Category Archives: Science And Society

Speed Limits

A great piece on the general irrationality about them, and the history. I find most interesting (and new) the point that the main benefit of posting a speed limit was not to slow the fastest down, but to speed the slowest up. More people need to understand that it is not absolute speed that is dangerous, but relative speed. When I was young, in Michigan, before Nixon’s double-nickle stupidity, the freeway signs had both a maximum and a minimum: 70/45. That was back in the days when older cars weren’t as safe or reliable at higher speeds. Today, I’d make it more like 80/60.

I’m also glad that they (as I always do) pointed out what a problem a lack of lane discipline is. If they’d give tickets for hogging the left lane, instead of speeding, traffic would flow both more smoothly and more safely.

Infinity Aerospace

Announcing tools to utilize ISS. Ardulab, is an Arduino modified with features to work on the station. Developed with NASA and Nanoracks. Enabled an 8th-grade class to do a plant-growth experiment for different light conditions in space, ready to fly. Takes up only ten percent of allowed volume, leaving remainder for experiments. Completely open source, hardware and software. Will be opening web site right after talk today.


Why Americans suck at it:

American institutions charged with training teachers in new approaches to math have proved largely unable to do it. At most education schools, the professors with the research budgets and deanships have little interest in the science of teaching. Indeed, when Lampert attended Harvard’s Graduate School of Education in the 1970s, she could find only one listing in the entire course catalog that used the word “teaching” in its title. (Today only 19 out of 231 courses include it.) Methods courses, meanwhile, are usually taught by the lowest ranks of professors — chronically underpaid, overworked and, ultimately, ineffective.

Without the right training, most teachers do not understand math well enough to teach it the way Lampert does. “Remember,” Lampert says, “American teachers are only a subset of Americans.” As graduates of American schools, they are no more likely to display numeracy than the rest of us. “I’m just not a math person,” Lampert says her education students would say with an apologetic shrug.

Consequently, the most powerful influence on teachers is the one most beyond our control. The sociologist Dan Lortie calls the phenomenon the apprenticeship of observation. Teachers learn to teach primarily by recalling their memories of having been taught, an average of 13,000 hours of instruction over a typical childhood. The apprenticeship of observation exacerbates what the education scholar Suzanne Wilson calls education reform’s double bind. The very people who embody the problem — teachers — are also the ones charged with solving it.

…Left to their own devices, teachers are once again trying to incorporate new ideas into old scripts, often botching them in the process. One especially nonsensical result stems from the Common Core’s suggestion that students not just find answers but also “illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.” The idea of utilizing arrays of dots makes sense in the hands of a skilled teacher, who can use them to help a student understand how multiplication actually works. For example, a teacher trying to explain multiplication might ask a student to first draw three rows of dots with two dots in each row and then imagine what the picture would look like with three or four or five dots in each row. Guiding the student through the exercise, the teacher could help her see that each march up the times table (3×2, 3×3, 3×4) just means adding another dot per row. But if a teacher doesn’t use the dots to illustrate bigger ideas, they become just another meaningless exercise. Instead of memorizing familiar steps, students now practice even stranger rituals, like drawing dots only to count them or breaking simple addition problems into complicated forms (62+26, for example, must become 60+2+20+6) without understanding why. This can make for even poorer math students. “In the hands of unprepared teachers,” Lampert says, “alternative algorithms are worse than just teaching them standard algorithms.”

No wonder parents and some mathematicians denigrate the reforms as “fuzzy math.” In the warped way untrained teachers interpret them, they are fuzzy.

It’s a long, but interesting, and depressing article.

I should note that I was one of the kids who suffered from the “New Math” in the sixties, but I had a great algebra teacher in junior high (I forget her name, but she was a black woman), and good ones in high school as well. We actually learned calculus and analytic geometry from Mr. Troyer.

[Update a while later]

The more I think about this, the more furious I get that we have these worthless schools of “education” that don’t even teach teachers to teach.

Scientists And Philosophers

Why they need to talk to each other:

Most of climate science is in ‘shut up and calculate’ mode. This is a very dangerous place to be given the substantial uncertainties, ignorance and areas of disagreement, not to mention the problems/failures of climate models. Climate science needs reflection on the fundamental assumptions, re-interpretations, and deeper thinking. How to reason about the complex climate system, and its uncertainties, is not at all straightforward. And then of course there are the ethical issues, including understanding how the climate debate has gone so badly wrong.



More junk science, pushed by the drug companies:

History will judge the American Heart Association guidelines by their effect. We currently have a statin epidemic with 25 percent of adults over the age of 45 taking the pills, a large majority of whom do not have heart disease and have not seen the numbers. But they are simple, and available. No doctor should be prescribing a statin and no person should be taking one, unless they have seen them. If more people without heart disease take statins it will be a victory of misinformation.

I try to convince my brother to get off them, but he takes the advice of his doctor.

Ocean Heat

Where is it?

I have previously written about the fact that the heat in the ocean isn’t there. A Facebook commentator produced some excellent graphs based on the ARGO data which showed NO heat accumulation at any level in the world’s oceans. This lack of warming contradicts completely (Anthropogenic Global Warming) AGW theory as put forward by such AGW stalwarts as Trenberth and England. It also has Hansen scrambling for weird and whacky explanations.

So it is plain in the ARGO era that the oceans are not warming and this contradicts AGW.


The Big Fat Surprise

Another review of the book:

The book’s subtitle is Why Butter, Meat & Cheese Belong in a Healthy Diet, which gave me the impression I was about to start reading a hefty science book. There’s plenty of science in The Big Fat Surprise, but it’s more of a history book. It’s the story of how lousy science conducted by arrogant scientists and adopted by equally arrogant policymakers led to lousy decisions that produced lousy consequences. I doubt any Fat Heads out there still believe nutrition science is conducted by impartial researchers who aren’t already wedded to an outcome, but if so, reading this book will disabuse you of that notion. It’s all laid out here in a richly detailed story that runs 340 pages … the egos, the arrogance, the obsession with pursuing and (ahem) proving a single hypothesis, the scientific bullying, the corruption, and of course the ham-handed interference by the 900-pound gorilla known as the federal government.

Gee, in what other field have we seen that sort of thing?