why do we learn math and science I mean JK Rowling didn’t use calculus
JK Rowling didn’t use calculus
JK Rowling didn’t use calculus Potter and not everybody needs to know
Potter and not everybody needs to know
Potter and not everybody needs to know the quadratic formula or Newton’s laws
the quadratic formula or Newton’s laws
the quadratic formula or Newton’s laws of motion in order to make money so why
of motion in order to make money so why
of motion in order to make money so why do we learn it anyways well to begin
do we learn it anyways well to begin
do we learn it anyways well to begin let’s start with a bit of history who
let’s start with a bit of history who
let’s start with a bit of history who here has heard of the McDonald’s quarter
here has heard of the McDonald’s quarter
here has heard of the McDonald’s quarter pounder with cheese yeah basically none
pounder with cheese yeah basically none
pounder with cheese yeah basically none of you well it existed back in the 1980s
of you well it existed back in the 1980s
of you well it existed back in the 1980s and it was a pretty successful burger
and it was a pretty successful burger
and it was a pretty successful burger however another fast food brand and W
however another fast food brand and W
however another fast food brand and W wanted to compete with this burger and
wanted to compete with this burger and
wanted to compete with this burger and they tried to be clever their strategy
they tried to be clever their strategy
they tried to be clever their strategy make the exact same burger just make it
make the exact same burger just make it
make the exact same burger just make it a little bit bigger they increase the
a little bit bigger they increase the
a little bit bigger they increase the patty sighs from one-fourth to one-third
patty sighs from one-fourth to one-third
patty sighs from one-fourth to one-third which seems like a better deal but this
which seems like a better deal but this
which seems like a better deal but this backfired and people still went to
backfired and people still went to
backfired and people still went to McDonald’s but it wasn’t because
McDonald’s but it wasn’t because
McDonald’s but it wasn’t because McDonald’s puts toys in the kids meals
McDonald’s puts toys in the kids meals
McDonald’s puts toys in the kids meals it wasn’t because the mcdonalds burger
it wasn’t because the mcdonalds burger
it wasn’t because the mcdonalds burger was tastier either in fact blind taste
was tastier either in fact blind taste
was tastier either in fact blind taste tests showed that more people actually
tests showed that more people actually
tests showed that more people actually preferred the A&W burger over the
preferred the A&W burger over the
preferred the A&W burger over the mcdonalds burger the reason is that over
mcdonalds burger the reason is that over
mcdonalds burger the reason is that over fifty percent of the people surveyed
fifty percent of the people surveyed
fifty percent of the people surveyed believed that one-fourth is greater than
believed that one-fourth is greater than
believed that one-fourth is greater than one-third therefore making McDonald’s
one-third therefore making McDonald’s
one-third therefore making McDonald’s seem like it was the better deal I mean
seem like it was the better deal I mean
seem like it was the better deal I mean next we could be having the McDonald’s
next we could be having the McDonald’s
next we could be having the McDonald’s fifth pound burger but let’s be real
fifth pound burger but let’s be real
fifth pound burger but let’s be real here the lesson is to not pick a fight
here the lesson is to not pick a fight
here the lesson is to not pick a fight with McDonald’s now this is not the only
with McDonald’s now this is not the only
with McDonald’s now this is not the only case in history where our knowledge of
case in history where our knowledge of
case in history where our knowledge of math has failed us even NASA is not
math has failed us even NASA is not
math has failed us even NASA is not immune from these types of errors in
immune from these types of errors in
immune from these types of errors in 1998 NASA was undertaking one of its
1998 NASA was undertaking one of its
1998 NASA was undertaking one of its missions to Mars the Mars climate
missions to Mars the Mars climate
missions to Mars the Mars climate orbiter and one of the teams that was
orbiter and one of the teams that was
orbiter and one of the teams that was working on the project did all of their
working on the project did all of their
working on the project did all of their calculations in feet and pounds the
calculations in feet and pounds the
calculations in feet and pounds the other team used the metrics
other team used the metrics
other team used the metrics them and to nobody’s surprise the
them and to nobody’s surprise the
them and to nobody’s surprise the orbiter crashed I think that’s really
orbiter crashed I think that’s really
orbiter crashed I think that’s really big incentive for us Americans to switch
big incentive for us Americans to switch
big incentive for us Americans to switch over to the metric system already now as
over to the metric system already now as
over to the metric system already now as we can see math and science teaches us
we can see math and science teaches us
we can see math and science teaches us some pretty important basic skills
some pretty important basic skills
some pretty important basic skills skills that we cannot live our lives
skills that we cannot live our lives
skills that we cannot live our lives without they teach us how to reason and
without they teach us how to reason and
without they teach us how to reason and think logically and carefully we use
think logically and carefully we use
think logically and carefully we use these skills every day to make rational
these skills every day to make rational
these skills every day to make rational decisions whether we’re trying to decide
decisions whether we’re trying to decide
decisions whether we’re trying to decide which burgers the best view or we’re
which burgers the best view or we’re
which burgers the best view or we’re solving a difficult engineering problem
solving a difficult engineering problem
solving a difficult engineering problem our lives depend on how we think and how
our lives depend on how we think and how
our lives depend on how we think and how we reason and learning math and science
we reason and learning math and science
we reason and learning math and science is one of the best ways to do so however
is one of the best ways to do so however
is one of the best ways to do so however there is a more philosophical reason for
there is a more philosophical reason for
there is a more philosophical reason for why we learn math and science and the
why we learn math and science and the
why we learn math and science and the benefits go far deeper than everyday
benefits go far deeper than everyday
benefits go far deeper than everyday arithmetic or problem solving it has to
arithmetic or problem solving it has to
arithmetic or problem solving it has to do with how we deal with knowledge let’s
do with how we deal with knowledge let’s
do with how we deal with knowledge let’s look at an example now in 1905 there was
look at an example now in 1905 there was
look at an example now in 1905 there was a little-known patent clerk in
a little-known patent clerk in
a little-known patent clerk in Switzerland he had messy hair and a
Switzerland he had messy hair and a
Switzerland he had messy hair and a small mustache he failed some of his
small mustache he failed some of his
small mustache he failed some of his classes and he was a daydreamer I mean
classes and he was a daydreamer I mean
classes and he was a daydreamer I mean that pretty much describes what my first
that pretty much describes what my first
that pretty much describes what my first year of college is going to look like
year of college is going to look like
year of college is going to look like next year but little did he know his
next year but little did he know his
next year but little did he know his work would lay the foundation for all of
work would lay the foundation for all of
work would lay the foundation for all of modern physics and his name was Albert
modern physics and his name was Albert
modern physics and his name was Albert Einstein now there was an unusual
Einstein now there was an unusual
Einstein now there was an unusual problem that puzzled Einstein and the
problem that puzzled Einstein and the
problem that puzzled Einstein and the problem is that the speed of light is
problem is that the speed of light is
problem is that the speed of light is measured to be the same no matter who is
measured to be the same no matter who is
measured to be the same no matter who is measuring it and this puzzled many
measuring it and this puzzled many
measuring it and this puzzled many physicists because it means that if you
physicists because it means that if you
physicists because it means that if you ran with the flashlight you would be
ran with the flashlight you would be
ran with the flashlight you would be breaking the laws of physics and that is
breaking the laws of physics and that is
breaking the laws of physics and that is because if I were running with a
because if I were running with a
because if I were running with a flashlight I would see that the light is
flashlight I would see that the light is
flashlight I would see that the light is traveling a certain distance but to
traveling a certain distance but to
traveling a certain distance but to somebody in the audience that distance
somebody in the audience that distance
somebody in the audience that distance would be measured differently because
would be measured differently because
would be measured differently because the person in the
the person in the
the person in the audience isn’t moving so how can it be
audience isn’t moving so how can it be
audience isn’t moving so how can it be that two people measure different
that two people measure different
that two people measure different distances and yet get the same speed and
distances and yet get the same speed and
distances and yet get the same speed and yet there have been numerous experiments
yet there have been numerous experiments
yet there have been numerous experiments done on this very phenomenon and they
done on this very phenomenon and they
done on this very phenomenon and they have all proven that this fact is true
have all proven that this fact is true
have all proven that this fact is true whether we like it or not so how did
whether we like it or not so how did
whether we like it or not so how did Einstein solve this problem well he kept
Einstein solve this problem well he kept
Einstein solve this problem well he kept thinking and thinking and thinking and
thinking and thinking and thinking and
thinking and thinking and thinking and he realized that he had to break away
he realized that he had to break away
he realized that he had to break away from what he and the scientific
from what he and the scientific
from what he and the scientific community already knew about the nature
community already knew about the nature
community already knew about the nature of space and time until one day when
of space and time until one day when
of space and time until one day when Albert Einstein was sitting on a bus he
Albert Einstein was sitting on a bus he
Albert Einstein was sitting on a bus he glanced up at a clock tower and as the
glanced up at a clock tower and as the
glanced up at a clock tower and as the bus started moving he imagined the hands
bus started moving he imagined the hands
bus started moving he imagined the hands of the clock slowing down as if time
of the clock slowing down as if time
of the clock slowing down as if time itself was ticking slower and yet when
itself was ticking slower and yet when
itself was ticking slower and yet when he looked at his own watch he saw that
he looked at his own watch he saw that
he looked at his own watch he saw that it was moving just normally now that’s
it was moving just normally now that’s
it was moving just normally now that’s what I usually see when I’m late for
what I usually see when I’m late for
what I usually see when I’m late for school but for Einstein this was the
school but for Einstein this was the
school but for Einstein this was the most profound revelation in all of
most profound revelation in all of
most profound revelation in all of modern physics because to him it meant
modern physics because to him it meant
modern physics because to him it meant that in the case of running with the
that in the case of running with the
that in the case of running with the flashlight just because the distance is
flashlight just because the distance is
flashlight just because the distance is measured aren’t the same that doesn’t
measured aren’t the same that doesn’t
measured aren’t the same that doesn’t mean that times have to be the same
mean that times have to be the same
mean that times have to be the same either and with this simple fact
either and with this simple fact
either and with this simple fact Einstein proved that space and time are
Einstein proved that space and time are
Einstein proved that space and time are not absolute but rather they are
not absolute but rather they are
not absolute but rather they are experienced differently depending on
experienced differently depending on
experienced differently depending on your frame of reference he showed us
your frame of reference he showed us
your frame of reference he showed us that space and time can twist and Bend
that space and time can twist and Bend
that space and time can twist and Bend like a fabric the fabric of space-time
like a fabric the fabric of space-time
like a fabric the fabric of space-time he showed us that as we move faster and
he showed us that as we move faster and
he showed us that as we move faster and faster through space time dilates and
faster through space time dilates and
faster through space time dilates and length contracts but the only constant
length contracts but the only constant
length contracts but the only constant in both of these cases is the speed of
in both of these cases is the speed of
in both of these cases is the speed of light now this is the way that
light now this is the way that
light now this is the way that scientists think it is the way that
scientists think it is the way that
scientists think it is the way that scientists break down problems and find
scientists break down problems and find
scientists break down problems and find beautiful solutions
beautiful solutions
beautiful solutions the endeavor of science involves
the endeavor of science involves
the endeavor of science involves constant questioning and the challenging
constant questioning and the challenging
constant questioning and the challenging of our preconceived knowledge now I’m
of our preconceived knowledge now I’m
of our preconceived knowledge now I’m not saying that if we all think like
not saying that if we all think like
not saying that if we all think like this we’ll be able to unravel the
this we’ll be able to unravel the
this we’ll be able to unravel the mysteries of quantum mechanics just by
mysteries of quantum mechanics just by
mysteries of quantum mechanics just by looking at a clock but what I’m trying
looking at a clock but what I’m trying
looking at a clock but what I’m trying to say is that what we learn in math and
to say is that what we learn in math and
to say is that what we learn in math and science we can apply to our own lives
science we can apply to our own lives
science we can apply to our own lives and find beautiful solutions to our
and find beautiful solutions to our
and find beautiful solutions to our problems that is because math and
problems that is because math and
problems that is because math and science is in just a study of how the
science is in just a study of how the
science is in just a study of how the world works it is a methodology it is a
world works it is a methodology it is a
world works it is a methodology it is a philosophy for how we should deal with
philosophy for how we should deal with
philosophy for how we should deal with knowledge because math and science
knowledge because math and science
knowledge because math and science teaches us that human progress is made
teaches us that human progress is made
teaches us that human progress is made by reconciling conflicting ideas it
by reconciling conflicting ideas it
by reconciling conflicting ideas it teaches us to attack problems from every
teaches us to attack problems from every
teaches us to attack problems from every angle and to use perspective to break
angle and to use perspective to break
angle and to use perspective to break them down it teaches us the importance
them down it teaches us the importance
them down it teaches us the importance of synthesizing ideas instead of
of synthesizing ideas instead of
of synthesizing ideas instead of dismissing one or the other it teaches
dismissing one or the other it teaches
dismissing one or the other it teaches us to expand our minds with imagination
us to expand our minds with imagination
us to expand our minds with imagination and not let our preconceptions interfere
and not let our preconceptions interfere
and not let our preconceptions interfere with our search for the objective truth
with our search for the objective truth
with our search for the objective truth Carl Sagan once said that every kid is a
Carl Sagan once said that every kid is a
Carl Sagan once said that every kid is a natural-born scientists every person is
natural-born scientists every person is
natural-born scientists every person is filled with questions and to learn math
filled with questions and to learn math
filled with questions and to learn math and science properly is to foster this
and science properly is to foster this
and science properly is to foster this innate curiosity we were born to ask
innate curiosity we were born to ask
innate curiosity we were born to ask questions and science is the art of
questions and science is the art of
questions and science is the art of questioning we learn it to be more
questioning we learn it to be more
questioning we learn it to be more open-minded and more insatiably
open-minded and more insatiably
open-minded and more insatiably inquisitive to challenge our intuition
inquisitive to challenge our intuition
inquisitive to challenge our intuition to expand our perspectives to use our
to expand our perspectives to use our
to expand our perspectives to use our imagination and to keep asking questions
imagination and to keep asking questions
imagination and to keep asking questions so that we can learn about more about
so that we can learn about more about
so that we can learn about more about ourselves and about the world this is
ourselves and about the world this is
ourselves and about the world this is why we learn math and science thank you
why we learn math and science thank you
why we learn math and science thank you you
you
you [Applause]
”
Be First to Comment