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@Musée des Arts et Métiers, Paris.
From Wikipedia:
"Blaise Pascal invented the mechanical calculator in 1642. He conceived it while trying to help his father who had been assigned the task of reorganizing the tax revenues of the French province of Haute-Normandie ; first called Arithmetic Machine, Pascal's Calculator and later Pascaline, it could add and subtract directly and multiply and divide by repetition.
Pascal went through 50 prototypes before presenting his first machine to the public in 1645. He dedicated it to Pierre Séguier, the chancellor of France at the time.
He built around twenty more machines during the next decade, often improving on his original design. Nine machines have survived the centuries, most of them being on display in European museums. In 1649 a royal privilege, signed by Louis XIV of France, gave him the exclusivity of the design and manufacturing of calculating machines in France.
Its introduction launched the development of mechanical calculators in Europe first and then all over the world, development which culminated, three centuries later, by the invention of the microprocessor developed for a Busicom calculator in 1971.
The mechanical calculator industry owes a lot of its key machines and inventions to the pascaline. First Gottfried Leibniz invented his Leibniz wheels after 1671 while trying to add an automatic multiplication and division feature to the pascaline, then Thomas de Colmar drew his inspiration from Pascal and Leibniz when he designed his arithmometer in 1820, and finally Dorr E. Felt substituted the input wheels of the pascaline by columns of keys to invent his comptometer around 1887. The pascaline was also constantly improved upon, especially with the machines of Dr. Roth around 1840, and then with some portable machines until the creation of the first electronic calculators."
University of Liverpool IME Conference.
The 19th International Congress on Insurance Mathmatics and Economics
More than 700 fourth and fifth graders from four school districts in San Joaquin County converged on the Stockton campus of University of the Pacific for the sixth annual Math Steeplechase. They were split into teams of five to six students each and each team had to solve six complex mathmatical problems with only 10 minutes per problem. The best scoring teams and schools received trophies. It wasn't all just math. Students also were taken on a scavenger hunt on campus and also played games with Pacific athletes.
-Dr. Elizabeth Silva, PLoS ONE (science focused, peer- reviewed, online) ;Dr. Denis Viri, Journal of American Indian Education; Dr. Gloria HolguÃn Cuádraz , Arizona State University; Dr. Yang Kuang, Journal of the mathmatical Biosciences & Engineering
More than 700 fourth and fifth graders from four school districts in San Joaquin County converged on the Stockton campus of University of the Pacific for the sixth annual Math Steeplechase. They were split into teams of five to six students each and each team had to solve six complex mathmatical problems with only 10 minutes per problem. The best scoring teams and schools received trophies. It wasn't all just math. Students also were taken on a scavenger hunt on campus and also played games with Pacific athletes.
SAN DIEGO (July 26, 2017) Mass Communication Specialist 1st Class Jason Graham describes the functions of the ship's bridge to members of the Blue Heart Foundation during a STEM (science, technology, engineering and mathematics) event aboard the Wasp-class amphibious assault ship USS Essex (LHD 2). This event was part of the annual National Naval Officers Association (NNOA) Professional Development and Training Symposium coordinated with the San Diego chapter NNOA. The Department of the Navy is actively engaged in efforts to improve STEM education in the Unites States in order to ensure that an educated workforce is ready to meet the Navy and Marine Corps manning needs. (U.S. Navy photo by Mass Communication Specialist 2nd Class Sean P. Gallagher/Released)
I expect most people have heard of the conic sections, the circle, ellipse, parabola and hyperbola which can all be formed by slicing a cone with a plane. I've just learned of this geometric method which can be used to find the two foci which are a separate way of defining or constructing an ellipse.
It turns out that if you take two spheres, such that they are tangent to the surface of the cone on a circle, and also tangent to the plane slicing through the cube at one point, those points where each sphere is tangent to the plane will coincide with the foci necessary to construct the same ellipse by finding the curve that is the sum of the distance from any point on the curve to the two foci.
In this image I've taken an overhead perspective view showing the surface area of the ellipse and the two small green spheres I've used to mark its foci or the points at which the spheres embedded in the cone were tangent to its surface.
You know, I think I would really like to study geometry more deeply, best yet as the mathematics of computer graphics. But I would want to study it à la carte, just choose whichever topics seem interesting and fruitful to me, without having to do things in the order someone else decided was best. No prerequisites either. Because if I have to know the math before I can use it then I will never use most of it, because I won't find most of it to be worth my time until I have an application to which it is an essential tool.
That's how I think math and physics should be taught, as the tools you need in order to construct your own video game.
SAN DIEGO (July 26, 2017) Quartermaster 2nd Class Amanda Franks describes equipment functions of the bridge to students during a STEM (science, technology, engineering and mathematics) event aboard the Wasp-class amphibious assault ship USS Essex (LHD 2). This event was part of the annual National Naval Officers Association (NNOA) Professional Development and Training Symposium coordinated with the San Diego chapter NNOA. The Department of the Navy is actively engaged in efforts to improve STEM education in the Unites States in order to ensure that an educated workforce is ready to meet the Navy and Marine Corps manning needs. (U.S. Navy photo by Mass Communication Specialist 2nd Class Sean P. Gallagher/Released)
More than 700 fourth and fifth graders from four school districts in San Joaquin County converged on the Stockton campus of University of the Pacific for the sixth annual Math Steeplechase. They were split into teams of five to six students each and each team had to solve six complex mathmatical problems with only 10 minutes per problem. The best scoring teams and schools received trophies. It wasn't all just math. Students also were taken on a scavenger hunt on campus and also played games with Pacific athletes.
More than 700 fourth and fifth graders from four school districts in San Joaquin County converged on the Stockton campus of University of the Pacific for the sixth annual Math Steeplechase. They were split into teams of five to six students each and each team had to solve six complex mathmatical problems with only 10 minutes per problem. The best scoring teams and schools received trophies. It wasn't all just math. Students also were taken on a scavenger hunt on campus and also played games with Pacific athletes.
He say's he use to be a teacher. He taught mathmatics and economics to high school students before he became homeless.
Now I am presently figuring that the average national cost of what is a gallon of gasoline here in the state of Ohio is going to be within the $ 3.60 cent cost range for what will be the following months of June of 2008 if not higher. Now my present estimate is that I believe you can travel just about 45 miles more or less on just what is one gallon of that gasoline. So then the distance of about 45 miles for when it is divided down by the average cost of what is $ 3.60 cents per gallon for gasoline breaks down into what is about just 0.08 cents per gallon of gas for every mile that is traveled in your automobile. Now lets say you wanted to drive from the state of Virginia on the east cost to all the way across to the state of California to the pacific ocean on the west coast. Well that is about 2,509 miles only just one way. So then eight cents per mile times what is 2,509 miles traveled is about the cost of $ 200.72 for just one way only. So you need about at least if not more then $ 401.44 just for the return trip back on gasoline back to Virginia not including any other expenses you would incur along the way. If you intend to go traveling and to exploure the United States. Plan accordingly and bring about five or six times this amount with you. This would be about $ 2000.00 to 3000.00 dollars alone if not more.
SAN DIEGO (July 26, 2017) Damage Controlman 3rd Class Elizabeth Lacoste teaches a student how to use a Naval Firefighting Thermal Imager during a STEM (science, technology, engineering and mathematics) event in the hangar bay of the Wasp-class amphibious assault ship USS Essex (LHD 2). This event was part of the annual National Naval Officers Association (NNOA) Professional Development and Training Symposium coordinated with the San Diego chapter NNOA. The Department of the Navy is actively engaged in efforts to improve STEM education in the Unites States in order to ensure that an educated workforce is ready to meet the Navy and Marine Corps manning needs. (U.S. Navy photo by Mass Communication Specialist 3rd Class Chandler Harrell/Released)
More than 700 fourth and fifth graders from four school districts in San Joaquin County converged on the Stockton campus of University of the Pacific for the sixth annual Math Steeplechase. They were split into teams of five to six students each and each team had to solve six complex mathmatical problems with only 10 minutes per problem. The best scoring teams and schools received trophies. It wasn't all just math. Students also were taken on a scavenger hunt on campus and also played games with Pacific athletes.