Tag: <span>science</span>

29 Jan

Elementary Science Projects For Parents Who Aren’t Rocket Scientists

Elementary Science Projects are often the first introduction that a parent has to the wonderful world of school projects. The first science project is the perfect time for a kid to be amazed at the way things work in the world around us. Learning about stuff like friction, static electricity and fire is fascinating and fun. Often, however, the process of deciding on a topic, finding a project, and getting it to work leads to frustration for parents and students. Somewhere between the fun and the fair, the fun often evaporates with that first science project. It shouldn’t be that way! A science project should be a wonderful time of discovery and learning for a parent and child.

But what if you’re like most parents, and are not a rocket scientist? How can you choose and help your child do a good, if elementary, science project?

Before you discuss it with your child, do your homework. If your elementary school child has been assigned a science project, you already know that your biggest step is choosing a topic. Don’t make the mistake of being too broad and asking your child, “Do you want to do a project about electricity?” Find some specific projects that follow guidelines of your science teacher or science fair. Then, describe the project in exciting terms. “Here’s a cool project about how yeast has enough gas – yes, that kind – to can blow up a balloon!” or “You take the shell off an egg in this project and then bounce the egg on the floor!”

While looking for an experiment, keep in mind that many teachers require that a science project follow the scientific method, even when doing an elementary school science project. That means your child has to come up with a question, do research, state an hypothesis, list independent and dependent variables, test the hypothesis, chart results and declare a conclusion. (Did you feel the fun start to go away?!)

It’s also important not to choose a science project so complicated that the child is only a spectator. Find an experiment that allows the child to participate, to understand the scientific principles, and to have fun!

Yes, we know how difficult this can be. We have four sons, and have done more science projects than we can count. We’ve encountered more than our share of problems, and made lots of mistakes. But somewhere along the way, we started to figure it out! We began to come up with project ideas that met the teacher’s standards, yet were easy to do, affordable, interesting and fun. We’ve written a free guide called, “The Non-Scientist Parent’s Guide to Science Fair Projects”, which will walk you step by step through the whole science project process. Get your copy of the guide at http://www.24HourScienceProjects.com, and we’ll help you and your child discover how easy and fun that it can be to do an elementary science project!



Source by Kayla Fay

05 Jan

Gender Differences In Learning Style Specific To Science, Technology, Engineering And Math – Stem

There are gender differences in learning styles specific to science, math, engineering and technology (STEM) that teachers of these subjects should keep in mind when developing lesson plans and teaching in the classroom. First, overall, girls have much less experience in the hands-on application of learning principles in lab settings than boys. This could occur in the computer lab, the science lab, or the auto lab – the principle is the same for all of these settings – it requires an overall technology problem-solving schema, accompanied by use and manipulation of tools, and spatial relation skills that very few girls bring with them to the classroom on day one in comparison to boys.

Let’s look at some of the reasons why girls come to the STEM classroom with less of the core skills needed for success in this subject area. Overall, girls and boys play with different kinds of games in early childhood that provide different types of learning experiences. Most girls play games that emphasize relationships (i.e., playing house, playing with dolls) or creativity (i.e., drawing, painting). In contrast, boys play computer and video games or games that emphasize building (i.e., LEGO®), both of which develop problem-solving, spatial-relationship and hands-on skills.

A study of gender differences in spatial relations skills of engineering students in the U.S. and Brazil found that there was a large disparity between the skills of female and male students. These studies attributed female student’s lesser skills set to two statistically significant factors: 1) less experience playing with building toys and 2) having taken less drafting courses prior to the engineering program. Spatial relations skills are critical to engineering. A gender study of computer science majors at Carnegie-Mellon University (one of the preeminent computer science programs in the country) found that, overall, male students come equipped with much better computer skills than female students. This equips male students with a considerable advantage in the classroom and could impact the confidence of female students.

Are these gender differences nature or nurture? There is considerable evidence that they are nurture. Studies show that most leading computer and video games appeal to male interests and have predominantly male characters and themes, thus it is not surprising that girls are much less interested in playing them. A study of computer games by Children Now found that 17% of the games have female characters and of these, 50% are either props, they tend to faint, have high-pitched voices, and are highly sexualized.

There are a number of studies that suggest that when girls and women are provided with the building blocks they need to succeed in STEM they will do as well if not better than their male counterparts. An Introductory Engineering Robotics class found that while males did somewhat better on the pre-test than females, females did as well as the males on the post-test following the class’s completion.

Another critical area of gender difference that teachers of STEM should keep in mind has less to do with actual skills and experience and more to do with perceptions and confidence. For females, confidence is a predictor of success in the STEM classroom. They are much less likely to retain interest if they feel they are incapable of mastering the material. Unfortunately, two factors work against female confidence level: 1) most girls will actually have less experience with STEM course content than their male counterparts and 2) males tend to overplay their accomplishments while females minimize their own. A study done of Carnegie Mellon Computer Science PhD students found that even when male and female students were doing equally well grade wise, female students reported feeling less comfortable. Fifty-three percent of males rated themselves as “highly prepared” in contrast to 0% of females.

It is important to note that many of the learning style differences described above are not strictly gender-based. They are instead based on differences of students with a background in STEM, problem-solving, and hands-on skills learned from childhood play and life experience and those who haven’t had the same type of exposure. A review of the literature on minority students and STEM finds that students of color are less likely to have the STEM background experiences and thus are missing many of the same STEM building blocks as girls and have the same lack of confidence. Many of the STEM curriculum and pedagogy solutions that work for female students will also work for students of color for this reason.

Bridge Classes/Modules to Ensure Core Skills

Teachers will likely see a gap in the core STEM skills of female and minority students for the reasons described above. Below are some solutions applied elsewhere to ensure that girls and women (and students of color) will get the building block STEM skills that many will be missing.

Teachers in the Cisco Academy Gender Initiative study assessed the skill levels of each of their students and then provided them with individualized lesson plans to ensure their success that ran parallel to the class assignments. Other teachers taught key skills not included in the curriculum at the beginning of the course, such as calculating math integers and tool identification and use. Students were provided with additional lab time, staffed by a female teaching assistant, knowing that the female students would disproportionately benefit from additional hands-on experience.

Carnegie-Mellon University came to view their curriculum as a continuum, with students entering at different points based on their background and experience. Carnegie-Mellon’s new frame of a “continuum” is purposefully different than the traditional negative model in which classes start with a high bar that necessitates “remedial” tutoring for students with less experience, stigmatizing them and undermining their confidence. Below is a list of ideas and suggestions that will help ALL students to succeed in the STEM classroom.

1. Building Confidence

How do teachers build confidence in female students who often have less experience than their male counterparts and perceive they are behind even when they are not?

1) Practice-based experience and research has shown that ensuring female students have the opportunity to gain experience with STEM, in a supportive environment, will increase their confidence level.

2) Bringing in female role models that have been successful in the STEM field is another important parallel strategy that should be used to assist your female students in seeing themselves as capable of mastering STEM classes: if she could do it, then I can too!

3) Consistent positive reinforcement by STEM teachers of their female students, with a positive expectation of outcome, will assist them in hanging in there during those difficult beginning weeks when they have not yet developed a technology schema or hands-on proficiency and everything they undertake seems like a huge challenge.

2. Appealing to Female Interests

Many of the typical STEM activities for the classroom appeal to male interests and turn off girls. For example, curriculum in robots often involves monsters that explode or cars that go fast. “Roboeducators” observed that robots involved in performance art or are characterized as animals are more appealing to girls. Engineering activities can be about how a hair dryer works or designing a playground for those with disabilities as well as about building bridges. Teachers should consider using all types of examples when they are teaching and incorporating activities in efforts to appeal female and male interests. Teachers can also direct students to come up with their own projects as a way of ensuring girls can work in an area of significance to them.

Research also shows that there are Mars/Venus differences between the genders and how each engages in technology. Overall, girls and women are excited by how the technology will be used – its application and context. Men will discuss how big the hard drive or engine is, how fast the processor runs, and debate the merits of one motherboard or engine versus another. These are topics that are, overall, of less interest to most females.

The Carnegie-Mellon Study took into account the differences of what engages female students and modified the Computer Science programs’ curriculum so that the context for the program was taught much earlier on in the semester and moved some of the more technical aspects of the curriculum (such as coding) to later in the semester. Authors observed that the female students were much more positive about getting through the tedious coding classes when they understood the purpose of it. Teachers should ensure that the context for the technology they are teaching is addressed early on in the semester by using real world stories and case studies to capture the interest of all of their students.

3. Group Dynamics in the Classroom

Research studies by American Association of University Women and Children Now have found that most females prefer collaboration and not competition in the classroom. Conversely, most males greatly enjoy competition as a method of learning and play. Many hands-on activities in technology classes are set up as competitions. Robotics for example, regularly uses competitiveness as a methodology of teaching. Teachers should
be cognizant of the preference of many girls for collaborative work and should add-in these types of exercises to their classes. Some ways to do this are by having students work in assigned pairs or teams and having a team grade as well as an individual grade. (See Reading 2 on Cooperative Learning.)

Another Mars/Venus dynamic that STEM teachers should be aware of occurs in the lab there male students will usually dominate the equipment and females will take notes or simply watch. Overall, male students have more experience and thus confidence with hands-on lab equipment than their female counterparts. Teachers should create situations to ensure that their female students are spending an equal amount of time in hands-on activities. Some approaches have been: 1) to pair the female students only with each other during labs in the beginning of the class semester so that they get the hands-on time and their confidence increases, putting them in a better position to work effectively with the male students later on, 2) allot a specific time for each student in pair to use the lab equipment and announce when it’s time to switch and monitor this, and 3) provide feedback to male students who are taking over by letting them know that their partner needs to do the activity as well.

4. Moving Female Students from Passive Learners to Proactive Problem Solvers

The main skill in STEM is problem solving in hands-on lab situations. For reasons already discussed regarding a lack of experience, most girls don’t come to STEM classes with these problem-solving skills. Instead, girls often want to be shown how to do things, repeatedly, rather than experimenting in a lab setting to get to the answer. Adding to this issue, many girls fear that they will break the equipment. In contrast, male students will often jump in and manipulate the equipment before being given any instructions by their teacher. Teachers can address this by such activities as: 1) having them take apart old equipment and put it together again, 2) creating “scavenger hunt” exercises that force them to navigate through menus, and 3) emphasizing that they are learning the problem solving process and that this is equally important to learning the content of the lesson and insisting that they figure out hands-on exercises on their own.

Research has also shown that females tend to engage in STEM activities in a rote, smaller picture way while males use higher order thinking skills to understand the bigger picture and the relationship between the parts. Again, moving female students (and the non-techsavvy student in general) to become problem solvers (versus just understanding the content piece of the STEM puzzle) will move them to use higher order thinking skills in STEM.

Finally, many teachers have reported that many female students will often want to understand how everything relates to each other before they move into action in the lab or move through a lesson plan to complete a specific activity. The female students try to avoid making mistakes along the way and will not only want to read the documentation needed for the lesson, they will often want to read the entire manual before taking any action. In contrast, the male student often needs to be convinced to look at the documentation at all. Boys are not as concerned with making a mistake a long the way as long as what they do ultimately works. The disadvantage for female students is that they often are so worried about understanding the whole picture that they don’t move onto the hands-on activity or they don’t do it in a timely fashion, so that they are consistently the last ones in the class to finish. Teachers can assist female (and non-tech-savvy) students to move through class material more quickly by providing instruction on how to quickly scan for only the necessary information needed to complete an assignment.

5. Role Models

Since the numbers of women in STEM are still small, girls have very few opportunities to see female role models solving science, technology, engineering or math problems. Teachers should bring female role models into the classroom as guest speakers or teachers, or visit them on industry tours, to send the message to girls that they can succeed in the STEM classroom and careers.

Bibliography

Medina, Afonso, Celso, Helena B.P. Gerson, and Sheryl A. Sorby. “Identifying Gender Differences in the 3-D Visualization Skills of Engineering Students in Brazil and in the United States”. International Network for Engineering Eucation and Research page. 2 August 2004: [http://www.ineer.org/Events/ICEE/papers/193.pdf].

Milto, Elissa, Chris Rogers, and Merredith Portsmore. “Gender Differences in Confidence Levels, Group Interactions, and Feelings about Competition in an Introductory Robotics Course”. American Society for Engineering Education page. 8 July 2004: [http://fie.engrng.pitt.edu/fie2002/papers/1597.pdf].

“Fair Play: Violence, Gender and Race in Video Games 2001”. Children Now page. 19 August 2004: [http://www.childrennow.org/media/video-games/2001/].

“Girls and Gaming: Gender and Video Game Marketing, 2000”. Children Now page. 17 June 2004: [http://www.childrennow.org/media/medianow/mnwinter2001.html].

Tech-Savvy: Educating Girls in the New Computer Age. District of Columbia: American Association of University Women Educational Foundation, 2000.

Margolis, Jane and Allan Fisher. Unlocking the Computer Clubhouse: Women in Computer. Cambridge, MA: The MIT Press, 2003.

Taglia, Dan and Kenneth Berry. “Girls in Robotics”. Online Posting. 16 September 2004: http://groups.yahoo.com/group/roboeducators/.

“Cisco Gender Initiative”. Cisco Learning Institute. 30 July 2004: [http://gender.ciscolearning.org/Strategies/Strategies_by_Type/Index.html].



Source by Donna Milgram

30 Dec

Renaissance Science, Registered 21st Century Rebirth Document

This essay is the birth certificate of the 21st Century Renaissance. It shows how the life-science of the Classical Greek era’s Humanities has been upgraded in order to bring balance into Western technological culture. Many philosophers have warned that the fate of human civilisation depends upon achieving that goal.

The ancient Greek Parthenon represented a Greek life-science culture, symbolising concepts of political government long lost to modern Western science. The Ottoman military once stored gunpowder in the Parthenon and in1687 a Venetian mortar round blew the building into ruin. Recent restoration techniques using computers revealed that strange illusionary optical engineering principles had been used in the building’s construction. We know that they were associated with the mathematics of the Music of the Spheres that Pythagoras had brought back from the Egyptian Mystery Schools. We also know that Plato considered that any engineer who did not understand about spiritual optical engineering principles was a barbarian.

Harvard University’s Novartis Chair Professor, Amy Edmondson, in her online biography of Buckminster Fuller, The Fuller Explanation, wrote about how Fuller had plagiarised Plato’s spiritual engineering discoveries and used them to derive his life-science synergistic theories. Those theories, which completely challenged the basis of the 20th Century Einsteinian world-view are now the basis of a new medical science instigated by the three 1996 Nobel Laureates in Chemistry. During the 21st Century the complex Fullerene geometrical reasoning has brought about the rebirth of the lost ancient Greek optical science of life. This is now rewriting Western technological culture, so there is a need to know why Buckminster Fuller wrote that this reunification provides a choice between Utopia or Oblivion.

After presenting complex geometrical reasoning, Professor Edmondson wrote, “By now familiar with Fuller’s underlying assumptions, we shall take time out to introduce some background material. The origins of humanity’s fascination with geometry can be traced back four thousand years, to the Babylonian and Egyptian civilisations; two millennia later, geometry flourished in ancient Greece, and its development continues today. Yet most of us know almost nothing about the accumulated findings of this long search. Familiarity with some of these geometric shapes and transformations will ease the rest of the journey into the intricacies of synergetics.”

Human survival now depends upon a more general understanding that ethics is not about how science is used but about what is the ethical form of the spiritual, or holographic structure of science itself. There is no need for the reader to become conversant with the complex geometrical equations suggested by Professor Amy Edmondson, in order to follow the journey of ethical logic from ancient Egypt to the 21st Century Renaissance. However, before undertaking that journey we need to realise the nightmare scenario that the unbalanced 20th Century understanding of science has forced global humanity to endure and which Buckminster Fuller warned about.

In 1903, Lord Bertrand Russell’s book A Freeman’s Worship was published, containing his vision of A Universe in Thermodynamic Ruin. This nightmare mathematical assessment of reality stated that all the most ennobling thoughts of humankind amounted to nothing at all and all life in the universe must be destroyed. Lord Russell wrote that humans must endure, with total despair, the hopelessness of living within a reality that was totally governed by a lifeless energy law that Einstein was to call The Premier law of all science.

The name of the law governing 20th Century technological culture is the Second Law of Thermodynamics. It is also known as the Universal heat death law or, the Law of Universal chaos.

That law demands the total extinction of all life in the universe when all heat is dissipated into cold space. As a result of that law, all life sciences, including global economic rationalism, can only be about species moving toward this imaginary heat death extinction.

Buckminster Fuller’s life-science energy does not obey the heat death law. It is based instead upon fractal logic, which exists forever. Einstein’s governing death-science law is the correct basis of modern chemistry, but that chemistry is balanced by Plato’s spiritual engineering principles, or the functioning of Fullerene holographic ‘chemistry’. While mainstream science does indeed accept that fractal logic extends to infinity, no life science within the Western technological culture can possibly be part of its workings. That mindset can be a serious distraction to biologists who seek to associate rain cloud fractal logic with the effects of climate change upon human evolution.

In 1996 within an Open Letter to the Secretariat of the United Nations on behalf of the Science-Art Research Centre of Australia, Australian National Library Canberra Australian Citation RECORD 2645463, a complaint was made that the Australian Government was unintentionally committing a major crime against humanity for endorsing a totally entropic educational system governed by the second law of thermodynamics. At the United Nations University in Washington the complaint was handed to the United Nations University Millennium, Project-Australasian Node, for investigation. Seven years of peer reviewed research ensued, concluding that the complaint was justified. In 2006 a formal Decree of Recognition was issued by the Australasian Division of the United Nations University Millennium Project, attesting to the urgent global importance of this issue.

Having contrasted the 21st Century rebirth of Classical Greek fractal logic life-science – the New Renaissance, with the 20th Century nightmare, we can follow Professor Amy Edmondson’s advice to begin our journey of ethical understanding from ancient Egypt. (George Sarton’s, A History of Science argues that ancient Kemetic theories of Egypt were scientific and established the foundations of later Hellenistic science).

The ability of the ancient Egyptian Old Kingdom to reason that two geometries existed to balance the workings of the universe was praised by the Greek philosopher Plato, whose fundamental idea was that “All is Geometry”. Old Kingdom wall paintings depicted that evil thoughts prevented evolutionary access to a spiritual reality. The geometry used to survey farm boundaries lost each year when the River Nile flooded was quite different from the sacred geometries basic to Egyptian religious ceremonies.

The BBC television program about the collapse of the Egyptian Old Kingdom by Professor Fekri Hassan of the Institute of Archaeology, University College, London, explained that some 4000 years ago, a prolonged drought collapsed the First Kingdom, soon after the death of King Pepy II. Professor Hassan explains that 100 years after the collapse, hieroglyphs record that Egyptian government was restored when the people insisted that the ethics of social justice, mercy and compassion were fused into the fabric of political law. It is rather important to realise that at that point of time in history, ethics associated with fractal geometrical logic had been fused into a political structure.

During the 6th Century BCE the Greek scholar Thales went to Egypt to study the ethics of life-science at the Egyptian Mystery schools and he advised Pythagoras to do the same. Pythagoras learned that evolutionary wisdom was generated by the movement of celestial bodies, which the Greeks called The music of the Spheres. It was thought that this harmonic music could transfer its wisdom to the atomic movement of the soul through the forces of harmonic resonance, such as when a high note shatters a wine glass.

The Platonic tradition of Greek philosophy was to fuse ethics into a model of reality called the Nous, postulated by the scientific thinker Anaxagoras. The Nous was a whirling force that acted upon primordial particles in space to form the worlds and to evolve intelligence. The ancient Greeks decided to invent science by fusing further ethics into the fractal logic structure of the Nous. The harmonic movement of the moon could be thought to influence the female fertility cycle and this science could explain a mother’s love and compassion for children. The Classical Greek science was about how humans might establish an ethical life-science to guide ennobling political government. The idea was, that by existing for the health of the universe, human civilisation would avoid extinction.

The Classical Greek life-science was constructed upon the concept of good and evil. Good was For the Health of the Universe. A very precise definition of evil is found in Plato’s book, The Timaeus. Evil was classified as a destructive property of unformed matter within the physical atom.

The ancient Greek atom was considered to be physically indivisible and it can be considered that the anti-life properties of nuclear radiation had been classified as evil. Modern chemistry is constructed upon the logic of universal atomic decay, which is governed by the second law of thermodynamics. The Egyptian concept of evil thought processes leading to oblivion echoes Plato’s and Buckminster Fuller’s concepts of an oblivion brought about through an obsession with an unbalanced geometrical world-view.

The Max Plank Astrophysicist, Professor Peter Kafka, in his six essays entitled The Principle of Creation and the Global Acceleration Crisis, written over a period from 1976 to 1994, predicted the current global financial collapse being brought about by “scientists, technologists and politicians” who had an unbalanced understanding of the second law of thermodynamics. Kafka wrote in chapter four, entitled Ethics from Physics, that the second law of thermodynamics had been known for centuries. Kafka realised that it had various other names throughout history such as Diabolos, the Destroyer of Worlds, the evil god of Plato’s Physics of Chaos, now the god of modern Chaos Physics.

The science to explain a mother’s love for children involving both celestial and atomic movement became associated with the Science of Universal Love taught in Greece during the 3rd Century BCE.

Julius Caesar’s colleague, the Historian Cicero, recorded during the 1st Century BCE, that this science was being taught throughout Italy and across to Turkey by teachers called ‘saviours’. He considered that such teaching challenged Roman political stability. During the 5th Century some 1000 years of fractal logic scrolls held in the Great Library of Alexandria were burned. The custodian of the library, the mathematician Hypatia, was brutally murdered by a Christain mob during the rule of Pope Cyril. Hypatia’s fractal logic life-science was condemned by St Augustine as the work of the Devil. In his The Decline and Fall of the Roman Empire, Edward Gibbon marked Hypatia’s murder as the beginning of the Dark Ages.

Encyclopaedia Britannica lists St Augustine as the mind which mostly completely fused the Platonic tradition of Greek philosophy with the religion of the New Testament, influencing both Protestant and Catholic religious belief in modern times. His translation of Plato’s atomic evil as female sexuality, influenced the 13th Century Angel Physics of St Thomas Aquinas, known as History’s Doctor of Science. During the mid 14th Century until the mid 17th Century, Angel Physics was used to legalise the imprisonment, ritualistic torture and burning alive of countless women and children. The argument that Augustine’s banishment of fractal life-science logic in the 5th Century was responsible for Western life-science becoming obsessed with the second law of thermodynamics can be validated.

The Reverend Thomas Malthus derived his famous Principles of Population essay from the writings of St Thomas Aquinas and used it to establish the economic and political policies of the East India Company. Charles Darwin, employed by that company, cited Malthus’ essay as the basis of his survival of the fittest life-science. Darwin, in the 18th Century, held the essay as synonymous with the second law of thermodynamics.

Plato’s Academy had been closed for being a pagan institution in 529 by the Christian Emperor Justinian, Banished Greek scholars fled to Islamic Spain where their theories were tolerated. The Golden Age of Islamic science, from which Western science emerged, included the Translation School in Toledo. Islamic, Christian and Jewish scholars worked together to translate the lost Greek ideas into Latin. The Franciscan monk, Roger Bacon, during the 13th Century studied work from Jewish scholars familiar with the research undertaken at the Toledo school. Pope Clement IV encouraged Bacon to write his pagan ideas in secret, but after the death of Clement IV, Roger Bacon was imprisoned by the Franciscans.

Roger Bacon developed ideas about flying machines, horseless carriages,submarines and self propelling ships from the same Islamic source that later inspired Leonardo da Vinci. Roger Bacon studied the optics of Plato and the upgrading of Plato’s optics by Islamic scholars. Unlike Leonardo, Roger Bacon agreed with Al Haytham, History’s Father of Optics, that the eye could not be the source of all knowledge, an erroneous idea of reality that Descartes and Sir Francis Bacon, the Renaissance author and father of inductive reasoning, used to usher in the age of industrial entropic materialism. Thomas Jefferson, inspired by Francis Bacon’s vision of a great Empire for All Men based upon all knowledge from the eye, depicted the concept onto the Great Seal Of America.

Cosimo Medici, with the help of Sultan Memhed II, re-established Plato’s Academy in Florence during the 15th Century. Cosimo appointed Marcilio Ficino as its manager. Ficino wrote about the Platonic love associated with the Music of the Spheres influencing the atoms of the soul. He carefully avoided serious charges of heresy by placing eminent Christian figures into his writings and paintings associated with the new Platonic Academy. Two famous paintings commissioned by the Medici that survived the Great Burning, instigated by the Christian Monk Savarola, illustrated Ficino’s cunning.

In 1480 Botticelli was commissioned to paint a portrait of St Augustine in His Study, in which a book is depicted opened at a page displaying Pythagorean mathematics. Alongside the written formulae is an instrument for observing celestial movement. Augustine is gazing directly at an armillary sphere, an instrument used to calculate data relevant to Pythagoras’ Music of the Spheres. The Saint’s halo, accepted at that time as representing the consciousness of the soul, upon close examination, has a spherical book-stud within its orbit, depicting Ficino’s atom of the soul responding to the Music of the Spheres.

At the same time that Botticelli was commissioned to paint Augustine’s portrait, Ghirlandhiao was commissioned to paint a portrait of Augustine’s close colleague, St Jerome in His Study. Again, with careful examination, Jerome’s halo can be seen to have a spherical bookstud placed into its orbit, demonstrating that Botticelli’s depiction of the atom of the soul associated with the Music of the Spheres was not coincidental. Both Botticell and Ghirlandaio were mentors to Leonardo da Vinci.

By realising that Roger Bacon’s knowledge of Platonic optics was generally superior to Leonardo’s, the Science-Art Research Centre of Australia, in collaboration with a cancer research team at the University of Sydney, during 1986, was able to successfully modify the optical key to Leonardo’s da Vinci’s Theory of Knowledge. This discovery also corrected the optics understanding of Descates, Sir Francis Bacon, Lord Russell, Emmanuel Kant, Albert Einstein and other scientists who considered Al Haitham’s optics as being industrially impractical.

The Science-Art Research Centre’s correction to the crucial optics key was published in a Science-Art book launched in Los Angeles in 1989 under the auspices of the Hollywood Thalian Mental Health Organisation. In 1991 the Nobel Prize in Physics was awarded to Peirre de Genes for his theories about liquid crystal optics. In the following year the vast new science and technology, predicted by the Science-Art Centre’s correction of da Vinci’s work, was discovered The principal discoverer, Professor Barry Ninham of the Australian National University, later to become the Italy’s National Chair of Chemistry, wrote that the Centre’s work encompassed a revolution of thought, as important to science and society as the Copernican and Newtonian revolutions.

Leonardo da Vinci was certainly a great genius, but he was not really the Man of the Renaissance at all, because he was unable to comprehend the life-energy basis of Plato’s spiritual optical engineering principles. He had attempted to develop the relevant optics for several years then reverted back to what Plato had referred to as the engineering practices of a barbarian. On the other hand, Sir Isaac Newton, was a genuine Man of the Renaissance, as his unpublished papers, discovered last century revealed. His certain conviction that “a more profound natural philosophy existed to balance the mechanical description of the universe,” was based upon the same physics principles that upheld the lost Classical Greek Era’s science of life and they are now at the cutting edge of fractal logic quantum biology.

The 20th Century began with the aforesaid Lord Bertrand Russell’s horrific acquiescence to enslavement by the second law of thermodynamics in 1903, followed in 1905 by Einstein’s unbalanced E=Mc2. TIME Magazine’s Century of Science lists Maria Montessori as the greatest scientist of 1907. Her association with President Woodrow Wilson, Alexander Graham Bell, Thomas Jefferson and Teildard de Chardin demonstrated how the entropy law embraces Plato’s definition of evil. Montessorri called the second law of thermodynamics the energy greed law. Montessori and de Chardin’s electromagnetic life-science key to open their Golden Gates of the future were derived from concepts based upon the spiritualisation of matter and humanity evolving with the cosmos. That was in direct contrast to the electromagnetic understanding of Alexander Graham Bell.

President Wilson was genuinely troubled by the loss of life during World War I. He and Alexander Bell chose Darwin’s entropic life-science as the electromagnetic key to the future of America rather that Montessori’s. After World War II, High Command Nazi prisoners at the Nuremberg War Crimes Tribunal protested that Adolph Hitler had based the policies of the Third Reich upon the the Darwinian Eugenics of which Present Wilson and Alexander Bell had been involved with.

The scientist, Matti Pitkanen, can be considered to have upgraded de Chardin’s ethical electromagnetic key to open Montessori’s Golden Gates to the future. De Chardin insisted that the gates would only open for all people at the same time and not for any chosen race nor privileged few. Pitkanen noted that the earth’s regular deflection of potentially lethal radiation from the sun fulfilled the criteria of an act of consciousness, protecting all life on earth at the same time.

The 1937 Nobel Prize Winner for Medicine, Szent-Gyoergyi, wrote a book about scientists who did not recognise that their understanding of the second law of thermodynamics was balanced by the evolution of consciousness. The title of the book was The Crazy Apes. In his 1959 Rede Lecture at the University of Cambridge in 1959, the Molecular Biologist, Sir C P Snow, argued that the inadequate understanding about the nature and functioning of the second law of thermodynamics by his fellow scientists was scientifically irresponsible. He referred to their thinking as belonging to their neolithic cave dwelling ancestors. The title of Snow’s lecture was The Two Cultures and the Scientific Revolution. This book was listed by The Times Literary Supplement as one of 100 books most influencing Western public thinking since World War II and has been systematically denounced ever since.

During the past 15 years, science has developed so rapidly that it has given the Humanities no time to grasp the significance of the social ramifications of the rebirth of Fuller’s Platonic spiritual, or holographic, engineering principles from ancient Greece. Organised religious opposition to criticism of the understanding of the second law of thermodynamics from Christian schools, Colleges and Universities has been extremely thorough throughout the world. For example Professor F M Cornford, educated at St Paul’s School and Trinity College, Cambridge, was made a Fellow in 1899, becoming the Laurence Professor of Ancient Philosophy in 1932, and was elected a Fellow of the British Academy in 1937. His grasp of the ancient Greek fractal science of life can be shown to be completely illogical, yet it is the foundation for well organised international academic study courses at the present time.

Since 1932 Cambridge University has produced ten editions of Cornford’s book Before and after Socrates. Cornford states in this book that Plato can be considered as one of the greatest fathers of the Christian religion. Encyclopaedia Britannica advises that St Augustine was the mind which mostly completely fused the Platonic tradition of Greek philosophy with the religion of the New Testament. Such pious academic reasoning flies in the face of Plato’s spiritual engineering principles being observed functioning within the DNA as a function of a fractal life-science evolutionary function, and is therefore ludicrous.Plato defined that reasoning as being ignorant and barbaric and the language of engineers not fit to be considered philosophers. The Harvard Smithsonian/NASA High Energy Astrophysics Division Library has published papers by the Science Advisor to the Belgrade Institute of Physics, Professor Petar Grujic, arguing that the Classical Greek life-science was based upon fractal logic, a totally incomprehensible concept within the much lauded ancient Greek study courses currently set for post graduate studies.

Having arrived at the destination of Professor Amy Edmondson’s journey from ancient Egypt to modern times, in order to be educated about the importance of Buckminster Fuller’s geometrical understanding, we are able to grasp the stark reality of the title of his book Utopia or Oblivion. The objective of this essay, to construct the foundations of the Social Cradle to nurture the Florentine New Measurement of Humanity Renaissance, was derived from that book. The following explains the Science-Art Research Centre of Australia’s long and arduous struggle to help contribute towards the vital human survival research now being carried out under the auspices of the New Florentine Renaissance.

In 1979 the Science Unit of Australian National Television documented the work of the Science-Art Research Centre into its eight part series The Scientists-Profiles of Discovery. During that year, at the International Centre for Theoretical Physics in Trieste, China’s most highly awarded physicist, Kun Huang, proposed a research plan that was put into operation by the Centre. Professor Huang was angry that Einstein and the framers of the 20th Century world-view were unable to discuss the Classical Greek life sciences in infinite biological energy terms. He proposed that by observing the evolutionary patterning changes to species designed upon ancient Greek Golden Mean geometry, it should be possible to deduce the nature of the life-force governing their evolution through space-time.

Huang suggested that the world’s seashell fossil record would provide the necessary patterning-change information. The research was assisted by the communities of the six towns comprising the Riverland Region of South Australia. During the 1980s the Centre’s several seashell life-energy papers, written by the Centre’s mathematician, Chris Illert, were published by Italy’s leading scientific journal, il Nuovo Cimento. In 1990 two of the papers were selected as important discoveries of the 20th Century and were reprinted by the world’s leading technological research institute, the Institute of Electrical and Electronic Engineers in Washington.

By deriving an Art-master optics formula from the Italian Renaissance, which can be considered to be associated with fractal logic, a simulation of a living seashell creature was generated. By lowering the musical harmonics a simulation of the creature’s fossil ancestor was obtained. By lowering the musical order by a different amount, the simulation of a strange, grotesque creature was generated. The Smithsonian Institute identified the fossil as being the famous Nipponites Mirabilis that drifted along the coast of Japan 20 million years ago. It was designed to drift along upright in water in order to ensnare its prey. Chris Illert became the first scientist to link its evolution to a living seashell.

In 1995 the discovery won an internationally peer reviewed Biology Prize from the Institute for Basic Research in America. China’s most eminent physicist, Kun Huang, was greatly honoured. The work was acclaimed for the discovery of new physics laws governing optimum biological growth and development through space-time. The Research Institute’s President, Professor Ruggero Santilli, in collaboration with the Centre’s mathematician, made a most important observation. He observed that the accepted scientific world-view could not be used to generate such futuristic simulations. Instead it generated cancer-like biological distortions through space-time.

The Centre’s Bio-Aesthetics Researcher, the late Dr George Robert Cockburn, Royal Fellow of Medicine (London), who had worked with the centre’s mathematician, became concerned by the scientific community’s refusal to challenge its obsolete understanding of the second law of thermodynamics. He published several books about creative consciousness based upon the ancient Greek fractal logic life-science. His correction to Emmanuel Kant’s Aesthetics was later found to be validated by the 19th Century’s mathematician Bernard Bolzano’s Theory of Science. Bolzano’s own correction to Emmanuel Kant’s ethics had been assessed by Edmund Husserl in his Logical Investigations– vol. I – Prolegomena to a pure logic 61 (Appendix) (1900), as being the work of one of the greatest logicians of all time.

We know that Bolzano corrected the ethical logic of Immanuel Kant by using aspects of fractal logic, as the famous Bolzano-Weierstrass theorem of 1817 is now synonymous with the pioneering of modern fractal logic. The Aesthetics associated with Emmanuel Kant belonging to the destructive entropic world-view are hailed as being of global importance during the 21st Century, when, in fact, they are known to be obsolete. J Alberto Coffa’s book The semantic tradition from Kant to Carnap: to the Vienna station, edited by Linda Wessels – Cambridge, Cambridge University Press 1991 contains the statement “Kant had not even seen these problems; Bolzano solved them. And his solutions were made possible by, and were the source of, a new approach to the content and character of a priori knowledge.” The famous Bolzano-Weierstrass theorem was based upon fractal logic concepts.

In the book The Beauty of Fractals- Images of Complex Dynamical Systems is a chapter entitled Freedom, Science and Aesthetics by Professor Gert Eilenberger, who also corrected an aspect of Kantian Aesthetics in order to upgrade quantum mechanics into quantum biology. Professor Eilenberger wrote about the excitement surrounding pictures of fractal computer art, as demonstrating that “out of research an inner connection, a bridge, can be made between rational scientific insight and emotional aesthetic appeal; these two modes of cognition of the human species are now beginning to concur in their estimation of what constitutes nature”.

The Science-Art Centre had discovered that by using special 3-D optical glasses, holographic images emerge from within fractal computer generated artwork. The excitement within the art-work itself extends to the realisation that, over the centuries, certain paintings reveal the same phenomenon, created unconsciously by the artist, indicating the existence of an aspect of evolving creative consciousness associated with Plato’s spiritual optical engineering principles now linked to the new Fullerene life-science chemistry.

The electromagnetic evolutionary information properties generated into existence by the liquid crystal optical functioning of the fertilised ovum are transmitted to the first bone created within the human embryo. From the Humanoid fossil record, each time that bone changes its Golden Mean patterning design, a new humanoid species emerges. It is currently altering its shape under the influence of the same physics forces responsible for seashell evolution, as was discovered by the Science-Art Research Centre of Australia during the 1980s. The sphenoid bone is in vibrational contact with the seashell design of the human cochlea.The design of Nipponites Mirabilis was to keep its owner upright in water, the cochlea design is to enable humans to balance so as to keep them upright on land.

The cerebral electromagnetic functioning of creative human consciousness as a Grand Music of the Spheres Composition has been adequately charted by Texas University’s Dr Richard Merrick in his book Interference. The Fullerene life-science of the three 1996 Nobel Laureates in Chemistry has found expression within the medical company, C Sixty Inc. The Science-Art Research Centre in Australia considers that Buckminster Fuller’s crucial Social Cradle within the Arts, under the auspices of the Florentine New Renassaince Project might be able to bring to the public an understanding for the global betterment of the human condition.

China’s most eminent physicist, Hun Huang’s research program can now be upgraded to generate healthy sustainable futuristic human simulations through millions of space-time years, and from those human survival blueprints the technologies needed for overpopulated earth to ethically utilise the universal holographic environment are becoming obvious. The 20th Century adage that ethics is how one uses science is as barbaric as Plato’s Spiritual engineering classified it. Ethical consciousness has quantum biological properties beyond Einstein’s world-view as has been proven by medical research conducted under the auspices of the Florentine New Measurement of Humanity Renaissance.

Dr Candace Pert’s Molecule of Emotion, discovered in 1972, referred to in the films What the Bleep, do we know? and Down the Rabbit Hole, has been experimentally extended into further realms of holographic life-science reality. Dr Pert’s Molecule of Emotion is the same in humans as in a primitive cell, but has evolved by increasing the speed of its molecular movement. Associated with this emotional evolution is the functioning of endocrine fluids necessary to maintain cellular health. The Florentine life-energy research has established that endocrine fluids evolve within the earth’s holographic electromagnetic environment, affecting health in a manner beyond the understanding of an unbalanced 20th Century world-view.

On the 24th of September 2010, on behalf of the President of the Italian Republic, Dr. Giovanna Ferri, awarded the “Giorgio Napolitano Medal” to Professor Massimo Pregnolato, who shared it with Prof. Paolo Manzelli for research conducted in Quantumbionet/Egocreanet by their Florentine New `Renaissance Project.

This essay has explained the primary obstacle that has prevented Sir Isaac Newton’s ‘more profound natural philosophy to balance the mechanical description of the universe’ from being brought about. The knowledge of how to correct this situation has become central to the objectives of the Florentine New Measurement of Humanity Renaissance of the 21st Century. This essay is the Birth Registration Certificate of the New Renaissance.

Copyright Robert Pope 2010.



Source by Robert Pope

30 Nov

Renaissance Science, Plato’s Optics and Fuller’s Fractal Utopia

The Parthenon of ancient Athens is considered to be a cultural icon of Western civilisation. Recently it has revealed optical principles that are now transforming our basic understanding of modern science, bringing about a new Renaissance.

In 1687 a Turkish military commander used the Parthenon to store gunpowder during a military engagement against a Venetian cannon bombardment. One Venetian shot exploded the gunpowder leaving the Parthenon in a state of ruin. The present restoration of the Parthenon used computer technology to measure where the various parts of the original structure fitted into place. From that process an important find was made. The Parthenon had been very carefully constructed to conform to lost optical engineering principles.

While records of much of ancient Greek science have been destroyed as pagan heresy we do know that there once existed optical engineering principles for a spiritual reality. Plato recorded that engineers who did not understand such optical principles were barbarians who were unfit to call themselves philosophers.

In her online book, A Fuller Explanation, Professor Amy Edmondson, Novartis Chair at Harvard University, wrote about Plato’s optical discoveries. She admonished Buckminster Fuller for his enthusiastic delight in new found truths but forgave him for appearing to take the credit for Plato’s engineering principles relevant to spiritual optics. We can assume that these principles relate to the optical secrets hidden in the Parthenon. The term ‘spiritual reality’ can now be equated with holographic reality, which is known to be associated with the functioning of liquid crystal fractal logic. That logic is relevant to Buckminster Fuller’s theory of synergetics, a spiritual life-force energy that acts in defiance of the logic that upholds modern mechanistic science.

During the 5th Century AD such life-force speculation challenged the power of the Christian hierarchy. Pope Cyril of Alexandria appears to have excited followers of Christianity to riot and burn scrolls belonging to the Agora, or Great Library of Alexandria. The Custodian of the Library, the famous mathematician, Hypatia, was murdered by the rioting mob. The 2009 Hollywood film, Agora, records the events leading up to her death in 415. History records that Saint Augustine, at that time, wrote that Hypatia’s mathematics belonged to the work of the devil.

Recently the NASA High Energy Astrophysics library has published papers explaining that the Classical Greek World-view was constructed upon the geometry of fractal logic. Modern science readily accepts that fractal logic extends to infinity but remains governed by the second law of thermodynamics. Einstein classified the second law as the premier law of all of science. As this law, also known as the universal heat death law, condemns all life to eventual extinction, any infinite fractal logic life-science becomes inconceivable. Augustine’s classification of Hypatia’s life-science as the work of the devil can be now seen to have seriously contaminated modern science, a contamination of great concern to Buckminster Fuller. Following NASA’s fractal logic publications it would seem reasonable to be able to demonstrate errors in the 20th Century popular evaluation of Augustinian philosophy.

Encyclopaedia Britannica lists Augustine’s mind as the crucible which most completely fused the Platonic tradition of Greek philosophy with the religion of the New Testament, influencing both Catholic and Protestant beliefs today. Fuller’s synergetic life form mathematics, derived from Plato’s spiritual optics, is now the basis of a new medical chemistry developed by three 1996 Nobel Laureates in chemistry. If Hypatia’s mathematics was tied to Plato’s fractal life-science logic, then Western scientific culture would appear to be in a state of spiritual confusion. In his book, Beyond Socrates, the noted Cambridge University philosopher of Greek thinking, F M Cornford. included Plato as one of the greatest fathers of the Christian Church, which is simply an impossible concept if Plato’s work is considered to be the work of the Devil.

The second law of thermodynamics completely governs every aspect of mainstream Western technological culture. While mainstream science readily accepts that the fundamental property of fractal logic is that it extends to infinity, this fact can not possibly be comprehended within Einstein’s 20th Century world-view, in which all life is sentenced to heat death extinction. Now we can see the significance of the title of Fuller’s book, Utopia or Oblivion.

This book echoed the thrust of the famous 1959 Rede Lecture, delivered by the molecular biologist C P Snow, who warned that unless modern science reunited with the Classical Greek life-science ethos, civilisation as we know it must be destroyed. The Parthenon’s lost optical secrets can be seen to be a rather important discovery.

Copyright © Robert Pope 2010



Source by Robert Pope

24 Nov

Why Indian Science Lagged Behind Western Science?

Science is the study of theory, its verification through observation and experimentation to verify those observations in the context of the theory. If the theory is verifiable through an experiment and a meticulous observation then it is successful otherwise not. Science includes various areas of study like physics, chemistry, mathematics etc. Science is passion of west but the reality is that it has its roots in India also. It would not be wrong to analyze the reasons about why India lagged behind while the west progressed ahead to left India behind in Science.

Why Indian science lagged behind the western science and why Western science is more advanced and genuine? Indian Science progresses like anything else through the early years of first century to eleventh century especially astronomy. While Europe was still living in the dark ages under pope and Christianity, Indians had already made progress in the mathematics and astronomical sciences to name a few. An Indian scientist was the first person to cite the idea that the earth revolved round the sun and not the other way round which was a remarkable achievement made thousand years before Copernicus proposed his heliocentric theory. Another Indian scientist proposed theorems on several geometrical figures and other mathematical proofs which seemed several years advanced. It was India which gave the world the idea of zero and numbers.The numbers concept was given by India which was later transferred to Arab World by Arab Scholar which later passed on to Europe. After having achieved so much remarkable scientific discoveries why Indian Science lagged behind?

Indian Science never saw the same trajectory of development as seen by western science during the renaissance period. The progress of Science in west began by Newton and other scientists. Indian society was Caste-ridden.Society had strata of castes where every Caste had its own hereditary profession. There were hard lines drawn between the castes and out of these boundaries no one could jump so if a merchant class worker do the work of art he has to do that work only even if he proposed some noble thoughts out of his mouth some heyday was a thorough nonsense as it was not considered his profession. Brahmans were the only privileged class to have some say in intellectual matters while others classes were left devoid of any such privilege. So in a way there was not such development of science was possible in ancient India where there was no freedom of exchange of thoughts and ideas. Once scientific development got broke in eleventh century A.D. it could not had been kept up in the later years.

Invention of printing press happened only in 13th century not in India but in China. It was certainly a misfortune for India that it was not invented earlier. Paper is more powerful medium of storing knowledge and passing on this knowledge to future generations, thereby building on the past knowledge. The Indian ancient scientists (as before mentioned names) could not have been able to do so. The knowledge once created could have been lost forever and could not be stored in a reliable and compact book. In contrast western science when in its nascent stages in the fourteenth century could have capitalized on the opportunity as paper was already invented. So a scientist like Newton or Copernicus or Galileo could have passed such knowledge in the form of books. What would have happened if newton could not have passed his knowledge in form of book called the Principia of mathematics or Copernicus would not have published his work of heliocentric theory? Certainly western science could not have progressed as it did. This knowledge in form of books could be then be used by future scientists to further the progress of the western science. Invention of paper cannot be cited as the sole reason for Indian science to not to have progressed. There are some more reasons which needs investigation as what was the real reason for Indian Scientific thought that originated around fourth century B.C. could not carry on to do what western science has achieved.

The Chinese traveler Hun-Tseng while visiting India saw well-established universities in modern Bihar. The University had well laid down monasteries and renowned teachers called gurus. The students lived in monasteries and taught in areas of literature, history, science etc. There was a proper medium of teaching and communication between the guru and the student. Many scholars visited University from various countries to learn higher education. There were some well-known teachers. Another University in modern Pakistan was also a great center of learning in north-western part of India. These were great institutes of learning and could have been great harbinger for cultivation of modern scientific thought for Indian in the coming time and could have placed the country on top of the pile in terms of scientific achievements and other knowledge frontiers. But what happened to such well-established centers of learning. The answer to this curious question is India was a hunting ground for plunderers. India was a rich country at that time with large wealth in form of gold and other precious ornaments. Many plunderers from North West invaded India and destroyed its well established establishments including the universities. There were invasions which created new rulers especially of barbaric nature who wanted to destroy such established learning systems and wanted to lay their own method of administration of the state. The ruins of great Indian Universities suggest how they got destroyed by these invasions of loot and destruction. Once destroyed these systems of learning could not be established on large-scale but prevailed on small-scale. Although these centers of leaning were not like the modern university system of west but they do had the potential to become great centers of learning. Western Science progressed with the aid of the universities system. These were the temples of higher learning where scholars could do research and publish their works. This system of universities could be considered as backbone of western science without which progress of science could not had been possible. Indian science could not have flourished without this education system which is obvious and sensible thought. So in a sense absence of such centers of learning was one of the determining factors for Western science having been triumphed while the Indian science which started so early could not had seen the bright day.

The broken string of the scientific thought after the eleventh century A.D. could be seen in the reigns of famous rulers like Akbar. There were experts for literature, music and other arts but not even a single expert on science. Besides that there was not any significant work on science written which can suggest that scientific temper prevailed at that time. Although there were enough works of arts like music, literature that could be cited easily. The rulers in the west had experts like Leonardo Da Vinci in Italy and Tyco Brahe was people whose works changed western science. Presence of such geniuses in the courts of rulers suggests how western scientific thought was given respect by rulers at that time when western science was just flourishing. So in a way ruling aristocracy played a great role in progress of western science in an indirect way by encouraging the scholars of such calibers to continue their work by providing the financial support. In India the situation was entirely different and thus one can consider that Science was entirely forgotten and the though of its progress in such a situation was out of question.

Science requires inventions like the steam engine or any other work of technology. The Indian climate is not so harsh and severe as compared to the western countries where cold and harsh weather demanded invention of technology. Requirement for clothes demanded invention of machines and other devices. Indian whether being good did not demanded any invention of technology. So climatic conditions were also had role to play. The demand to go long distances in harsh British winter led to the Invention of steam engine. The demand for clothes and other articles of use led to the establishments of factories. While in India the domestic demand of clothes, utensils and other items got fulfilled by small groups of private artists and workers who specialized in a particular work of art.

The scientific discoveries happened in form of patches of scientific discoveries but there was no clear trajectory of the progress of Indian science. The trajectory could had continued and completed but it broke in between by the factors as already cited like castes, the breakup of university system, royal patronage, climate, printing invention. In a way these factors suggest that Indian science could not have progressed as western science progressed. So in the end social, political and economic structural differences certainly made Indian science lagged behind the Western Science.



Source by Shakti Singh Rathore

09 Nov

Why Classroom Training For Data Science And ML?

Nowadays, an increasing number of companies are looking for data-driven technologies like automation and artificial intelligence. Therefore, they are in need of qualified and skilled data scientists to meet their needs. In fact, statistics tell us that the year 2020 will see a 20% higher demand for machine learning and data science professionals. In this article, we are going to take a look at the importance of classroom training for ML and data science.

What Is Data Science?

First, it’s important to keep in mind that the field of DS is both a science and art. It involves the analysis and extraction of important data from different sources as far as the planning and measurement of success is concerned. The majority of business depend on this these days.

Why should you take Data Science Training?

It’s important to remember that this field is going through a lot of development. Also, an increasing number of employers realize the value of professionals in this field. As a matter of fact, reports from Indeed tell us that the job posts for these pros has gone up in number by up to 75% over the past three years.

The demand for these professionals is quite high, which is why the competition is stiff. Since this can be a profitable career path, more and more students are opting for these training. In other words, If you really want to pursue a career in the field of machine learning and data science, you should get proper training.

For certification, your first step is to sign up for a data science course. The course will help you find out everything that you need for success in this field. In other words, you will learn both basics as well as advanced skills.

Although you can take free online courses, nothing can beat the classroom training in an accredited institute. The institute will award you with a certification once you have completed the course.

If you are in search of a course that can help you keep updated with the most recent trends in the field, you can ask around or search online.

Although it’s better to take classroom courses, you can also opt for online classrooms. This offers a great convenience for those who are looking to learn new skills from the comfort of their homes. This allows you to a great flexibility that online classrooms can’t offer. Plus, you can learn at your own pace and choose your desired schedule to meet your needs.

If you want to get started, now is the time to apply for a course. Keep in mind that data science and machine learning courses are best for you if you want to secure your future.

The Bottom Line

In short, if you want to take data science and ML training, we suggest that you take a start now. Getting started early is important if you want to stay ahead of your peers. Hopefully, this will help you take the right decision.



Source by Shalini M

31 Oct

Sexuality, Entropic Warfare and Unbalanced 20th Century Science

In 1957 the New York University Library of Scientific Thought published a book entitled, Theories of the Universe: From Babylonian Myth to Modern Science. The book explained how, over thousands of years, non-technical writings about cosmology were associated with mythological mathematics and political power. Priests using cosmological mathematics to calculate an eclipse could become politically influential. Greek scholars built political structures from how the ancient gods dealt with humans at Olympus, and Babylonian kings designed ancient forms of governmental policies of conquest, based upon the councils of the god Marduk.

The New York Scientific Library book mentions how, during the 20th Century, the mathematician, Albert Einstein, extended Babylonian mathematical mythology in deriving his 1917 theory of relativity and its observer participancy theory of creation. Independent of the book’s philosophical world-view, we know for certain that Lord Bertrand Russell had a very deep involvement with Babylonian mythological-mathematics. He used this to advocate the worship of what Einstein defined as the ‘Premier Law of all of the Sciences’. Russell’s most famous essay, entitled ‘A Freeman’s Worship’, was about how we must live in despair about there being any substance within any of our most ennobling hopes for the future. According to Russell and Einstein, this is because these higher aspirations will eventually be totally destroyed within a universe in thermodynamic ruin, in accordance with the functioning of the universal law of chaos energy.

This particular article refers to ancient Egyptian mythological mathematics associated with the worship of the ancient Egyptian Goddess, Maat. This Goddess was held to prevent the universe from reverting to a state of chaos, which is about a science in complete defiance of Einstein’s world-view. Although Einstein was correct about the physical functioning of the cosmos he dismissed the energies associated with the evolution of emotion. Nanotechnology has provided photographic evidence that within the molecule of emotion, Einstein’s energies of quantum mechanical chaos actually entangle with the energies of quantum biology, demonstrating that his great genius was unbalanced for dismissing the existence of biological information energy. The point to be made is that the logic of nanotech complex dynamical energy systems as well as the Egyptian mathematics of life, both extended a fractal logic to infinity, instead of the extinction that Einstein’s world-view insists must occur. This more inspiring energy scenario is compatible to the workings of the infinite holographic universe of Einstein’s close colleague, David Bohm.

Harvard University’s Novartis Professor, Amy Edmondson, in her biography of the engineer Buckminster Fuller, wrote that Fuller derived his balanced synergistic universe from the mathematics of the philosopher Plato, who in turn had developed it from the ancient Egyptian theories belonging to the worship of Maat. Plato warned that developing cosmology by assuming that the eye was responsible for creative knowledge would only lead to the emergence of the destructive evil of unformed matter within the atom. Einstein’s E=Mc squared is the mathematical equation basic to thermonuclear destruction and Einstein’s insistence that the eye is the key to creative participation within the universe, equates to a worship of the ancient Egyptian and Greek gods of Chaos. The religious ethos of the Church is based upon Platonic love. But the Church has no comprehension of Plato’s mathematical atomistic explanation of it. St Augustine banished the atomistic mathematical functioning of Platonic love as the work of the Devil, because he thought, incorrectly, that it belonged to the worship of the Babylonian Goddess of prostitution and war, Ishtar.

After a period of two hundred years of the Platonic tradition of Greek philosophy fusing ethics into Anaxagoras’s theory of creation, its mathematical structure became altered to become a fractal dynamical expression linking the function of Plato’s atoms of the soul, to infinity. This was the act of observer participancy that Einstein could not grasp because he thought, like Leonardo da Vinci, Rene Descartes and Sir Francis Bacon before him, that all knowledge had to come from visual perception, such as looking down a powerful microscope to look at subatomic particles.

The Church has such a sexually orientated confusion about the role of Platonic love during the sexual act, that in order to derive the technology belonging to creative thought to replace Einstein’s trip to extinction, we need to develop an accepted medical human survival science on the subject. This can be considered impossible when we consider the confusing angels and demons war on the subject associated with the long time brawling between the Church and the worship of Jesus Christ by the Knights Templar. Buckminster Fuller predicted the solution by alluding to a future supercomputer to provide the answer. This is a similar concept to creating a supercomputer that can win chess games against the great chess champions or even more complicated games by the supercomputer Watson, winning games of Jeopardy. Buckminster’s published World Game Theory was to solve problems well beyond the ability of any form of present government. In Fuller’s own words “Make the world work, for 100% of humanity, in the shortest possible time, through spontaneous cooperation, without ecological offence or the disadvantage of anyone” (Fuller had received many awards including the Presidential Medal of Freedom presented to him on February 23, 1983, by President Ronald Reagan).

In Australia at present there are moves in Parliament to create a Royal Commission about child molestation practices within the Christian Church. The Church is responsible for Sir Isaac Newton’s unpublished papers, discovered last century, being classified as Newton’s Heresy Papers. Within them was Newtons conviction that a more profound natural philosophy existed to balance the mechanical description of the universe and that its basic physics principles were the same as the lost Greek atomistic science of universal love, taught at Oxford University by the scientist Giordano Bruno, before the Church tortured him and then burnt him alive for teaching it. It seems that the Church has some deeply based sexual problems that is preventing the development of a human survival super-technology in favour of preserving the extinction ethos of modern religiously contaminated science.

During the 20th Century Lord Bertrand Russell was Britain’s leading advocate of free sex, which he had linked to the metaphysical sexual ethos of Babylonian mythological mathematics. Together, he and Albert Einstein insisted upon employing only the mathematical logic that applied to the construction of atomic matter after light was created, as is mentioned in the Old Testament. Plato’s axiom that ‘All is Geometry’ however, applied before the creation of light and this human survival mathematics was developed by Buckminster Fuller.

The ancient mythical Egyptian god of creation, Atum, masturbasted into the cosmic egg declaring ‘Let there be light’ and Anaxagoras’ more sophisticated theory of creation was about the universal urge to cast sperm into the cosmic egg being linked to a whirling force acting upon primordial particles in space to create the worlds. This depiction of the force of gravity went on to provide spin to the created worlds to transfer knowledge of the creation to Plato’s atoms of the soul. Pythagoras introduced light into that description of humans being made in the image of the cosmic creation and this concept caused the great 18th and 19th Century discoverers of the forces of electromagnetic realit, to go looking for God’s electromagnetic ethic for perpetual peace on earth. Today the electromagnetic motor driving the tail of the sperm toward the ovum is known to be morphed by the female field into the cellular centriole. This in turn energises the first bone developed in the embryo, the sphenoid bone, to carry the divine message of creation to the electromagnetic functioning of creative consciousness, not Einstein’s eye of observer participation. As the eye does not even exist at the moment of conception there is no natural continuity belonging to the Einsteinian world-view in which the eye is held responsible to evolve the universe.

The bizarre concept of public ceremonies in which Pharaohs were required to masturbate into the River Nile in order to honour the creator god Atum, will no doubt be one day explained in the cerebral sub atomic physics belonging to Fuller’s envisioned medical super computer. However, so also will be the more bizarre and horrific results of St Augustine’s translation of the Platonic evil of unformed matter within the atom as being the evil of female sexuality. That frightful ethos was fundamental to the world-view of St Thomas Aquinas, becoming the logic base for three hundred years of sadistic perverted sexual rites belonging to the ritualistic torture and burning alive of countless women and children as witches. The present social repugnance toward public displays of any primitive masturbation ceremony becomes a trivial issue compared to that prolonged nightmare of ritualised sexual perversion.

Bertrand Russell and Albert Einstein were dedicated scientists with genuine artistic inclinations and may their work be honoured by immortalising it beyond the limitations of the 20th Century’s obsession with an unbalanced understanding of the second law of thermodynamics. May this spirit of moderation concerning cosmological mythic mathematics extend to the ability of the Prophet Mohammed to be able to describe the functioning of the cosmos in terms now being given credence by recent discoveries made by the Hubble telescope. May Al Haitham’s corrections to the spiritual engineering optics of Plato, made during the Golden Age of Islamic Science, be once again shared in debate by Christains, Jews and Muslims, as it once was for two hundred year at the Translator School in Toledo, Spain. May Buckminister Fuller’s envisioned supercomputer be constructed to ensure that the 21st Century Renaissance comes into existence so that World War III can be averted in the name of Platonic love. That same wish to advance Plato’s Theology into an atomistic technology was also Marcilio Ficino’s message upholding what is known as the 15th Century Renaissance.

© Professor Robert Pope,
Advisor to the President Oceania and Australasia of the Institute for Theoretical Physics and Advanced Mathematics (IFM) Einstein-Galilei



Source by Robert Pope

10 Oct

What Are the Programming Languages Required for Data Science?

Since the advancement of Data Science is capturing more popularity. Job opportunities in this field are more. Therefore, in order to gain knowledge and become a professional worker, you need to have a brief idea about at least one of these languages that is required in Data Science.

PYTHON

Python is a general purpose, multiparadigm and one of the most popular languages. It is simple, easy- to-learn and widely used by the data scientists. Python has a huge number of libraries which is its biggest strength and can help us perform multiple tasks like image processing, web development, data mining, database, graphical user interface etc. Since technologies such as Artificial Intelligence and Machine Learning have advanced to a great height, the demand for Python experts has risen. Since Python combines improvement with the ability to interface with algorithms of high performance written in C or Fortran, it has become the most popularly used language among data scientists. The process of Data Science revolves around ETL (extraction-transformation-loading) process which makes Python well suited.

R

For statistical computing purposes, R in data science is considered as the best programming language. It is a programming language and software environment for graphics and statistical computing. It is domain specific and has excellent high-quality range. R consists of open source packages for statistical and quantitative application. This includes advanced plotting, non-linear regression, neural networks, phylogenetics and many more. For analyzing data, Data Scientists and Data Miners use R widely.

SQL

SQL, also known as Structured Query Language is also one of the most popular languages in the field of Data Science. It is a domain-specific programming language and is designed to manage relational database. It is systematic at manipulating and updating relational databases and is used for a wide range of applications. SQL is also used for retrieving and storing data for years. Declarative syntax of SQL makes it a readable language. SQL’s efficiency is a proof that data scientists consider it a useful language.

JULIA

Julia is a high level, JIT (“just-in-time”) compiled language. It offers dynamic typing, scripting capabilities and simplicity of a language like Python. Because of faster execution, it has become a fine choice to deal with complex projects that contains high volumes of data sets. Readability is the key advantage of this language and Julia is also a general-purpose programming language.

SCALA

Scala is multiparadigm, open source, general-purpose programming language. Scala programs are complied to Java Bytecode which runs on JVM. This permits interoperability with Java language making it a substantial language which is appropriate for Data Science. Scala + Spark is the best solution when computing to operate with Big Data.

JAVA

Java is also a general purpose, extremely popular object-oriented programming language. Java programs are compiled to byte code which is platform independent and runs on any system that has JVM. Instructions in Java are executed by a Java run-time system called Java Virtual Machine (JVM). This language is used to create web applications, backend systems and also desktop and mobile applications. Java is said to be a good choice for Data Science. Java’s safety and performance is said to be really advantageous for Data Science since companies prefer to integrate the production code into the codebase that exist, directly.



Source by Shalini M

01 Oct

Religion, Arts and Science – Why Branches of the Same Tree?

All human creations can be divided broadly into three categories i.e. science, religion and arts. Initially, art referred to any human skill or mastery. However during the romantic period, art was separated from the other two main branches of human creation i.e. science and religion. Arts, science and religion are now considered as different specializations that have nothing in common.

Albert Einstein said “All religions, arts and sciences are branches of the same tree. ” Yet we don’t know why? After all, religion is based on faith needing no evidence. Science is based on fact that has to be proven by evidence. Art relates to human emotion and requires neither faith nor evidence as we know it is a fiction or an object created purely from the imagination of a human mind.

Art: An Imagination that needs emotional evidence

It is extremely difficult to define art. Art is, fortunately, a work of human imagination and creativity that is free from any bondage or test. The only reason, why a particular music is considered as an art, is that it appeals to the listener. The test of a good painting is the appreciation of the viewer. No logic, reason or proof is required to term an art as good as its only criterion is that it should be appreciated by people.

While both science and religion claims to be factual and the representation of the reality, art has no qualm in admitting that it is nothing but a fiction. As a matter of fact, some forms of arts like movies and novels clearly state that these are the work of fiction and any resemblance with the fact or reality is purely accidental. Literature, another form of art, is officially called fiction as everything in the novel or the story is fictitious which are created purely from human imagination.

Thus one essential feature of art is that it is not a representation of fact or reality. Yet a good movie or a story makes you cry, increases your heart-beat, makes you laugh and makes you forget that it is not a reality. The effect of a good art is no different than that created by the reality.

The most interesting thing about an art is that it affects your emotions and not the mind. When you are reading a thriller like “Da Vinci Code, your mind is very much aware that everything in the novel is a fiction, yet you just can’t control your emotions which emerges in the reader as if you are reading a real life story of the characters in the real life situation. In a typical fiction, all the characters and situations are created by the imagination of the author, yet they seem quite real. A fiction is, thus, not a work of any imagination but it consists of many facts and realities that makes the fiction like a reality.

It can be compared with a painting of a beautiful girl. The girl may be imaginary, yet the features of the girl have a close resemblance with real girls. The colors of the painter are also real, which may not be exactly same as the real life girl give the impression of the real girl, when woven from the imagination of the viewer. An artist creates the body of the reality but the soul of the reality comes from the imagination of the viewer who pours his own soul in the art. Therefore, when a novel is read by a million people, each person imagine the characters and situation from his own imagination.

Thus an art is created by the imagination of the artist which appeals to the emotions of other persons. The real test of an art is not the test of Truth (how close it is from Truth) but how much it looks like Truth. The test of art is not the proof or evidence it has but how the reader perceives the truth in the fiction. To convey the real message in the guise of imaginative characters and situation itself is an art which only artists can understand. If the art fails to influence the heart (emotions) of the people, it can’t be said to be a good art.

Science: An Imagination that needs material evidence

Science is the knowledge that is created by the imagination (hypothesis) of human mind but verifiable by the material facts and evidences. A scientist typically observes a phenomenon, hypothesize an explanation for the phenomenon, predict a logical consequence of the guess, test the prediction, and review for any mistakes. Thus the origin of science is an hypothesis that a scientist make after making an observation. The critical test of the science is its conformity with the material evidence.

Hypothesis is nothing but imagination of the scientist. Thus every scientific theory like art finds its origin in the imagination of the human mind. However, science relates to matter and its truth has to be tested by material evidence. For example, if E=mc2 was not verifiable by experiments, scientist would have discarded the relativity theory of Einstein, irrespective of the soundness of the argument or the theory.

Religion: An Imagination that needs Social evidence

A religion often refers to an organized set of beliefs and faiths regarding the spiritual or metaphysical world. The concept of religion may or may not have the concept of God. All Religions, however, have some set of common believes and rituals that are required to be followed by its followers.

Religions are a curious mix of science and arts. The followers of the religions are absolutely sure about the truthfulness of their scriptures while other people often find it a work of fiction. However, unlike arts, where the artists always tell the people that the art is a creation of their imagination, the prophets or the originator of the religion often call it a gospel Truth which they have acquired directly from God..

Therefore, religions like arts and sciences also seems to originate from human imagination. Often, its creators are known as prophets or son of God who acquired the knowledge directly from the God or Spirit. For example, Bible and Koran are considered to be the revelation of God to the prophets and believed to be the words of God. Gita is believed to be the words of Lord Krishna. However, some religions like Buddhism, Jainism and Sikhism are believed to be originated from mortal human beings even though, the follower of their religions often try to exalt their status to the level of deity by calling Mahavir Jain and Buddha not as ordinary human beings but avatars or the incarnation of God and constructing their statues like God.

One Tree Many Branches

It is evident that the source of all arts, science and religion is the imagination of the human mind. However, the human imaginations are given different names like fiction, hypothesis or the revelation depending upon the creation. When, Newton saw the apple falling from a tree, he imagined the force of gravitation that was attracting the apple towards the earth. Galileo formed his heliocentric theory of the solar system based on his imagination that earth was revolving around sun. This was an extraordinary imagination that was beyond the perception of the senses. He had no special sense to visualize how massive earth could revolve around a tiny (looking) sun. Einstein imagined that all motions of the planets are only relative or that light is both a particle and a wave based on his imagination.

Yet no one knows why such imagination arose in the minds of such chosen individuals. Was it the desire of God to manifest the Truth through these people? Or was it the desire of man to discover the Truth that lead to such imagination? The first hypothesis is the one that is given by the believers or the religious people. However, if we presume the truthfulness of second hypothesis then also the question remains, why such desire arose in those individuals that finally culminated into such extraordinary imagination?

Body Mind and Soul

Almost all religions and spiritual people believe in the existence of body, mind, soul and spirit (or God). However, science does not believe in anything other than body as it considers even the mind as the part of the body (brain) and explains the thoughts in terms of bio-chemicals. These concept are explained in different religions. Gita (III 42) explains the relationship of body, mind, soul and Spirit in the following words.

The senses are superior to the body. Above the senses is the mind, above the mind is the soul (individual intelligence) and above the soul is God (Universal Intelligence or Spirit).
Based on this theory, we find that there are four level of evolution of human thoughts. A man “sees” the world differently depending upon the “stage” of his evolution.

Eyes of Body: The first level of evolution is the level of body. At this level, we see the world from the physical eyes of the body. This capability is common to all the animals in the world as each one has the eyes of the body. At this stage seeing is believing.

Eyes of the Mind: In the next level of evolution, we can see the world from the eyes of the mind, i.e. using the logic and reasoning. We believe that every thing in the world can be explained by the mind. We not only see what is before our eyes, but also what can’t be seen from the physical eyes. For example, you see a car moving, you know that it must have driver that is driving the car. It is a stage when you see what you believe.

Eyes of the Soul: The next level of evolution is attained when we see the limitation of logic in explaining the world. Then we try to understand the world from our own perception and experience. The wise people always believed that to know the world, you must know your self. At this stage a man thinks “Ahem Brahmasm” (I am the universe). As Upanishads rightly stated many thousand years back.

As is the human body, so is the cosmic body

As is the human mind, so as the cosmic mind

As is the microcosm, so is the macrocosm

S Radhakrshnan, one of the greatest Indian philosophers of the modern science sums up the concept of the world inside in the following words

The philosophical attempt to determine the nature of reality may start either with the thinking self or the object of thought. In India the interest of philosophy is in the self of man. .. In India “Atmanam viddhi” Know the self, sums up the law and the prophets. With man is the spirit which is the center of everything.

In this respect, even western thoughts were not very different. Socrates said

“You can’t teach a person a thing. You can only help him discover it within himself.”

Man is capable of visualizing the Truths or the secrets of the universe that is neither visible from the eyes or senses nor understandable by mind and logic. These are Truths that are available in arts, religion and science. We know that we want to help a crying child or poor without knowing the logic and conclude that other people must also think likewise. We cry when we see injustice and we know that it is a universal desire of man. Once we know ourselves, we can know the universe

Eyes of the Spirit: When a person evolves to the level of spirit, he is able to see the entire world as the extension of his own self. The limits of time and space ceases to exist as his soul get one with the soul of the universal soul or spirit. From here he understand the thoughts of God or the deep secret of nature. All great imagination and classics are created only when a person is able to reach to the final stage of evolution. At this level, the soul is elevated to the level of spirit and the man moves farthest from the material body. However, this stage is not permanent as the man is soon brought back to the world, by the forces of the material world. Yet in the process, he acquires the thoughts of God. This is the highest state of imagination and one discovers the thoughts of God at this stage.

Translation of Divine Knowledge for the World

Once a person knows the thoughts of God or the deepest secrets of the universe, the difficulty is, how to make the world believe about what one has seen from the eyes of the spirit? His ideas seems stupid to the world as these are unique and not comprehensible to the ordinary man.

One method to convince about the Truth is to produce the imagination in words or in other forms of art like fiction, movie, visual art, music, poem etc. If there is a universal truth in these arts, it would affect the souls of other people as they would find the Truths in these fictions even if it can’t be proven. The characters and situation may be imaginary in the fiction but the truth in the art can be realized by the eyes of the soul. Thus an art is nothing but the Truth that can’t be explained by logic or reason. Thus art is a method of the expression of truths that are not to be proven by logic or scientific evidences but to be realized by the heart or emotions of the beholder.

Yet, it does not mean that art is without logic or evidence. No person would accept an illogical idea as art. If the movies or the fiction are devoid of logic, people can never accept it. However, the artist is under no obligation to give logic to what he says or does nor to provide evidence for it.

Religious principles too require prove by the society. It, therefore, has harder criterion for acceptance. The truth of the religion must be tested with real people. In most cases, the Prophets or Gurus themselves provide the proof of the truth by applying it on themselves and satisfying the inquisitiveness of the other people by providing satisfactory replies to their doubts. The life of Jesus or Mohammad is a proof that their truths were real and acceptable to the society. Same can be said with Buddha, Jain and Guru Nanak and so with the originators of the numerous sects. Imagine, if Buddha would have said the same things, while he was a dacoit or a thief. No one would have listened to his words. Thus religions too require proof.

If the religion claims supernatural and metaphysical consequences, people expect miracles from the prophets and Gurus. However, no such miracles are expected in the religions that are based on logic, notably Buddhism and Jainism. Thus the truth of the religion has to be tested by the people over time. Only when, religion has been tested over long period of time, it is accepted by the people as a matter of faith. Faith is not the cause of the religion but the consequence of its Truth.

The truth of a religion is applicable for the society, hence it must convince a society by making it stronger, merrier and more harmonious. It is a historical fact that Christianity, Islam and Hinduism did play an important role in the integration of large number of people in Europe, Middle East and Indian subcontinents and made its follower more powerful, prosperous and happier.

A scientific theory too starts with an imagination or hypothesis made by the scientist. However, a scientist has to convince the world by providing material evidence to the theory. It can be either in the form of experiments or in the form of logic. Yet material evidence is the core of science. For example, even though, Einstein gave the special theory of relativity in 1905 and the general theory of relativity in 1916, based on which he predicted the bending of starlight in the vicinity of a massive body such as the Sun, yet his hypothesis was confirmed only in 1919 during an eclipse of the Sun. It is only then, the scientific community accepted his theories and awarded him the Noble prize for the paper of photoelectric that was written in 1905. Since the truth of science pertains to matters, hence it has to be tested on matter.

Conclusion

Arts, Science and Religion find their origin from the imagination of the human mind. Yet all imaginations may not be true. Therefore, each imagination has to proven before it is accepted by the world. Thus these are the branches of the same tree as rightly said by Einstein as they all represent the truth, thoughts of God or the secret of the universe that are revealed to human mind from his imagination.



Source by Dr Awdhesh Singh

01 Sep

Rocketry Experiments Apologia Science Curriculum

Every action triggers an equal reaction in the opposite direction. There are many experiments that can use this principle, and it’s my goal to take you beyond your Apologia science curriculum experience, by making science fun and easy for you.

Have you ever kicked a brick wall? Off course you ended up hurting your toe. As strange as it may sound, when you kicked the brick wall, the stationary wall exerted an equal reaction force in the opposite direction, and therefore you felt the pain. Kick harder and it will hurt more- equal reaction force, you see?
 
This law has been explained by Sir Isaac Newton centuries ago, and came to be known as his Third Law of Motion. This is the same law that is at work when rockets are launched. If you have searched for cool rocketry experiments in the Apologia science curriculum and other homeschool programs, you will be glad that you found me. Let me show you a fun way of using balloons to simulate the launching of rockets.

Single-Stage Balloon Rocket: Take a twenty-foot long nylon fishing line and tie one end to a window or something strong. Pass the free end of the line through a plastic drinking straw and tie the free end to another strong object such as another window or a bed. The fishing line must be stretched and not left hanging loose. Now blow a long balloon and secure the mouth with a clothespin. Tape this balloon to the straw in such a way that the length of the balloon is parallel to the length of the straw.
 
Now remove the clothespin and observe what happens. When you remove the clothespin, air is pushed out of the deflating balloon with great force in one direction. Therefore an equal force is exerted on the balloon in the opposite direction, and the balloon moves. The same principle is used in launching rockets into the air.
 
If your Apologia science curriculum experience stopped here, let me take you further. Some rockets that need to go higher use double fuel tanks or double stages. In the next experiment, I will teach you how to make a cool double-stage balloon rocket.
 
Double-Stage Balloon Rocket: This experiment is similar to the single-stage balloon rocket experiment; only pass the fishing line through two straws instead of one. Make a one-inch ring out of a Styrofoam coffee cup by removing the base of the cup. Now blow a long balloon just enough so that it can fit snugly inside this Styrofoam ring with the rounded head of the balloon extending a little beyond the ring. Secure the mouth of this balloon with a clothespin. Tape this balloon to the straw on the left hand side with the balloon head pointing to the right.
 
Now inflate and tape a second long balloon lengthwise to the straw on the right hand side. Twist the mouth-end of the balloon to form a one inch tail. Now pass this tail through the Styrofoam ring and under the first balloon. The air pressure of the first balloon will keep the second balloon from getting deflated.
 
Bring these two connected balloons to the left hand side of the fishing line and remove the clothespin from the first balloon. What happens?

To get great science experiments and activities,  visit the free “Homeschool Parent’s Guide to Teaching Science” at the link below.



Source by Aurora Lipper