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 101-120 of 471 results.
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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:
435
Year: 2016
Name: Deborah Kent
Institution: Drake University
Subject area(s): Game Theory, Graph Theory
Title of Talk: Can you be happy with your piece of cake?
Abstract: This talk will consider questions of equitable and envy-free division. We will prove Sperner's Lemma -- an elegant graph-theoretic result due to Emmanuel Sperner -- and apply it to conclude the existence of an envy-free division of cake.
Year: 2016
Name: Deborah Kent
Institution: Drake University
Subject area(s): Game Theory, Graph Theory
Title of Talk: Can you be happy with your piece of cake?
Abstract: This talk will consider questions of equitable and envy-free division. We will prove Sperner's Lemma -- an elegant graph-theoretic result due to Emmanuel Sperner -- and apply it to conclude the existence of an envy-free division of cake.
ID:
436
Year: 2016
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics, number theory
Title of Talk: Why Are the Morphic Numbers Similar in the End?
Abstract: Charles W. Trigg was the most prolific contributor to "Journal of Recreational Mathematics" during the 38 volumes of publication. One series of his papers deals with the “…morphic” numbers. These are figurate numbers that terminate with their index. For example, trimorphic numbers are triangular numbers that terminate with their index. Some examples are T(25) = 325 and T(625) = 195625 and T(9376) = 43959376. When searching for more of the morphic numbers, it was discovered that there is a curious similarity to the terminal ends. The purpose of this paper is to state that similarity and offer it as a research project.
Year: 2016
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics, number theory
Title of Talk: Why Are the Morphic Numbers Similar in the End?
Abstract: Charles W. Trigg was the most prolific contributor to "Journal of Recreational Mathematics" during the 38 volumes of publication. One series of his papers deals with the “…morphic” numbers. These are figurate numbers that terminate with their index. For example, trimorphic numbers are triangular numbers that terminate with their index. Some examples are T(25) = 325 and T(625) = 195625 and T(9376) = 43959376. When searching for more of the morphic numbers, it was discovered that there is a curious similarity to the terminal ends. The purpose of this paper is to state that similarity and offer it as a research project.
ID:
437
Year: 2016
Name: Keith Stroyan
Institution: University of Iowa
Subject area(s): Vector Calculus
Title of Talk: Advanced Calculus using Mathematica
Abstract: Advanced Calculus using Mathematica is a complete text on calculus of several variables written in Mathematica NoteBooks. The eText has large movable figures and interactive programs to illustrate things like “zooming in” to see “local linearity.” In addition to lots of traditional style exercises, the eText also has sections on computing with Mathematica. We will discuss some of the novel features of the text including the explicit, implicit, parametric organization and topics often omitted from "regular" texts (like "vector potentials.") We use the text in a second semester multivariable calculus course and a more advanced course.
Year: 2016
Name: Keith Stroyan
Institution: University of Iowa
Subject area(s): Vector Calculus
Title of Talk: Advanced Calculus using Mathematica
Abstract: Advanced Calculus using Mathematica is a complete text on calculus of several variables written in Mathematica NoteBooks. The eText has large movable figures and interactive programs to illustrate things like “zooming in” to see “local linearity.” In addition to lots of traditional style exercises, the eText also has sections on computing with Mathematica. We will discuss some of the novel features of the text including the explicit, implicit, parametric organization and topics often omitted from "regular" texts (like "vector potentials.") We use the text in a second semester multivariable calculus course and a more advanced course.
ID:
438
Year: 2016
Name: Meghan Stevens
Institution: Drake University
Subject area(s): Ordinary Differential Equations, Mathematical Biology, Global Dynamics
Title of Talk: Global Dynamics of a Breast Cancer Competition System
Abstract: In this talk I present a system of five ordinary differential equations to model the competition for space and resources between breast cancer cells and healthy cells. Included is the cancer stem cell hypothesis, which states that there exist proliferating cancer stem cells that repopulate non-proliferating tumor cells and can lead to tumor recurrence. These cancer stem cells exist in a smaller population, making them harder to detect. Additionally, the system contains an equation for the immune system in order to show how the body naturally defends itself from invading tumors. Finally, because the majority of breast cancer cells are estrogen-receptor positive, the role of excess estrogen in the body introduced through birth control in included. Estrogen increases the amount of cancer cells while hindering the effectiveness of the immune system. Its presence also increases the likelihood that healthy cells will mutate.Through stability analysis of sub-models in addition to the full model, states in which cancer is eradicated are found, as well as states in which cancer persists, given certain parameter values.
Year: 2016
Name: Meghan Stevens
Institution: Drake University
Subject area(s): Ordinary Differential Equations, Mathematical Biology, Global Dynamics
Title of Talk: Global Dynamics of a Breast Cancer Competition System
Abstract: In this talk I present a system of five ordinary differential equations to model the competition for space and resources between breast cancer cells and healthy cells. Included is the cancer stem cell hypothesis, which states that there exist proliferating cancer stem cells that repopulate non-proliferating tumor cells and can lead to tumor recurrence. These cancer stem cells exist in a smaller population, making them harder to detect. Additionally, the system contains an equation for the immune system in order to show how the body naturally defends itself from invading tumors. Finally, because the majority of breast cancer cells are estrogen-receptor positive, the role of excess estrogen in the body introduced through birth control in included. Estrogen increases the amount of cancer cells while hindering the effectiveness of the immune system. Its presence also increases the likelihood that healthy cells will mutate.Through stability analysis of sub-models in addition to the full model, states in which cancer is eradicated are found, as well as states in which cancer persists, given certain parameter values.
ID:
439
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
ID:
440
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
ID:
441
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Course Syllabi and Online Materials
Title of Talk: Using a Database to Support a Course Home Page, Syllabus, Schedule, and Other Online Materials
Abstract: With static Web pages for a course, posting of daily readings, assignments, etc. requires either constant editing of pages or a search for materials relevant for each given day. Further, adjustments in time allocated for one topic likely requires manual changes in several days that follow. As a result, modifications in a course to accomodate student needs are labor intensive and consistency of schedules can be troublesome. Use of a database behind the scenes resolves many of these maintenance challenges. A student going to a course home page can view the assignments for the previous day, current day, and next day, together with a statement of the next course deadlines. Links to readings and assignments can be dynamic — automatically updated daily. Adjustments to course schedules can be made with the click of just a few buttons. Part of the talk will include a demonstration of a sample dynamic format for a current course. (Development of this type of course interface might make an interesting assignment for one or more computing students!)
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Course Syllabi and Online Materials
Title of Talk: Using a Database to Support a Course Home Page, Syllabus, Schedule, and Other Online Materials
Abstract: With static Web pages for a course, posting of daily readings, assignments, etc. requires either constant editing of pages or a search for materials relevant for each given day. Further, adjustments in time allocated for one topic likely requires manual changes in several days that follow. As a result, modifications in a course to accomodate student needs are labor intensive and consistency of schedules can be troublesome. Use of a database behind the scenes resolves many of these maintenance challenges. A student going to a course home page can view the assignments for the previous day, current day, and next day, together with a statement of the next course deadlines. Links to readings and assignments can be dynamic — automatically updated daily. Adjustments to course schedules can be made with the click of just a few buttons. Part of the talk will include a demonstration of a sample dynamic format for a current course. (Development of this type of course interface might make an interesting assignment for one or more computing students!)
ID:
442
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
ID:
443
Year: 2016
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics and the centenary of the Iowa section
Title of Talk: The Smithsonian Exhibit for the MAA Centenary: The Iowa Connection
Abstract: Artifacts from Richard P. Baker, a founding member of the MAA from the Iowa section, were on display at the American History Museum for the MAA centenary. This talk will feature details of his life and work at the University of Iowa, with a focus on the mathematical models he created.
Year: 2016
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics and the centenary of the Iowa section
Title of Talk: The Smithsonian Exhibit for the MAA Centenary: The Iowa Connection
Abstract: Artifacts from Richard P. Baker, a founding member of the MAA from the Iowa section, were on display at the American History Museum for the MAA centenary. This talk will feature details of his life and work at the University of Iowa, with a focus on the mathematical models he created.
ID:
444
Year: 2016
Name: Russell Goodman
Institution: Central College
Subject area(s): sports analytics
Title of Talk: Goals in Context: an Analysis of Iowa Conference Women's Goal Scorers
Abstract: In soccer, a simple tabulation of goals scored does not tell the story of the value of the goals a player has scored. This presentation will offer the results of an analysis of goal-scoring in women's Iowa Intercollegiate Athletic Conference (IIAC) soccer. The analysis attempts to quantify the context and value of goals scored, to determine a method to produce a more value-oriented goal-scoring leaderboard. Full disclosure: the presenter is an assistant coach for one of the teams in the IIAC.
Year: 2016
Name: Russell Goodman
Institution: Central College
Subject area(s): sports analytics
Title of Talk: Goals in Context: an Analysis of Iowa Conference Women's Goal Scorers
Abstract: In soccer, a simple tabulation of goals scored does not tell the story of the value of the goals a player has scored. This presentation will offer the results of an analysis of goal-scoring in women's Iowa Intercollegiate Athletic Conference (IIAC) soccer. The analysis attempts to quantify the context and value of goals scored, to determine a method to produce a more value-oriented goal-scoring leaderboard. Full disclosure: the presenter is an assistant coach for one of the teams in the IIAC.
ID:
445
Year: 2016
Name: Heather Bolles
Institution: Iowa State University
Subject area(s): calculus I (engineering)
Title of Talk: Team-Based Learning in a Large Calculus Class
Abstract: Research shows that students are more successful in STEM when they are actively engaged during class. We have adapted Team-Based Learning following Michaelsen's model for use in our large (150 students) calculus classes. Currently in our second implementation of TBL Calculus I, we will share our process, some materials, and preliminary results.
Year: 2016
Name: Heather Bolles
Institution: Iowa State University
Subject area(s): calculus I (engineering)
Title of Talk: Team-Based Learning in a Large Calculus Class
Abstract: Research shows that students are more successful in STEM when they are actively engaged during class. We have adapted Team-Based Learning following Michaelsen's model for use in our large (150 students) calculus classes. Currently in our second implementation of TBL Calculus I, we will share our process, some materials, and preliminary results.
ID:
446
Year: 2016
Name: Ruth Berger
Institution: Luther College
Subject area(s): Geometry
Title of Talk: Geometry software: Cinderella
Abstract: Cinderella is an easy to use dynamic software program which allows for constructions in Euclidean, Hyperbolic, and Elliptic geometries. Hyperbolic geometry uses the Poincare disk model. The menu selection in Cinderella is similar to Geometer’s Sketchpad. My course focuses on proofs, but almost every week I have an exploratory Cinderella lab, so students can get a feeling for these other geometries and make conjectures. Well known Euclidean results are verified while students get used to the menu items needed in the construction, then they explore the same construction in the other geometries. In this talk sample questions will be presented and several lab activities will be demonstrated. Cinderella can be downloaded for free at Cinderella.de
Year: 2016
Name: Ruth Berger
Institution: Luther College
Subject area(s): Geometry
Title of Talk: Geometry software: Cinderella
Abstract: Cinderella is an easy to use dynamic software program which allows for constructions in Euclidean, Hyperbolic, and Elliptic geometries. Hyperbolic geometry uses the Poincare disk model. The menu selection in Cinderella is similar to Geometer’s Sketchpad. My course focuses on proofs, but almost every week I have an exploratory Cinderella lab, so students can get a feeling for these other geometries and make conjectures. Well known Euclidean results are verified while students get used to the menu items needed in the construction, then they explore the same construction in the other geometries. In this talk sample questions will be presented and several lab activities will be demonstrated. Cinderella can be downloaded for free at Cinderella.de
ID:
447
Year: 2016
Name: Richard Ligo
Institution: University of Iowa
Subject area(s): Differential geometry
Title of Talk: Escaping Flatland: An Introduction to Surface Curvature
Abstract: What if I told you that the majority of ideas conveyed in high school geometry classes are thousands of years old? What if I told you that your understanding of geometry was tremendously incomplete? Believe it or not, one can argue that the first true departure from ancient Greek geometry wasn't published until 1826! In this talk, we describe one such departure and its implications. We begin by describing the curvature of a curve, use this to define the curvature of a surface, and conclude by visiting a famous egregious result. This talk even includes snacks!
Year: 2016
Name: Richard Ligo
Institution: University of Iowa
Subject area(s): Differential geometry
Title of Talk: Escaping Flatland: An Introduction to Surface Curvature
Abstract: What if I told you that the majority of ideas conveyed in high school geometry classes are thousands of years old? What if I told you that your understanding of geometry was tremendously incomplete? Believe it or not, one can argue that the first true departure from ancient Greek geometry wasn't published until 1826! In this talk, we describe one such departure and its implications. We begin by describing the curvature of a curve, use this to define the curvature of a surface, and conclude by visiting a famous egregious result. This talk even includes snacks!