For my textbooks, I use little record cards. I write the book reference on the top line, then whatever notes or quotations etc. If it's a heavily referred to book, I sometimes use different colour cards to mean different things.
When I return the book to the library etc., I take all my record cards out and put them in a little perspex index box.
Sometimes I use the record cards to then start some more detailed notes in a notebook; sometimes the record cards refer to a page in my notebooks where I've attempted a derivation etc.
Absolutely. Key for me was to invite children's friends (and family) along, host it in our house and make it a recurring weekly thing. The books (presumably you also have these from the MSRI's 'Mathematical Circles Library') are great, but week-to-week I've found the free online NRICH resources much more directly useful: https://nrich.maths.org/about-nrich
It's been really rewarding. I definitely recommend jumping in. I started with my reception-age child (+ school friends), and have just extended it to their younger sibling (+ friends from nursery). Your 3.5 year old will have started the EYFS (Early Years Foundational Stage) syllabus at nursery if they attend (which is also what they do in the 'Reception' year at primary school, before starting the national curriculum in the first year), so they will now be exposed to counting and comparisons. The perfect time to get started, in other words!
There's some NRICH funded research that showed that exposure to symmetry and reasoning at this level was much more predictive of future abilities than numbers and counting. I think when parents try and help at the early stages, they often try to e.g. get their kids to count to 100, which is conceptually identical to counting to 10.
For number fluency there is the free White Rose '1 minute maths' app, which does a very nice job of gamifying subitising & etc. A lot of primary schools in London seem to have adopted the White Rose teaching resources.
https://whiteroseeducation.com/1-minute-maths
Practically speaking (running a little maths circle in the UK for my children, and some of their friends from nursery and primary school), I have found the Nrich website to be the single best source of resources:
https://nrich.maths.org/about-nrich
The book by Zvonkin described in the article is a very good motivator, particularly for the honest descriptions of lessons gone badly wrong, and staying up late cutting out pieces of cardboard! But it's quite difficult to use as a teaching resource.
What do you not like about Feynman's "little arrows" / rotating clock hands in the QED book? I can't think of a more simple metaphor for the exponential of a complex phase, exp(i omega t). I suppose you could try and do it with more commonplace trigonometric functions, but then you lose the simple vector interpretation of adding the contributions. Or are you arguing that you should always try and teach complex numbers and the Euler identity to avoid strained analogies?
That's great! Their motivation & updates seem very sensible.
Calculus Made Easy is a very nice compact book for university students who have started to forgot their high school training, and I will certainly point people in the direction of this project.
This is super useful to know about!
The sprite designer & waveform editor / tracker is a really good creative introduction to computers for small children. And you can jump straight in to doing this with the above web link.
(For those new to Pico-8, hit 'esc' from the Lua console to bring up the editor tools, then click on the icon in the top right.)
But it is theatre.
A single £0.01 Zener diode can generate vastly more guaranteed (by quantum mechanics!) randomness, without all the possibility of failure, entropy leaking etc.
The speed of sound does not depend on pressure, only temperature.
I suspect this is occurring because the (sonic) flow through the nozzle cools as it expands, therefore the speed of sound drops, making the same flow now supersonic in the cooled gas.
There's also a fantastic Youtube video in a neutron beam facility of a Moka pot, in which you can see the full process of brewing. The water and plastic handle appear 'black' as hydrogen scatters neutrons so strongly.
A key quality of life improvement for me was to realise that you can eject the grounds from the filter funnel by putting the tube to your lips and blowing gently, ejecting the coffee puck into the food waste / compost bin. The Moka pot then becomes an almost zero-cleanup way of making coffee.
You need to do this after the pot has cooled enough that the aluminium won't burn your lips, but soon enough that the coffee grounds haven't continued to swell and wedge themselves in place.
I'm certain all the reactors will SCRAM (shut down the nuclear chain reaction), but then every large (i.e. all) power reactors need active cooling to remove the decay heat and prevent a core meltdown.
(This is what happened at Fukushima - even with all the staff on site, they couldn't cope with a station 'blackout' (no external power grid) event.)
My experience is a first implementation / novice programmer will write Julia code of a similar speed to python. But then an intermediate Julia programmer can adapt that same code to be of order C / Fortran performance, without stopping the novice programmer from being able to work on the code base. So it's this ability to iteratively improve and collaborate across very different skill sets that's really important.
This is quite a different situation to traditional scientific computing.
Why would you want control? That means more bureaucracy you need to do yourself.
In the UK (and I believe everywhere with a well functioning research culture), the 'Haldane principle' means that research funding is decided by researchers (not politicians / the civil service). https://publications.parliament.uk/pa/cm200809/cmselect/cmdi...
Funding UK science via the ERC, means you are making use of the network effects for peer review & processes. So the individual funding applications are being reviewed to a higher standard, and better decisions are made about what science to fund.
>This is a minimal package for doing question and answering from PDFs or text files (which can be raw HTML). It strives to give very good answers, with no hallucinations, by grounding responses with in-text citations.
When I return the book to the library etc., I take all my record cards out and put them in a little perspex index box.
Sometimes I use the record cards to then start some more detailed notes in a notebook; sometimes the record cards refer to a page in my notebooks where I've attempted a derivation etc.