Discovery Lecture- Mathematics
Angelina Lee (Cluster 1)
The second lecture of the week, the first-ever COSMOS discovery lecture for math, gave students a broader understanding of thought-provoking open (unsolved) problems and the important figures behind commonly-known concepts. Along with the fact that this event was unprecedented in COSMOS history, the lecture was also able to create ripples throughout students of other clusters; many of whom found themselves engrossed in the discussion. This lecture was presented by Sarah Rominger, a high school math teacher as well as Cluster 1’s teacher-fellow. She also attended UC Berkeley as an undergraduate math major!
In her lecture, Ms. Rominger started with the story behind her tattoo that depicted the “Golden Ratio”, which was related to the theory behind the Fibonacci Sequence. Ms. Rominger explained that Euclid -- often known as the “father of geometry” -- had once written in one of his thirteen volumes, “A straight line is said to have been cut in extreme and mean ratio when, as the whole line is to the greater segment, so is the greater to the lesser.” In other words, this means that in a line divided into longer part (a) and smaller part (b), ‘a + b’ is to ‘a’ as ‘a’ is to ‘b’. She explained that the “Golden Ratio”, represented by φ, is roughly equivalent to 1.618033 or -0.618033.
Following the Golden Ratio, Ms. Rominger delved deeper into the well-known Fibonacci Sequence, highlighting the various examples of the sequence in nature. For example, she showed a picture of the middle of a sunflower and a seashell to demonstrate natural instances of the sequence. She talked about the origins of the sequence itself, including how the Fibonacci sequence was actually discovered and studied by Indian mathematicians centuries before Fibonacci found it. However, the names of those mathematicians have been lost to time, so the sequence was named after the Italian mathematician Fibonacci, who had studied the growth of rabbit populations and observed the interesting pattern that came to be known as such.
Ms. Rominger also introduced the nominalism vs platonism debate. While nominalism is described as the belief that humans have invented math to describe their observations, platonism is described as the belief that humans have discovered math while making their observations. She allowed students to make their own judgment as to which position they believed to be correct, while also emphasizing the fact that neither can be proven outright true or false. Finally, Ms. Rominger talked about the Continuum Hypothesis, a famous open math problem first introduced in 1900. It is a case concerning the possibility of an infinite set between the set of integers and the set of real numbers. Although Kurt Godel proved in 1940 that we cannot prove the existence of this set, Paul Cohen proved in 1963 that we cannot prove that this set is non-existent. All in all, Sarah Rominger presented a fascinating discovery lecture that consisted of a multitude of topics,allowing students to dig deep beneath the surface of math.
In her lecture, Ms. Rominger started with the story behind her tattoo that depicted the “Golden Ratio”, which was related to the theory behind the Fibonacci Sequence. Ms. Rominger explained that Euclid -- often known as the “father of geometry” -- had once written in one of his thirteen volumes, “A straight line is said to have been cut in extreme and mean ratio when, as the whole line is to the greater segment, so is the greater to the lesser.” In other words, this means that in a line divided into longer part (a) and smaller part (b), ‘a + b’ is to ‘a’ as ‘a’ is to ‘b’. She explained that the “Golden Ratio”, represented by φ, is roughly equivalent to 1.618033 or -0.618033.
Following the Golden Ratio, Ms. Rominger delved deeper into the well-known Fibonacci Sequence, highlighting the various examples of the sequence in nature. For example, she showed a picture of the middle of a sunflower and a seashell to demonstrate natural instances of the sequence. She talked about the origins of the sequence itself, including how the Fibonacci sequence was actually discovered and studied by Indian mathematicians centuries before Fibonacci found it. However, the names of those mathematicians have been lost to time, so the sequence was named after the Italian mathematician Fibonacci, who had studied the growth of rabbit populations and observed the interesting pattern that came to be known as such.
Ms. Rominger also introduced the nominalism vs platonism debate. While nominalism is described as the belief that humans have invented math to describe their observations, platonism is described as the belief that humans have discovered math while making their observations. She allowed students to make their own judgment as to which position they believed to be correct, while also emphasizing the fact that neither can be proven outright true or false. Finally, Ms. Rominger talked about the Continuum Hypothesis, a famous open math problem first introduced in 1900. It is a case concerning the possibility of an infinite set between the set of integers and the set of real numbers. Although Kurt Godel proved in 1940 that we cannot prove the existence of this set, Paul Cohen proved in 1963 that we cannot prove that this set is non-existent. All in all, Sarah Rominger presented a fascinating discovery lecture that consisted of a multitude of topics,allowing students to dig deep beneath the surface of math.
Discovery Lecture- Circadian Rhythms
Alexis Huang and Andrew Yu (Cluster 9)
Professor Carrie Partch described the nature of circadian rhythms and how it affects us in our daily lives. The term “circadian rhythm” ( from the latin phrase circa diem, meaning “about a day” ) refers to the cellular timing mechanisms that determine how most organisms, including humans, measure time and use it to control their life cycles and biology. Roughly synchronized to the Earth’s rotation, circadian rhythms help many living things maintain a regular sequence of vital activities, such as sleeping, brain activity, and hormone production. An example of this is how single-celled organisms and plants are able to use their internal clocks to understand when light is available for photosynthesis, and adjust their positions accordingly.
Insects and other animals also have these circadian rhythms too- including humans. Our circadian rhythm dictates that 10AM is the time that we are best able to concentrate, and 5PM is the best time for us to achieve peak physical performance. In addition, 10PM is the best time for bedtime, as circadian rhythms are largely controlled by melatonin levels in our body, which lower during the day and become higher during the night.
Various experiments have been conducted previously for scientists to determine whether these patterns were dependent on sunlight or our internal clocks, including a 1930 experiment where subjects spent days in a pitch-black cave and a 1960 experiment which found that the entire circadian cycle is approximately 24 hours long, lasting the duration of the average day.
Light has a great effect on our circadian rhythms, and acts like a drug that controls our alertness, concentration, physical activity, and more. For this reason, artificial lights we use at night can disrupt our circadian rhythms, and it is important that we are able to learn to better understand our body’s natural cycle in order to stay healthy.
Insects and other animals also have these circadian rhythms too- including humans. Our circadian rhythm dictates that 10AM is the time that we are best able to concentrate, and 5PM is the best time for us to achieve peak physical performance. In addition, 10PM is the best time for bedtime, as circadian rhythms are largely controlled by melatonin levels in our body, which lower during the day and become higher during the night.
Various experiments have been conducted previously for scientists to determine whether these patterns were dependent on sunlight or our internal clocks, including a 1930 experiment where subjects spent days in a pitch-black cave and a 1960 experiment which found that the entire circadian cycle is approximately 24 hours long, lasting the duration of the average day.
Light has a great effect on our circadian rhythms, and acts like a drug that controls our alertness, concentration, physical activity, and more. For this reason, artificial lights we use at night can disrupt our circadian rhythms, and it is important that we are able to learn to better understand our body’s natural cycle in order to stay healthy.
An Interview with Professor Guhathakurta - A Founding UCSC COSMOS Professor
Kevin Wang (Cluster 9), Angelina Lee (Cluster 1)
What type of research are you involved in and why does it interest you?
Generally, the main research I do is about galaxies. All aspects of galaxies, including dark matter, star formation history, cannibalism history, and how they are assembled. It lets you look back in time as events that are long-lasting tend to leave a mark. This field interests me because galaxies are the logical factories for the elements of the periodic table. Without galaxies, life would not exist.
What fascinates you the most about the universe?
Just how big it is in size, how far back in time it goes, and how complex it really is. It is amazing how insignificant beings, like us, can comprehend this concept.
Stars and Galaxies are light years away from us. How are we capable of studying features like chemical composition?
We are able to study light in different wavelengths and apply our knowledge of physics to obtain information regarding the ratio of elements in other galaxies.
Why do you think that astronomy is important?
Not only because of the sheer grandeur of astronomy, but it also teaches you to be humble because you are studying something so much bigger than yourself. It is similar to the people who study the oceans and forests, for it teaches you to think critically through evidence-based analysis.
What implications do you think astronomy will have on the world?
Anything on a big scale can teach us to be humble. In general, science teaches us to think critically and analyze evidence.
What inspired you to pursue a career in astronomy?
It was attributed to my childhood trips to the beautiful planetarium in my community organized by my school.
What made you want to become a professor?
I’ve been interested in education since grade 11 in which I tutored other students. My first student was a grade 6 student who I tutored for math and chemistry. My professor saw that I was a good student, and that I loved to ask questions in class. As a result, he recommended me to tutor other students. I became very fond of explaining things because it helped me understand the concepts better.
If you could send a message to your younger self, what would you say?
Don’t goof off so much. Work hard.
What fun facts do you have about yourself?
I once had a face-to-face interaction with Mother Teresa for about 30 seconds. I lived in the same community as her, and my job was being a tourist guide. I had only seen her from a distance near her orphanage before this encounter.
I also met Jane Goodall, the first person to prove that humans are not the only species capable of using tools. She studied chimpanzee behavior by observing a chimpanzee that used a leaf’s stock, stuck it into an anthill, and ate the ants on the leaf stock.
How long have you been involved in COSMOS?
I have been involved in the program when it first began in 1999. However, there were a few gaps over the course of this program where I was unable to participate.
How did you become involved in COSMOS?
The astronomy department was starting up a new initiative so I helped design the program. Around that time, it was brought to my attention that there was a new program called COSMOS. My first informal jobs included tutoring in high school and college, so I’ve been interested in teaching young students for a long time.
What is your favorite memory or event from COSMOS?
It would have to be one of the field trips to Mount Hamilton. It feels magical to look at the sunset over San Jose. You feel small compared to what is in front of you.
How has your experience with COSMOS impacted you?
It has shown me the amazing intellectual brainpower that this generation holds. It has inspired me to work with other high schoolers in different programs around the world.
As a founding member of the COSMOS staff, what would you say is the best part about the program as a whole?
It is the energy, curiosity, and passion for learning students bring. Along with the shared mission of the program, it is the passionate mentors who engage young people in the sciences and provide them with opportunities to learn. This combination is the best part of COSMOS.
What advice would you give to students aspiring to go into the STEM field?
Keep your eyes open when you go into a field. Don’t go into a field just because your siblings, teachers, or parents tell you to. Talk to people actually involved in the field. There’s a huge diversity of tasks in the STEM field. At COSMOS, there are teachers, RA’s, and student advisors, and someone like you can get involved in any of those levels. Find something that will make you want to get up and go to work every day.
What’s one thing you would like to share with all students at COSMOS?
I would like to share that all of us have the responsibility to treat one another, the Earth, and other species with kindness. We should all be fair and unbiased and think with both logic and compassion.
Generally, the main research I do is about galaxies. All aspects of galaxies, including dark matter, star formation history, cannibalism history, and how they are assembled. It lets you look back in time as events that are long-lasting tend to leave a mark. This field interests me because galaxies are the logical factories for the elements of the periodic table. Without galaxies, life would not exist.
What fascinates you the most about the universe?
Just how big it is in size, how far back in time it goes, and how complex it really is. It is amazing how insignificant beings, like us, can comprehend this concept.
Stars and Galaxies are light years away from us. How are we capable of studying features like chemical composition?
We are able to study light in different wavelengths and apply our knowledge of physics to obtain information regarding the ratio of elements in other galaxies.
Why do you think that astronomy is important?
Not only because of the sheer grandeur of astronomy, but it also teaches you to be humble because you are studying something so much bigger than yourself. It is similar to the people who study the oceans and forests, for it teaches you to think critically through evidence-based analysis.
What implications do you think astronomy will have on the world?
Anything on a big scale can teach us to be humble. In general, science teaches us to think critically and analyze evidence.
What inspired you to pursue a career in astronomy?
It was attributed to my childhood trips to the beautiful planetarium in my community organized by my school.
What made you want to become a professor?
I’ve been interested in education since grade 11 in which I tutored other students. My first student was a grade 6 student who I tutored for math and chemistry. My professor saw that I was a good student, and that I loved to ask questions in class. As a result, he recommended me to tutor other students. I became very fond of explaining things because it helped me understand the concepts better.
If you could send a message to your younger self, what would you say?
Don’t goof off so much. Work hard.
What fun facts do you have about yourself?
I once had a face-to-face interaction with Mother Teresa for about 30 seconds. I lived in the same community as her, and my job was being a tourist guide. I had only seen her from a distance near her orphanage before this encounter.
I also met Jane Goodall, the first person to prove that humans are not the only species capable of using tools. She studied chimpanzee behavior by observing a chimpanzee that used a leaf’s stock, stuck it into an anthill, and ate the ants on the leaf stock.
How long have you been involved in COSMOS?
I have been involved in the program when it first began in 1999. However, there were a few gaps over the course of this program where I was unable to participate.
How did you become involved in COSMOS?
The astronomy department was starting up a new initiative so I helped design the program. Around that time, it was brought to my attention that there was a new program called COSMOS. My first informal jobs included tutoring in high school and college, so I’ve been interested in teaching young students for a long time.
What is your favorite memory or event from COSMOS?
It would have to be one of the field trips to Mount Hamilton. It feels magical to look at the sunset over San Jose. You feel small compared to what is in front of you.
How has your experience with COSMOS impacted you?
It has shown me the amazing intellectual brainpower that this generation holds. It has inspired me to work with other high schoolers in different programs around the world.
As a founding member of the COSMOS staff, what would you say is the best part about the program as a whole?
It is the energy, curiosity, and passion for learning students bring. Along with the shared mission of the program, it is the passionate mentors who engage young people in the sciences and provide them with opportunities to learn. This combination is the best part of COSMOS.
What advice would you give to students aspiring to go into the STEM field?
Keep your eyes open when you go into a field. Don’t go into a field just because your siblings, teachers, or parents tell you to. Talk to people actually involved in the field. There’s a huge diversity of tasks in the STEM field. At COSMOS, there are teachers, RA’s, and student advisors, and someone like you can get involved in any of those levels. Find something that will make you want to get up and go to work every day.
What’s one thing you would like to share with all students at COSMOS?
I would like to share that all of us have the responsibility to treat one another, the Earth, and other species with kindness. We should all be fair and unbiased and think with both logic and compassion.