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 141-160 of 471 results.
Sort by:
ID:
221
Year: 2008
Name: Michael Smith
Institution: Morningside College
Subject area(s): Statistics, Education
Title of Talk: Class Research Projects in Elementary Statistics
Abstract: This talk presents the results of a class data collection project completed in an elementary statistics class, as well as a philosophical discussion of what students can gain from collecting data in a statistics class.
Year: 2008
Name: Michael Smith
Institution: Morningside College
Subject area(s): Statistics, Education
Title of Talk: Class Research Projects in Elementary Statistics
Abstract: This talk presents the results of a class data collection project completed in an elementary statistics class, as well as a philosophical discussion of what students can gain from collecting data in a statistics class.
ID:
222
Year: 2008
Name: K Stroyan
Institution: University of Iowa
Subject area(s): Trig, Calculus, and Vision
Title of Talk: A new formula for depth perception
Abstract: When you are moving, such as walking, and fix your gaze at an object ahead, but off to the side, say a tree, stationary objects behind the tree seem to move in the same direction as you, while objects in front seem to move in the opposite direction. This is a monocular cue to depth, as opposed to binocular disparity - the difference in the images in your two (separated) eyes. Working with a vision researcher, we have found a simple new formula for depth in terms of motion. Work is in progress in his laboratory to see how much of the geometric information contained in the formula is actually used by humans. The proof of the formula is a very simple application of trigonometry and infinitesimal calculus. We were led to discover it through experimental intuition and some interactive programs that we will demonstrate.
Year: 2008
Name: K Stroyan
Institution: University of Iowa
Subject area(s): Trig, Calculus, and Vision
Title of Talk: A new formula for depth perception
Abstract: When you are moving, such as walking, and fix your gaze at an object ahead, but off to the side, say a tree, stationary objects behind the tree seem to move in the same direction as you, while objects in front seem to move in the opposite direction. This is a monocular cue to depth, as opposed to binocular disparity - the difference in the images in your two (separated) eyes. Working with a vision researcher, we have found a simple new formula for depth in terms of motion. Work is in progress in his laboratory to see how much of the geometric information contained in the formula is actually used by humans. The proof of the formula is a very simple application of trigonometry and infinitesimal calculus. We were led to discover it through experimental intuition and some interactive programs that we will demonstrate.
ID:
223
Year: 2008
Name: Charles Ashbacher
Institution: #none
Subject area(s): Recreational mathematics
Title of Talk: Computer Investigations of Problems in Pickover
Abstract: Clifford Pickover, who has been described as the
Year: 2008
Name: Charles Ashbacher
Institution: #none
Subject area(s): Recreational mathematics
Title of Talk: Computer Investigations of Problems in Pickover
Abstract: Clifford Pickover, who has been described as the
ID:
224
Year: 2008
Name: Christian Roettger
Institution: Iowa State University
Subject area(s): geometry, teacher education, proof
Title of Talk: Proofs in elementary geometry - what IS the sum of angles in a triangle?
Abstract: One textbook for future teachers gives no less than four 'arguments' for this theorem. It is not claimed that they are proofs, and indeed they are not (all involve some circular reasoning). But the difference between such arguments and proofs is never made clear. We'll discover the flaws in the logic here, which are not obvious at all. Then we'll look at a number of examples from standard elementary geometry - some rock-solid one-line proofs, some examples where we all skip the proof and eyeball it, and finally an example which shows how 'eyeballing it' can lead to a 'proof' of 64=65.
Year: 2008
Name: Christian Roettger
Institution: Iowa State University
Subject area(s): geometry, teacher education, proof
Title of Talk: Proofs in elementary geometry - what IS the sum of angles in a triangle?
Abstract: One textbook for future teachers gives no less than four 'arguments' for this theorem. It is not claimed that they are proofs, and indeed they are not (all involve some circular reasoning). But the difference between such arguments and proofs is never made clear. We'll discover the flaws in the logic here, which are not obvious at all. Then we'll look at a number of examples from standard elementary geometry - some rock-solid one-line proofs, some examples where we all skip the proof and eyeball it, and finally an example which shows how 'eyeballing it' can lead to a 'proof' of 64=65.
ID:
225
Year: 2008
Name: Yi Li
Institution: University of Iowa
Subject area(s):
Title of Talk: REU 2007 at University of Iowa--A Personal Experience
Abstract: This talk is about the summer '07 REU work I supervised. I want to tell you about work of three wonderful visiting undergraduate students and the paper they recently submitted: "Chaotic Dynamics, Fractals and Billiards." I also want to tell you about my experience as a first time REU mentor.
Year: 2008
Name: Yi Li
Institution: University of Iowa
Subject area(s):
Title of Talk: REU 2007 at University of Iowa--A Personal Experience
Abstract: This talk is about the summer '07 REU work I supervised. I want to tell you about work of three wonderful visiting undergraduate students and the paper they recently submitted: "Chaotic Dynamics, Fractals and Billiards." I also want to tell you about my experience as a first time REU mentor.
ID:
226
Year: 2008
Name: Bokhee Im
Institution: Chonnam National University, Rep. of Korea
Subject area(s): algebra ( combitorics )
Title of Talk: Certain quasigroup homogeneous spaces
Abstract: A quasigroup is defined as a set Q equipped with a multiplication, not necessarily associative, such that in the equation x y=z, knowledge of any two of the elements x, y, z of Q specifies the third uniquely. In particular, the solution for x in terms of y and z is written as z/y. The body of the multiplication table of a finite quasigroup is a Latin quare. Nonempty associative quasigroups are groups. In this talk, we consider the usual direct product G of the symmetric group of degree 3 and the cyclic group of order 2. By changing some intercalates of the body of the multiplication table of the group G, we get various quasigroup structures on the set G. We study homogeneous spaces derived from such a quasigroup and show how each action matrix acts on an orbit contained in the homogeneous space. Action matrices show the approximate symmetry.
Year: 2008
Name: Bokhee Im
Institution: Chonnam National University, Rep. of Korea
Subject area(s): algebra ( combitorics )
Title of Talk: Certain quasigroup homogeneous spaces
Abstract: A quasigroup is defined as a set Q equipped with a multiplication, not necessarily associative, such that in the equation x y=z, knowledge of any two of the elements x, y, z of Q specifies the third uniquely. In particular, the solution for x in terms of y and z is written as z/y. The body of the multiplication table of a finite quasigroup is a Latin quare. Nonempty associative quasigroups are groups. In this talk, we consider the usual direct product G of the symmetric group of degree 3 and the cyclic group of order 2. By changing some intercalates of the body of the multiplication table of the group G, we get various quasigroup structures on the set G. We study homogeneous spaces derived from such a quasigroup and show how each action matrix acts on an orbit contained in the homogeneous space. Action matrices show the approximate symmetry.
ID:
227
Year: 2008
Name: Debra Czarneski
Institution: Simpson College
Subject area(s):
Title of Talk: Teaching an introduction to LaTeX course during May Term
Abstract: During May Term of 2007, I taught a course that introduced students to typesetting in LaTeX. This talk will discuss the course goals, the material covered in the course, the course requirements, and student feedback.
Year: 2008
Name: Debra Czarneski
Institution: Simpson College
Subject area(s):
Title of Talk: Teaching an introduction to LaTeX course during May Term
Abstract: During May Term of 2007, I taught a course that introduced students to typesetting in LaTeX. This talk will discuss the course goals, the material covered in the course, the course requirements, and student feedback.
ID:
228
Year: 2008
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics
Title of Talk: Euler and Music: a look at the Tentamen of 1739
Abstract: Musicians regard Euler as the leading contributor to theoretical acoustics. Why? This presentation will explore Euler's long interest in music theory.
Year: 2008
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics
Title of Talk: Euler and Music: a look at the Tentamen of 1739
Abstract: Musicians regard Euler as the leading contributor to theoretical acoustics. Why? This presentation will explore Euler's long interest in music theory.
ID:
229
Year: 2008
Name: Benjamin Galluzzo
Institution: University of Iowa
Subject area(s):
Title of Talk: The Mathematical Contest in Modeling: An Advisor's Perspective
Abstract: This past February, The University of Iowa participated in The Mathematical Contest in Modeling (MCM) for the first time. This talk will focus on the organizational challenges we encountered while preparing for MCM as well as ideas that we hope to implement for future contests.
Year: 2008
Name: Benjamin Galluzzo
Institution: University of Iowa
Subject area(s):
Title of Talk: The Mathematical Contest in Modeling: An Advisor's Perspective
Abstract: This past February, The University of Iowa participated in The Mathematical Contest in Modeling (MCM) for the first time. This talk will focus on the organizational challenges we encountered while preparing for MCM as well as ideas that we hope to implement for future contests.
ID:
230
Year: 2008
Name: Greg Ongie
Institution: Coe College
Subject area(s): Analysis, Measure Theory, Orthogonal Polynomials
Title of Talk: Orthogonal Polynomials on the Cantor Set
Abstract: The middle-thirds Cantor set is an uncountable set of Lebesgue measure zero. The Cantor measure is defined such that it assigns the Cantor set measure one, and has the Cantor set as its support. An orthogonal polynomial sequence (OPS) is traditionally defined by means of Riemann integration, but more generally an OPS can be defined by means of integration with respect to a measure. First we construct the Cantor measure and show it satisfies the properties of a measure. Then, we verify the existence of an associated OPS by examining the positivity of its moment matrix. Finally, using the Gram-Schmidt method we construct the OPS, and derive various properties of the polynomials based on results for classical orthogonal polynomials.
Year: 2008
Name: Greg Ongie
Institution: Coe College
Subject area(s): Analysis, Measure Theory, Orthogonal Polynomials
Title of Talk: Orthogonal Polynomials on the Cantor Set
Abstract: The middle-thirds Cantor set is an uncountable set of Lebesgue measure zero. The Cantor measure is defined such that it assigns the Cantor set measure one, and has the Cantor set as its support. An orthogonal polynomial sequence (OPS) is traditionally defined by means of Riemann integration, but more generally an OPS can be defined by means of integration with respect to a measure. First we construct the Cantor measure and show it satisfies the properties of a measure. Then, we verify the existence of an associated OPS by examining the positivity of its moment matrix. Finally, using the Gram-Schmidt method we construct the OPS, and derive various properties of the polynomials based on results for classical orthogonal polynomials.
ID:
231
Year: 2008
Name: Ian Besse
Institution: University of Iowa
Subject area(s): Mathematical Biology/Physiology; ODEs
Title of Talk: A model of cardiac action potential incorporating caveolae-associated ion currents
Abstract: The contraction of a cardiac cell is initiated by a transient depolarization of the cell membrane called an action potential. Action potentials result from the rapid movement of ions across the membrane through pores called ion channels. Recent electrophysiological data regarding caveolae, small invaginations of the cell membrane, reveal that caveolae are reservoirs of
Year: 2008
Name: Ian Besse
Institution: University of Iowa
Subject area(s): Mathematical Biology/Physiology; ODEs
Title of Talk: A model of cardiac action potential incorporating caveolae-associated ion currents
Abstract: The contraction of a cardiac cell is initiated by a transient depolarization of the cell membrane called an action potential. Action potentials result from the rapid movement of ions across the membrane through pores called ion channels. Recent electrophysiological data regarding caveolae, small invaginations of the cell membrane, reveal that caveolae are reservoirs of
ID:
232
Year: 2008
Name: Dan Willis
Institution: Loras College
Subject area(s): Preservice Teachers
Title of Talk: Math for Elementary Teachers
Abstract: The speaker will survey some of the available research on the mathematics content needs of elementary school teachers and future teachers. He will also discuss the impact this research has had on the development of a two-course 8-credit sequence "Math for Elementary Teachers I/II" at Loras College. This new two-course sequence is a program requirement for all Elementary Education majors at Loras College.
Year: 2008
Name: Dan Willis
Institution: Loras College
Subject area(s): Preservice Teachers
Title of Talk: Math for Elementary Teachers
Abstract: The speaker will survey some of the available research on the mathematics content needs of elementary school teachers and future teachers. He will also discuss the impact this research has had on the development of a two-course 8-credit sequence "Math for Elementary Teachers I/II" at Loras College. This new two-course sequence is a program requirement for all Elementary Education majors at Loras College.
ID:
233
Year: 2008
Name: Russell Goodman
Institution: Central College
Subject area(s):
Title of Talk: Leading a Book Discussion in a Liberal Arts Mathematics Class
Abstract: One of the purposes of Central College
Year: 2008
Name: Russell Goodman
Institution: Central College
Subject area(s):
Title of Talk: Leading a Book Discussion in a Liberal Arts Mathematics Class
Abstract: One of the purposes of Central College
ID:
234
Year: 2008
Name: Neil Martinsen-Burrell
Institution: Wartburg College
Subject area(s): Applied Math, Geometry
Title of Talk: The Ping and the Pong: Echolocating for fun and profit
Abstract: Table tennis is the world's most popular sport. Little is known about the physical parameters of the game. In an effort to understand the basic flow of the game, we constructed an echolocation system that could find the location and time of the "ping" and the "pong" based on recordings from 4 microphones placed around the room. Such information can be used to approximately calculate the speeds at which the ball travels in a game of table tennis.
Year: 2008
Name: Neil Martinsen-Burrell
Institution: Wartburg College
Subject area(s): Applied Math, Geometry
Title of Talk: The Ping and the Pong: Echolocating for fun and profit
Abstract: Table tennis is the world's most popular sport. Little is known about the physical parameters of the game. In an effort to understand the basic flow of the game, we constructed an echolocation system that could find the location and time of the "ping" and the "pong" based on recordings from 4 microphones placed around the room. Such information can be used to approximately calculate the speeds at which the ball travels in a game of table tennis.
ID:
235
Year: 2008
Name: Martha Waggoner
Institution: Simpson College
Subject area(s):
Title of Talk: Geometer's Sketchpad and Undergraduate Research
Abstract: We were able to purchase 12 student copies of Geometer's Sketchpad to be used by our pre-service teachers for their undergraduate research projects through a faculty development grant from the Simpson academic dean's office. In this talk, we will look at the variety of topics in geometry and computer aided design that our students worked on and how Geometer's Sketchpad helped the students in visualization, conjecture and proof.
Year: 2008
Name: Martha Waggoner
Institution: Simpson College
Subject area(s):
Title of Talk: Geometer's Sketchpad and Undergraduate Research
Abstract: We were able to purchase 12 student copies of Geometer's Sketchpad to be used by our pre-service teachers for their undergraduate research projects through a faculty development grant from the Simpson academic dean's office. In this talk, we will look at the variety of topics in geometry and computer aided design that our students worked on and how Geometer's Sketchpad helped the students in visualization, conjecture and proof.
ID:
236
Year: 2008
Name: Fengrong Wei
Institution: University of Iowa
Subject area(s):
Title of Talk: variable selection in high dimensional regression
Abstract: My research work studies statistical regression models for data sets with a small sample but huge number of variables. For example, we may wish to study the same 5000 genes in only 200 individuals with the goal of predicting whether they will develop a certain rare cancer. A classical linear regression for the cancer outcome in terms of the 5000 genes does not work with only 200 data points because the associated linear equations are not full rank. We might choose 200 of the genes and do a regression, but there are over 10^363 such choices. My work uses "penalty functions" add to the linear equations which will make the problem solvable. Theoretically, we can show that the result have the "oracle" property which means it will give us the baseline true model with probability going to 1.
Year: 2008
Name: Fengrong Wei
Institution: University of Iowa
Subject area(s):
Title of Talk: variable selection in high dimensional regression
Abstract: My research work studies statistical regression models for data sets with a small sample but huge number of variables. For example, we may wish to study the same 5000 genes in only 200 individuals with the goal of predicting whether they will develop a certain rare cancer. A classical linear regression for the cancer outcome in terms of the 5000 genes does not work with only 200 data points because the associated linear equations are not full rank. We might choose 200 of the genes and do a regression, but there are over 10^363 such choices. My work uses "penalty functions" add to the linear equations which will make the problem solvable. Theoretically, we can show that the result have the "oracle" property which means it will give us the baseline true model with probability going to 1.
ID:
237
Year: 2008
Name: Fengrong Wei
Institution: University of Iowa
Subject area(s): biomathematics
Title of Talk: variable selection in high dimensional regression
Abstract: My research work studies statistical regression models for data sets with a small sample but huge number of variables. For example, we may wish to study the same 5000 genes in only 200 individuals with the goal of predicting whether they will develop a certain rare cancer. A classical linear regression for the cancer outcome in terms of the 5000 genes does not work with only 200 data points because the associated linear equations are not full rank. We might choose 200 of the genes and do a regression, but there are over 10^363 such choices. My work uses "penalty functions" add to the linear equations which will make the problem solvable. Theoretically, we can show that the result have the "oracle" property which means it will give us the baseline true model with probability going to 1.
Year: 2008
Name: Fengrong Wei
Institution: University of Iowa
Subject area(s): biomathematics
Title of Talk: variable selection in high dimensional regression
Abstract: My research work studies statistical regression models for data sets with a small sample but huge number of variables. For example, we may wish to study the same 5000 genes in only 200 individuals with the goal of predicting whether they will develop a certain rare cancer. A classical linear regression for the cancer outcome in terms of the 5000 genes does not work with only 200 data points because the associated linear equations are not full rank. We might choose 200 of the genes and do a regression, but there are over 10^363 such choices. My work uses "penalty functions" add to the linear equations which will make the problem solvable. Theoretically, we can show that the result have the "oracle" property which means it will give us the baseline true model with probability going to 1.
ID:
238
Year: 2008
Name: Le Gui
Institution: University of Iowa
Subject area(s): 94A12
Title of Talk: Digitalization in the signal processing
Abstract: In real life when we store and transmit analog audio or video signals, we first obtain a digital representation of the signal. This process is called Digitalization or Analog-to-Digital (A/D) conversion and consists of two steps: sampling and quantization. In the "sampling" step we restrict time to a discrete sample of the continuous times. In the "quantization" step we discretize the real values of the time-discrete sample of the first step. We will discuss different quantization methods based on binary expansion or Beta-expansion and compare their "accuracy." "Accuracy" means that we can re-construct a good approximation of the original signal from its digitalization. Or "can you hear me now?"
Year: 2008
Name: Le Gui
Institution: University of Iowa
Subject area(s): 94A12
Title of Talk: Digitalization in the signal processing
Abstract: In real life when we store and transmit analog audio or video signals, we first obtain a digital representation of the signal. This process is called Digitalization or Analog-to-Digital (A/D) conversion and consists of two steps: sampling and quantization. In the "sampling" step we restrict time to a discrete sample of the continuous times. In the "quantization" step we discretize the real values of the time-discrete sample of the first step. We will discuss different quantization methods based on binary expansion or Beta-expansion and compare their "accuracy." "Accuracy" means that we can re-construct a good approximation of the original signal from its digitalization. Or "can you hear me now?"
ID:
239
Year: 2008
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Wartburg
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Wartburg is teaching a calculus sequence consisting of an applied calculus followed by a foundations of calculus course.
Year: 2008
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Wartburg
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Wartburg is teaching a calculus sequence consisting of an applied calculus followed by a foundations of calculus course.
ID:
240
Year: 2008
Name: James Freeman
Institution: Cornell College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Cornell
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Cornell is following the lead of Grinnell and replaced our 4 sequence calculus offering with a two course sequence which covers several variable calculus in the second course.
Year: 2008
Name: James Freeman
Institution: Cornell College
Subject area(s): Teaching College
Title of Talk: Calculus: The 800 lb Gorilla in the Curriculum---Ideas from Cornell
Abstract: Even though there has been over 30 years of trying to keep the 800 lb gorilla (calculus) from dominating the room (collegiate level mathematics curriculum), the gorilla is still with us. Whether it is arguing about what and how calculus material is taught; what to do with over-prepared (high school calculus) and under-prepared students; and how to keep calculus from dominating the mathematics major in the zero sum game of available courses in most schools in Iowa, we all must deal with the gorilla. In this presentation, we will discuss two different answers to these questions currently being tried at Wartburg and Cornell and hopefully get a lively discussion going on what everyone is doing to control the gorilla. Cornell is following the lead of Grinnell and replaced our 4 sequence calculus offering with a two course sequence which covers several variable calculus in the second course.