
ID:
489
Year: 2017
Name: Deanna Haunsperger
Institution: Carleton College
Subject area(s):
Title of Talk: A Glimpse at the Horizon
Abstract: What do a square-wheeled bicycle, a 17th-century French painting, and the Indiana legislature all have in common? They appear among the many bright stars on the mathematical horizon, or, um, in Math Horizons. Math Horizons, the undergraduate magazine started by the MAA in 1994, publishes articles to introduce students to the world of mathematics outside the classroom. Some of mathematics’ best expositors have written for MH over the years; here is an idiosyncratic tour of the first ten years of Horizons.
Year: 2017
Name: Deanna Haunsperger
Institution: Carleton College
Subject area(s):
Title of Talk: A Glimpse at the Horizon
Abstract: What do a square-wheeled bicycle, a 17th-century French painting, and the Indiana legislature all have in common? They appear among the many bright stars on the mathematical horizon, or, um, in Math Horizons. Math Horizons, the undergraduate magazine started by the MAA in 1994, publishes articles to introduce students to the world of mathematics outside the classroom. Some of mathematics’ best expositors have written for MH over the years; here is an idiosyncratic tour of the first ten years of Horizons.
ID:
490
Year: 2017
Name: Deanna Haunsperger
Institution: Carleton College
Subject area(s):
Title of Talk: Does Your Vote Count?
Abstract: Are you frustrated that your candidate never wins? Does it seem like your vote doesn’t count? Maybe it doesn’t. Or at least not as much as the voting method with which you choose to tally the votes. Together we’ll take a glimpse into the important, interesting, paradoxical world of the mathematics behind tallying elections.
Year: 2017
Name: Deanna Haunsperger
Institution: Carleton College
Subject area(s):
Title of Talk: Does Your Vote Count?
Abstract: Are you frustrated that your candidate never wins? Does it seem like your vote doesn’t count? Maybe it doesn’t. Or at least not as much as the voting method with which you choose to tally the votes. Together we’ll take a glimpse into the important, interesting, paradoxical world of the mathematics behind tallying elections.
ID:
491
Year: 2017
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Five Types of Discrete Mathematics Problems that Should Be Part of Every College Student’s Quantitative Literacy Expectations
Abstract: Quantitative literacy requirements (aka general education math requirements) should include some discrete mathematics, in addition to the most commonly included areas–algebra, statistics, and probability. In particular, in this talk I propose that all college students should have some understanding of five discrete mathematics problem types – enumeration, sequential change, networks, fair decision making, and information processing. This proposal has implications for developmental math courses as well as quantitative literacy and math for liberal arts courses. I will present some elaboration and examples.
Year: 2017
Name: Eric Hart
Institution: Grand View University
Subject area(s):
Title of Talk: Five Types of Discrete Mathematics Problems that Should Be Part of Every College Student’s Quantitative Literacy Expectations
Abstract: Quantitative literacy requirements (aka general education math requirements) should include some discrete mathematics, in addition to the most commonly included areas–algebra, statistics, and probability. In particular, in this talk I propose that all college students should have some understanding of five discrete mathematics problem types – enumeration, sequential change, networks, fair decision making, and information processing. This proposal has implications for developmental math courses as well as quantitative literacy and math for liberal arts courses. I will present some elaboration and examples.
ID:
492
Year: 2017
Name: Alex Schulte
Institution: Iowa State University
Subject area(s):
Title of Talk: Anti-Van der Waerden number of 3-term arithmetic progression
Abstract: A set is rainbow if each element of the set is a di erent color. The anti-van der Waerden number of the integers from 1 to n, denoted by aw([n]; k), is the least positive integer r such that every exact r-coloring of [n] contains a rainbow k-term arithmetic progression. The exact value of the anti-van der Waerden number of the integers where k = 3 is given by aw([n]; 3) = dlog3 ne+2. The anti-van der Waerden number can also be de ned on graphs, where aw(G; k) is the least number of colors such that every coloring contains a rainbow k-term arithmetic progression. Bounds on the anti-van der Wareden number of graphs have been established and exact values are known for certain families of graphs. Keywords: Rainbow, r
Year: 2017
Name: Alex Schulte
Institution: Iowa State University
Subject area(s):
Title of Talk: Anti-Van der Waerden number of 3-term arithmetic progression
Abstract: A set is rainbow if each element of the set is a di erent color. The anti-van der Waerden number of the integers from 1 to n, denoted by aw([n]; k), is the least positive integer r such that every exact r-coloring of [n] contains a rainbow k-term arithmetic progression. The exact value of the anti-van der Waerden number of the integers where k = 3 is given by aw([n]; 3) = dlog3 ne+2. The anti-van der Waerden number can also be de ned on graphs, where aw(G; k) is the least number of colors such that every coloring contains a rainbow k-term arithmetic progression. Bounds on the anti-van der Wareden number of graphs have been established and exact values are known for certain families of graphs. Keywords: Rainbow, r
ID:
493
Year: 2017
Name: Sarah Schoel
Institution: Loras College
Subject area(s):
Title of Talk: Fractal Sequence Analysis and Creation of Art and Music
Abstract: For my seminar project, I have been analyzing fractal sequences and using them to create images and to modify musical compositions. A fractal sequence has a pattern that repeats at all scales. One well-known sequence is the Thue-Morse Sequence. This sequence is created by translating the positive integers into base(2) and then adding the digits for each number and taking mod(2) of the result. This forms a pattern of zeroes and ones that continues infinitely. If consecutive numbers are put into groups of two, a unique characteristic about this sequence is revealed. When the first number of every set is kept and the second removed, the remaining numbers create the original pattern. I have shown that translating the integers into base(n) and summing digits mod(n) elicits a similar pattern. I will show how these sequences can then be translated into art and music and analyze the results.
Year: 2017
Name: Sarah Schoel
Institution: Loras College
Subject area(s):
Title of Talk: Fractal Sequence Analysis and Creation of Art and Music
Abstract: For my seminar project, I have been analyzing fractal sequences and using them to create images and to modify musical compositions. A fractal sequence has a pattern that repeats at all scales. One well-known sequence is the Thue-Morse Sequence. This sequence is created by translating the positive integers into base(2) and then adding the digits for each number and taking mod(2) of the result. This forms a pattern of zeroes and ones that continues infinitely. If consecutive numbers are put into groups of two, a unique characteristic about this sequence is revealed. When the first number of every set is kept and the second removed, the remaining numbers create the original pattern. I have shown that translating the integers into base(n) and summing digits mod(n) elicits a similar pattern. I will show how these sequences can then be translated into art and music and analyze the results.
ID:
494
Year: 2017
Name: Matthew Graham
Institution: Northeastern Illinois University
Subject area(s):
Title of Talk: Promoting Out-of-Class Engagement Using Piazza
Abstract: This talk is aimed at sharing many lessons learned regarding how to promote quality out-of-class engagement. We discuss implementation of Piazza and online quizzes in a flipped "Introduction to Proofs" course taught over six terms across two Universities. We view this course as a communications course. Our students need to learn how to communicate Mathematics informally and formally both verbally and in written form. We have found the flipped structure allows for ample time for our students to learn how to communicate Mathematics informally as they discuss the various problems with classmates. We have also found that increasing the informal communication skills of our students usually doesn't correspond to an increase in their formal writing. We use Piazza as a way of providing massive amounts of formative assessment aimed at perfecting their formal writing skills and we use online quizzes both as reading quizzes and as flash cards to help students memorize and understand the definitions in the course.
Year: 2017
Name: Matthew Graham
Institution: Northeastern Illinois University
Subject area(s):
Title of Talk: Promoting Out-of-Class Engagement Using Piazza
Abstract: This talk is aimed at sharing many lessons learned regarding how to promote quality out-of-class engagement. We discuss implementation of Piazza and online quizzes in a flipped "Introduction to Proofs" course taught over six terms across two Universities. We view this course as a communications course. Our students need to learn how to communicate Mathematics informally and formally both verbally and in written form. We have found the flipped structure allows for ample time for our students to learn how to communicate Mathematics informally as they discuss the various problems with classmates. We have also found that increasing the informal communication skills of our students usually doesn't correspond to an increase in their formal writing. We use Piazza as a way of providing massive amounts of formative assessment aimed at perfecting their formal writing skills and we use online quizzes both as reading quizzes and as flash cards to help students memorize and understand the definitions in the course.
ID:
495
Year: 2017
Name: Alli Ewald
Institution: Loras College
Subject area(s):
Title of Talk: Matrix Rankings as Predictors of IIAC Basketball
Abstract: The largest sports betting event of the year in the United States is during the March Madness tournament. For my research project we are looking at different methods to predict the outcomes of the tournament. In this talk, I will discuss several matrix-based methods that we have considered and compare the accuracy of the predictions for each method at the end of the regular season to the outcome of the tournament for men’s Basketball in the IIAC.
Year: 2017
Name: Alli Ewald
Institution: Loras College
Subject area(s):
Title of Talk: Matrix Rankings as Predictors of IIAC Basketball
Abstract: The largest sports betting event of the year in the United States is during the March Madness tournament. For my research project we are looking at different methods to predict the outcomes of the tournament. In this talk, I will discuss several matrix-based methods that we have considered and compare the accuracy of the predictions for each method at the end of the regular season to the outcome of the tournament for men’s Basketball in the IIAC.
ID:
496
Year: 2017
Name: Al Hibbard
Institution: Central College
Subject area(s):
Title of Talk: Some applications of the Archimedean Property
Abstract: I will look at some applications of the Archimedean Property both within and about my teaching.
Year: 2017
Name: Al Hibbard
Institution: Central College
Subject area(s):
Title of Talk: Some applications of the Archimedean Property
Abstract: I will look at some applications of the Archimedean Property both within and about my teaching.
ID:
512
Year: 2018
Name: Katherine Vance
Institution: Simpson College
Subject area(s):
Title of Talk: Sine, Cosine, and Euler
Abstract: In mid-September, I attended a training workshop for the TRIUMPHS project. The goal of the project is to develop materials to teach core mathematical content using primary historical sources and active learning techniques. At the end of September, I site-tested one of the TRIUMPHS Primary Source Projects, ``The Derivatives of the Sine and Cosine Functions," in my Calculus 1 class. I will give a little bit of background on the TRIUMPHS project and share my experience as a site tester.
Year: 2018
Name: Katherine Vance
Institution: Simpson College
Subject area(s):
Title of Talk: Sine, Cosine, and Euler
Abstract: In mid-September, I attended a training workshop for the TRIUMPHS project. The goal of the project is to develop materials to teach core mathematical content using primary historical sources and active learning techniques. At the end of September, I site-tested one of the TRIUMPHS Primary Source Projects, ``The Derivatives of the Sine and Cosine Functions," in my Calculus 1 class. I will give a little bit of background on the TRIUMPHS project and share my experience as a site tester.
ID:
513
Year: 2018
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): topology
Title of Talk: Playing with topology: knots and branched covers
Abstract: In joint work with undergraduate Dan Tarnow, we played with lifting knot diagrams from the sphere to other surfaces using branched covers and a combinatorial construction called a 'butterfly diagram.' We played with many examples, including finding many lifts of the trefoil. I'll share our small collection of results, some of the 3d printed knots that Dan made, and how I am pretty sure we asked the wrong questions.
Year: 2018
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): topology
Title of Talk: Playing with topology: knots and branched covers
Abstract: In joint work with undergraduate Dan Tarnow, we played with lifting knot diagrams from the sphere to other surfaces using branched covers and a combinatorial construction called a 'butterfly diagram.' We played with many examples, including finding many lifts of the trefoil. I'll share our small collection of results, some of the 3d printed knots that Dan made, and how I am pretty sure we asked the wrong questions.
ID:
514
Year: 2018
Name: Brittney Miller
Institution: Coe College
Subject area(s):
Title of Talk: Using Playdough and 3D Prints to Visualize Volumes
Abstract: Using two-dimensional images to visualize three-dimensional objects can be challenging. Instead, playdough and 3D prints can help us better understand different shapes and their cross sections. Let’s have some fun with these physical representations of objects to more clearly illustrate and help our students learn how to, for example, set up volume integrals.
Year: 2018
Name: Brittney Miller
Institution: Coe College
Subject area(s):
Title of Talk: Using Playdough and 3D Prints to Visualize Volumes
Abstract: Using two-dimensional images to visualize three-dimensional objects can be challenging. Instead, playdough and 3D prints can help us better understand different shapes and their cross sections. Let’s have some fun with these physical representations of objects to more clearly illustrate and help our students learn how to, for example, set up volume integrals.