THE STEAM AGE

http://www.transhumanpotential.com

]

Incorporating STEAM into English Study

AIS English Conference 2016

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SHAKESPEARE’S RESTLESS WORLD: N. MacGregorEngland Goes Global: Drake’s circumnavigation Medal

On Christmas Eve 1968 Apollo 8 became the first manned spaceship to circle the moon, and the film footage that NASA sent back changed our perception of the world forever. For there, as the three astronauts rounded the dark side of the moon, was the earth itself, a great globe suspended in the vast darkness of space. It was the first time any human being had seen the whole planet at a single glance and the world has thought about itself differently ever since. Nearly 400 years earlier, a very different journey had caused a comparable revolution if on a smaller, national scale. In 1580 Francis Drake became the first Englishman, and only the second man in history, to sail his ship round the globe. And in consequence, to the English, the whole world suddenly looked different: its limits were known, it could be mapped and plotted, it could be crossed by a single English ship. In 1580 Shakespeare was 16. And it wasn't just world geography that was turned on its head. Shakespeare's generation, those coming of age in the 1580s and 1590s, had to rethink every aspect of existence. Reformation, exploration and scientific discovery were dislocating the assumptions by which their parents and grandparents had lived. In religion, politics, commerce, on every front, the rules were being rewritten. That's what Shakespeare's plays are about. But can we now recover that sense of uncertainty and shock, when the original audience responded to scenes that for them referred to the hot topics of the day, but for us have lost that power to unsettle? In this series, I'll be trying to do just that. I'll be choosing 20 objects, things that have survived from Shakespeare's world and which lead us into the preoccupations and pleasures of the people that first queued up to watch his plays. I want to look at the shifting, restless world in which Shakespeare and his public were so exhilaratingly, sometimes terrifyingly, caught up. For my generation that watched the first moon landing, the words `one small step' still resonate powerfully. For the generation shaped by Drake's exploration of the known world, what Shakespeare wrote must frequently have sounded like the news but presented by a poet. Oberon: 'We the globe can compass soon,Swifter than the wandering moon.' (A Midsummer Night's Dream, 4.1.96-7) Puck: 'I'll put a girdle round about the earth In forty minutes.'(A Midsummer Night's Dream, 2.1.175-6) In A Midsummer Night's Dream, Oberon, king of the fairies, and his mischievous attendant Puck boast that they can circumnavigate the globe in just over half an hour. It took Francis Drake nearly three years and I'm holding in my hand now the world that he traversed. It's a silver medal about 7cm in diameter, so roughly the size of a car's tax disc and nearly as thin, it is paper thin. As you turn it in the light you can see on one side Europe, Africa and Asia and on the other, the Americas. Across the oceans tiny dots indicate the route that Drake followed. From Plymouth down to the tip of South America, up the coast where Lima and Panama are both marked, onto California, over the Pacific to the Spice Islands in Indonesia, then round the Cape of Good Hope and up the coast of West Africa and home. Created about the time that Shakespeare began his theatrical career in London, this medal is a glamorous memento, a silver souvenir-map of Drake's thrilling voyage. It lets us grasp, literally, this new way of imagining the world in the 1580s and the 1590s and for the Elizabethan playgoer watching A Midsummer Night's Dream in the 1590s for the first time, encompassing the globe, putting a girdle around the earth, was news, patriotic news that every person in the audience would have known about. Shakespeare's very English fairies are, in their whimsical way, restating the nation's pride in Drake's accomplishment, just like our silver medal. 

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Drake's dramatic round-the-world journey on the Golden Hind ended in the autumn of 1580: 'And the 26 of September we safely with joyful minds and thankful hearts to God arrived at Plimouth, the place of our setting forth after we had spent 2 yeares 10 moneths and some odd few days besides in seeing the wonders of the Lord in the deep, in discouering so many admirable things, in going through so many strange adventures, in escaping out of so many dangers, and ouercoming so many difficulties in this our encompassing of the neather globe, and passing round the world.' This 'passing round the world' brought with it exotic goods and even more exotic tales that would go on to fire the public imagination. More importantly though, it was the 16th century equivalent of the 'space race' as England with far fewer resources first tried to match Spain's skill and technology in navigating, and then began to assault the huge wealth of the Spanish Empire. This circumnavigation medal celebrates England's first great success on both fronts, and the next two decades saw dozens of English adventurers set off to emulate Drake's example. For military reasons, the precise details of Drake's voyage were treated as a state secret for several years. And it was only after the English saw off the Spanish Armada in 1588 that a large map of Drake's circumnavigation went on triumphant public display at Elizabeth I's palace in Whitehall. There thousands of visitors, and Shakespeare must certainly have been among them, would have been able to see it. 

Our silver medal was a reduced, portable version of the Whitehall wall map with exactly the same purpose, to be a patriotic statement of Drake's great feat. The medal, like the map, is a calculated piece of political propaganda. Peter Barber is responsible for the maps at the British Library, and has made a special study of maps of Elizabethan England: 'If you look, you'll see that at the top of North America, there is a little note saying that this was discovered by the English, which historically speaking is fairly outrageous, and further down you've got a marking of the Virginia colony which

would have made any Spaniard see red. But what is particularly interesting of course is that the Virginia colony, which is marked there, was founded after Drake got back from his round the world cruise. So this map we now know was not made in 1580, it is made in 1589 which is, in other words, a year after the Armada.' This provocative teasing of the Spaniards goes on all over the medal. If you look just above California you can see in large letters the words 'Nova Albion' (New England or New Briton) striding across much of North America. Below, 'N. Hispania' (New Spain) looks as though it's just a small cattle ranch west of Texas. Somewhere off the coast of Peru and Panama, Drake had raided Spanish shipping and had captured nearly ten tons of silver. To add insult to Spanish injury our medal is almost certainly made of that stolen silver. The silver also bought spices in the East Indies and so Drake came home to Plymouth with a cargo worth a fortune. His financial backers recovered their investment many times over, while the Queen took a share that almost doubled her annual income. Exploring like this was not just an adventure, it was also big business, and maps and globes allowed everybody, not just the investors, to share in the fun. In The Comedy of Errors, written about 1592, Dromio, the quick-witted servant, outrageously compares a plump kitchen maid to a globe as he sets off on a raunchy geography lesson looking for treasure all over her: Dromio: She is spherical, like a globe. I could find out countries in her.Antipholus: In what part of her body stands Ireland?Dromio: Marry, sir, in her buttocks. I found it out by the bogs.Antipholus: Where Scotland?Dromio: I found it by the barrenness, hard in the palm of the hand ... The wretched maid is the butt of one sexist, xenophobic joke after another: Antipholus: Where America, the Indies?Dromio: Oh, sir, upon her nose all o'er embellished with rubies, carbuncles, sapphires, declining their rich aspect to the hot breath of Spain; who sent whole armadoes of carracks to be ballast at her nose.Antipholus: Where stood Belgia, the Netherlands?Dromio: O, sir, I did not look so low. (The Comedy of Errors 3.2.120-47) 

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Eventually the kitchen maid, like the globe, is completely circumnavigated and like the maid, like Spanish silver, the world is there for the taking. The Drake silver medal is merely the top end of a huge market for maps that let the English of all classes see where their ships had been venturing. Shakespeare scholar and biographer, Jonathon Bate: 'It's not really until the period where Shakespeare's plays are being written, the end of Queen Elizabeth's reign, that people get a real visual sense of the whole world, and in particular the roundness of the world. There is a lovely moment in Shakespeare's Twelfth Night where Malvolio is being forced to smile and the smile is causing lines to crease his face. And the character Maria says 'he does smile his face into more lines than is in the new map with the augmentation of the Indies.' She is referring there to a very famous map that was made in 1599 to accompany a book that gave an account of the voyages of the English navigators around the world and in that map there are lines of latitude and longitude, so it looks like a sort of creased face. But that map 'with the augmentation of the Indies' clearly was something that was a great novelty at the time.' What's interesting to me about this medal and about maps and globes in Elizabethan England is that they are not navigational tools. They're evidence of a journey taken by somebody else, not a sat nav to let you find your way round the world, and most Elizabethans would have come across maps in books. Peter Barber again: 'The first place where he is likely to have found it would have been in the Bible. Particularly Protestant Bibles contained maps to prove the veracity of the scriptures. This is where you went to see where important things happened, and to prove that they actually happened there. As English sailors told the authorities repeatedly in the 16th century, maps were a fat lot of use when you were actually at sea because it was usually so misty you couldn't see anything anyway.' So what we are looking at is really for armchair travelling? 'And again for the symbolic aspect. In 1570 the first book of maps was published and it is called The Theatre of the Lands of the World. So this idea of the world as a stage, which was picked up by Shakespeare, was around long beforehand.' Shakespeare today is a great London tourist attraction and the theatre I'm standing in at the moment is getting ready for yet another busy season. But when Shakespeare and the equivalent of his marketing department sat down at the end of the 1590s to name their new theatre here on the south bank of the Thames, they must have wanted a name that would fire the public imagination and outdo all the existing theatres. Their competitors were called The Curtain, The Rose - one even with a startling lack of originality, simply The Theatre. Shakespeare's company by contrast chose a name that was topical, that, like that book of maps, was the theatre of the lands of the world, mapping all human experience. The name they chose was The Globe, a new way of thinking and showing the world. Imagine you are a young Londoner in the mid 1590s, you've been on business at Whitehall where you've seen the great map of Drake's voyage and then you decide to go to that Shakespeare play you've heard about. It's A Midsummer Night's Dream and when you come to the scene between Oberon and Puck, just how much more resonant will those words be to you than to your jaded and globalised descendants some 400 years later? 

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Shakespeare's Restless World Abridged TranscriptFrom London to Marrakech: African Treasure

Elizabeth I was, as we all know, a monarch of many names: Elizabeth Tudor was also Good Queen Bess, Gloriana, the Virgin Queen and occasionally something much more exotic:

'the Sultana Isabel, who has status and majestic glory, firmness and stability, a rank which all her co-religionists, far and near, recognise, whose status among the Christian people continues to be mighty and elevated'

The Sultana Isabel is of course Queen Elizabeth seen from far away, seen in fact, from Africa in 1600, and that flattering description of her majestic glory, firmness and stability was given by one of her new allies on the world stage, Sharif Ahmad al-Mansur, the wealthy king of Morocco, far richer than Elizabeth herself and a political force to be reckoned with in both the Mediterranean and the Atlantic.

Sharif Al-Mansur's comment on their Queen is a reminder that English playgoers in Shakespeare's time were global citizens, proud of Francis Drake's circumnavigation of the earth and willing listeners to the tall stories told by travellers - stories like the ones Othello tells, of lands filled with 'cannibals that each other eat, the Anthropophagi and men whose heads do grow beneath their shoulders'.

England's responses to this shifting expanding world were played out in the theatre. In The Merchant of Venice, a richly dressed, exotic figure sweeps on to the stage to woo the Italian heiress, Portia.

Morocco: Mislike me not for my complexion,The shadowed livery of the burnished sun,To whom I am a neighbour and near bred. (Merchant of Venice 2.1.1-3)

This eloquent man burnished by the sun is a Moroccan prince, and he is the first of Shakespeare's noble Moors. Even more striking than his skin colour is that this man whom Portia calls a 'gentle' Moor is entirely familiar with the details of our currency.

Morocco: They have in EnglandA coin that bears the figure of an angelStamped in gold (Merchant of Venice 2.7.55-7)

Shakespeare reassuringly suggests that even if the English know little of Morocco, this sympathetic prince already knows a great deal about England and in particular about its coins.

Nobody watching The Merchant of Venice would been the least bit surprised that the prince of Morocco, asked to choose one of the three caskets, went for gold. Morocco was, as everybody knew, quite simply the place where gold came from and Sharif al-Mansur controlled access to the huge reserves of West Africa. From Timbuktu alone he took 600 kilos of gold a year, and so, predictably, he was dubbed 'al-dhahabi', the Golden One. It was reported that '1400 hammers continuously struck coins at his palace gate.' That's clearly an exaggeration, but nonetheless you can practically hear the sound of Al-Mansur's money being minted.

I am holding one of his coins now. It's almost exactly the same size as a 2p piece, although it's thinner, and it's made of solid gold. Both sides are covered with beautifully calligraphed Arabic script: 'in the

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name of God, the Merciful, the Compassionate,' the central panel begins, then describing Al-Mansur as 'Commander of the Faithful'.

The coin tells us both the place and Islamic year of its issue: 'struck in the city of Marrakesh, may God protect it, in the year one thousand and eight.' That is the year we call 1600 and The Merchant of Venice had been playing for about 5 years. http://www.bbc.co.uk

Morocco mattered. It had horses, sugar, gunpowder and gold. In 1585 London merchants had established the Barbary Company to trade with North Africa and ships sailed from here on the Thames to Morocco. But for a long time, Morocco was far more important to England than the other way around, after all pretty well every gold coin circulating in England was made of West African gold. Sharif al-Mansur began to take England seriously only after the defeat of the Spanish Armada in 1588. Morocco, like England, was in a state of more or less permanent war with Spain, so this new assertive England emerged as a useful, desirable ally. To celebrate, the Sharif encouraged English residents in Morocco to light festive bonfires to mark Elizabeth's victory over the Spanish fleet.

To foster this new alliance, Al-Mansur sent a series of ambassadors to England. They were a great spectacle, particularly the lavish processions through the streets of London of the Moroccan ambassador in 1600. For many Londoners, this was their first glimpse not just of Africa, but of Islam. Professor Kate Lowe:

'That 1600 embassy, I think, is the first time that lots of Londoners saw Muslims in a group behaving as Muslims and I think that must have been an enormous impetus to actually understand slightly more. I think there is a difference between what is the official foreign policy line at Court because at Court these were allies against Spain. So at Court there was an acceptance of them, probably in a way that the people in the street weren't seeing it.'

The street was a great deal less friendly, and treatment of Moors in England could be actively hostile. In 1595, the English and Moroccan forces together rescued North African galley-slaves from Spanish ships. Some were sent home to Morocco, others were permitted to come here to England. But despite the queen's interest in protecting her Moorish allies, Londoners protested and the Moors eventually had to be expelled. Shakespeare never uses the word 'Moroccan'. The standard Elizabethan word is 'Moor'. Professor Kate Lowe:

For more, go to http://www.bbc.co.uk/programmes/articles/5fdhfHN0n38hHYq4LybNDfZ/transcript-shakespeares-restless-world-

programme-13

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Francis Drake’s circumnavigation: 1577 - 1580

http://www.map/jpg

Google Earth:https://www.google.com/earth/

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SHAKESPEARE AND MATHS

WORKSHEET

CREATE A DIORAMA TO SCALE

http://www.flickriver.com

When you create a smaller version of something that is the same relative size as the original, it is called making “a scale model’.

Create a scale model of a scene from Midsummer Night’s Dream OR The Merchant of Venice using the following ratios:

The scale of your diorama is 1/10. (Or as your teacher directs) Therefore, an actor who is 165 cm tall would be 165 10 = 16.5cm

GROUP TASK:Research the size of the Globe stage: http://www.bardstage.org/globe-theatre-dimensions.htm

Question Detail Who is Responsible?

Materials to Use Cardboard, carton etc?

Decide on scene/setting Indoor/Outdoor / Colour etc?

Characters Number? Some painted?

Variables Time of Day? Lighting?

Props / Costumes / Set Time period? (Note: even though Shakespeare’s plays didn’t use many props, you can!)

Keep a Process Journal on your Group Task and how details change or evolve as you move towards completion.

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Write a 750 – 1000-word rationale of your Diorama, explaining your choice of scene, props and setting - plus any other information relevant to your Task. Also detail include a table to show which team members were responsible for which elements.

Shakespeare and Money

Today we understand OUR money100 cents = $1

http://ww.ullionstreet.com

TERMS:

What does decimalisation mean? …………………………………………………………………………….Decimalisation makes money easier to calculate. But, this didn’t exist in Shakespeare’s day. Then, money was calculated like this:

12 pennies (12 d) = 1 shilling (1 s)20 shillings (20 s)= 1 Pound (£ 1)21 shillings (21 s)= 1 Guinea (1 g)

And THEN there were these:

Half a penny, called a ha’penny (1/2 d)Quarter of a penny, called a farthing (1/4 d)

And, less common:A mark, which was 2/3rd of a Pound (13s and 4d)

Read the following ‘Globe Education’ information on seating at the Globe Theatre:http://www.shakespearesglobe.com/uploads/files/2014/01/audiences.pdfIn a full house for any given play: Imagine 15% were Groundlings

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40% paid extra for cushions and seats

45% were the most expensive seatsCalculate:

a) how much money was paid by Groundlings?b) How much money was paid by those who paid 1d extrac) How much (approximately) was paid by the most expensive seats

Navigation and EngineeringConstruct a Cross-Section of a typical Elizabethan ship as per the drawing below.

http://www.pinterest.com

Identify the following boat parts on the sketch above and research their functions

Boat part Function

Mainmast

Poop

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Fo’c’s’le

Gallery

Bowspirit

Quarter Deck

Stern

Create and maintain a Journal of your progress.

The Cyborg Manifesto by Donna Harawayhttp://faculty.georgetown.edu/irvinem/theory/Haraway-CyborgManifesto-1.pdf

YouTube Overview: https://www.youtube.com/watch?v=lqglzX_y5wM

From http://www.enwikipedia.org

In Donna Haraway's essay, the concept of the cyborg is a rejection of rigid boundaries, notably those separating "human" from "animal" and "human" from "machine." She writes: "The cyborg does not dream of community on the model of the organic family, this time without the oedipal project. The cyborg would not recognize the Garden of Eden; it is not made of mud and cannot dream of returning to dust."]

The Manifesto criticizes traditional notions of feminism, particularly feminist focuses on identity politics, and encouraging instead coalition through affinity. She uses the metaphor of a cyborg to urge feminists to move beyond the limitations of traditional gender, feminism and politics.  Marisa Olson summarized Haraway's thoughts as a belief that there is no distinction between natural life and artificial man-made machines.

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http://www.slideplayer.com

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Abridged Review of Hamlet on the Holodeck by Janet Murrayhttp://www.nytimes.com/books/97/07/13/daily/hamlet-holdeck-book.html

The Art of Storytelling, Transformed by Hackers

n the course of her new book, "Hamlet on the Holodeck," an MIT research scientist, Janet H. Murray, describes some characters created by computer

technicians. There's Eliza, an electronic shrink, whose rote responses ("Tell me more about your family") amusingly send up real-life psychiatrists. There's paranoid Parry, whose compulsive babbling mirrors the obsessional thinking of real-life mental patients. And there's Julia, the charming "chatterbot" (a text-based computer character), whose coy pickup banter echoes that of real-life Internet flirts.

Ms. Murray argues in "Holodeck" that computers are reshaping "the spectrum of narrative expression, not by replacing the novel or the movie but by continuing their timeless bardic work within another framework." We are on the brink, she suggests, of a brave new era in which "cyberdramas" will reinvent storytelling as a participatory medium.

"Perhaps the next Shakespeare of this world," she writes, "will be a great live-action role-playing GM" -- computer game master -- "who is also an expert computer scientist." Ms. Murray, who is currently a senior research scientist at the Centre for Educational Computing Initiatives, writes that the computer offers "a thrilling extension of human powers." Her utopianism colours all her arguments in this volume, leading her to ignore or play down the more disturbing consequences of technology while unabashedly embracing its possibilities.

She suggests that anonymous multi-user domains (MUD's) "can give us uninhibited access to emotions, thoughts and behaviours that are closed to us in real life."

She predicts that computer games, with their simplistic win-loss equations and often violent dynamics, will increasingly give way to "the collective construction of elaborate alternate worlds." Those worlds, she predicts, will be interactive, allowing audiences to participate in the storytelling process, and they will probably be "multiform," offering a single plot line with multiple variations.Already, she points out, novels, plays and movies have begun to push against the constraints of linear storytelling. Already, they have begun to play with the possibilities of alternate realities.

Examples are not confined to the post-modern experiments of writers like JorgeLuis Borges, but also include popular films like "Back to the Future" (in which the hero's tamperings with the past have the power to shape different futures) and "Groundhog Day" (in which the hero relives a single day over and over again).

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1950s Films

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TRANSITION

http://www.bbc.co.uk

http://www.nydailynews.com

http://www.icollector.com

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Transformation In Speculative FictionThose who come back …

The Iron Giant

Neo (The Matrix)

Robocop

Gandalf (Lord of the Rings)

Captain James T. Kirk

Aslan (The Narnia series, C. S. Lewis)

Ellen Ripley (the Alien movies)

Cpt Jack Sparrow

Harry Potter

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Robot WorksheetsWith thanks to: https://www.teachingenglish.org.uk/sites/teacheng/files/Robots%20student%20worksheet.pdf

Task 1 – Jobs for Robots What jobs would you like robots to do? Put your top three here:1)2)3)Now compare these ideas with the rest of the class.Task 2 – Robot films

What films have you seen with robots in? Do you like films with robots? Why / not? What were the abilities of the film robots? Do you think that robots with these abilities will ever

exist? DO you think that in the future robots will become a normal part of our

lives? http://www.comicvine.com

Task 3 – Robot reading – Jeeves MachineBefore you read the article below, decide if the following statements are true or false for you:1) I would like to have a robot in my house

YES / NO2) I think that in 20 years most people will have robots in their homes

YES / NO3) Research into robot technology is a waste of money

YES / NO

Article: Jeeves MachineHaving robots around to do the laundry sounds like a great idea. But will they be polite? And how will you teach them not to always have the TV remote control? In only three years’ time there will be more than four million robots in domestic service in homes throughout the world! That’s according to the latest United Nations report. They won’t, however, be like C-3PO with their very own list of psychological ‘issues’, although they will still need to follow codes of behaviour. But how can you teach a robot social skills?

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A Research Group at Hertfordshire University’s School of Computer Science is trying to answer this question. Advances in technologies are making the dream of autonomous household robots into a reality that is closer than we may think. In the very near future, robots could be as common as vacuum cleaners and blenders, so their ‘personalities’ are going to be important. That is why the Hertfordshire University group has hired behavioural psychologists to work alongside programmers and electronics engineers.

The team is conducting experiments in which robots interact with people, assist them with various tasks, and even play with children. Observations and post-experimental surveys are revealing. The person’s own personality-type, age and gender influences perceptions of the robot. Service robots should really be able to assess different types of people and react accordingly – much as we do ourselves. It is hoped the guidelines for robot etiquette will be established for when technology makes robots ready to share a house with people. And for when people are ready to share a house with robots. How long will that be? ‘It might take five years, it might take twenty or more,’ says Dautenhahn, cautiously.

However long, it is probably inevitable. Sceptics should note that large companies including Dyson, Electrolux and Hoover, are seriously investing in home robotics. They should also remember similar reservations expressed about the potential for home computers. Of course the friendly C-3PO is not the only model of electronic companion. Anyone who has seen The Terminator will probably need little persuading as to the benefits of a charm school for robots.This article was adapted from the British Council Culture Lab UK website. The original writer wasDon Connigale

Now discuss these questions: Do you believe that in 3 years’ time more than four million homes will

have domestic robots? Do you think that robots can be given personalities? Do you think it’s possible to create polite robots? What jobs do you think may be replaced by robots in the future? Do you think a robot could be used to teach languages? Why / not?

Task 4 – Back to the futureThink of how your life has already changed thanks to technology. What new technology has been introduced in your lifetime? What would you like to see introduced in the future? Also, ask your parents to contribute

Introduc Technology we use now Future Technology?

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ed?

LAST 5 YEARS

LAST 10 YEARS

LAST 20 YEARS

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Task 5 – Design your own robotImagine that you work for a robot design company. You and your team are responsible for designing the next generation of robots for the home. Talk to your team and decide on these points:

What will you design your robot to be able to do?

What will your robot look like? How much will your robot cost to buy?

What type of people will want to buy your robot?

What brand name will you give your robot?

Now draw your robot and tell the other teams about your design.http://www.globalrobots.com

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Dalek Task Sheet

http://www.pinterest.com

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NASA Lesson Plans on Robotics

http://www.nasa.gov http://www.enwikipedia.com

Below are a selection of lesson plans on robotics from NASA:

http://www.nasa.gov/audience/foreducators/robotics/lessonplans/#.Vz3QA_l97IU

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SHAKESPEARE – Yoda, Physics and Maths

IF WROTE STAR WARS

Object - Subject - Verb Structure of Yoda’s speech could have been written by Shakespeare:

Much to learn you still have

Hard to See the dark side ishttp://www.billystream.com

Shakespeare Star Warshttps://www.youtube.com/watch?v=__E20tUsM3s

The Physics of Star Wars BattlesDo the battles we see in Star Wars defy the laws of physics?

Are explosions just a waste of energy in space?

Would space ships really be sleek and sexy – or just spheres?

Read this article:http://ideas.blogs.nytimes.com/2009/12/22/the-physics-of-space-battles/?version=meter+at+6&module=meter-Links&pgtype=Blogs&contentId=&mediaId=&referrer=https%3A%2F%2Fwww.google.com%2F&priority=true&action=click&contentCollection=meter-links-click

Watch any Star Wars battle … a few links below

1. How does any one of these battles defy the laws of physics?2. How might reality show the fight differently?

REF: http://learning.blogs.nytimes.com/2016/01/20/lesson-plan-teaching-star-wars-with-the-new-york-times/

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STAR WARS AND MATHSCreating Fractal IslandsThe Star Wars films bring to life a fictional galaxy that expands in complexity as new lands are revealed in an evolving story line.

http://www.mnn.com

Students can imagine themselves as cartographers contributing to an Atlas that maps the planets in the “Star Wars” universe.

The following url gives some information on the Star Wars universe:

https://en.wikipedia.org/wiki/Star_Wars_expanded_universe

Now is your chance to generate FRACTAL ISLANDS to represent a planet’s continents. For further information, refer to Dr Chartier’s book “Math Bytes: Google Bombs, Chocolate-Covered Pi, and Other Cool Bits in Computing.”

Materials Needed: a pencil, paper and two dice.

(Either one red and one blue/black dice. OR roll one dice twice.)

To start, begin with a square. Its endpoints are at (0,0), (0,16), (16,0) and (16,16). Now, follow these steps, for each of the four line segments:

Roll the dice. o If the red die equals 1 to 3, you’ll move the line’s midpoint by 2 units. If the blue die

equals 1-3, you’ll move in the positive direction, else the negative. o If the red die equals 4 to 6, you’ll move the line’s midpoint by 4 units. If the blue die

equals 1-3, you’ll move in the positive direction, else the negative

Repeat this step, but now moving the y-value of your new point.

Draw Your Results Below:

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URL References:

Ken Robinson: Do Schools kill Creativity?https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

Education’s Death Valleyhttps://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley

Apps in the STEAM classroomhttps://www.graphite.org/blog/24-apps-games-and-websites-teachers-are-using-in-steam-classrooms#

Steam Resources and tool kitshttp://educationcloset.com/steam/steam-resources-for-any-classroom/http://www.edutopia.org/blog/stem-to-steam-strengthens-economy-john-maeda

Apollo 8 Earthrise:https://www.google.com.au/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1366&bih=667&q=1969+images+of+earth+from+space&oq=1969+images+of+earth+from+space&gs_l=img.3...1963.8200.0.8306.31.15.0.14.1.0.385.2518.0j2j5j3.10.0....0...1ac.1.64.img..8.9.1753...0j0i5i30j0i8i30.XBH8TU9pDtM#hl=en&tbm=isch&q=1969+images+of+earth+rise+from+space+nasa&imgrc=RyloEI5XKLiI1M%3A

Drake’s Voyage around the worldhttps://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi86fyi3tXMAhWCoZQKHZbmCMAQjB0IBg&url=https%3A%2F%2Fen.wikipedia.org%2Fwiki%2FFrancis_Drake&bvm=bv.122129774,d.dGo&psig=AFQjCNFlh-jSNRQq0xZIre5yyaI3gz71DQ&ust=1463183720067883

Info on Thomas Diggeshttp://www.bbc.co.uk/blogs/today/tomfeilden/2009/07/celebrating_400_years_of_the_t.html

Info on Trade and Venicehttp://www.shakespearesglobe.com/uploads/files/2014/11/venice_in_shakespeare_s_time.pdf

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TES Worksheet on Armadahttps://www.tes.com/teaching-resource/the-spanish-armada-6094858Stock Trading System: MoVhttps://www.sourceforge.net/projects/mov/

1950s filmsThe Day the Earth Stood Still http://www.leilahpublicactions.comForbidden planet http://www.amazingposters.comEarth vs the Flying Saucers http://www.aliennations51.blogspot.com

Institute of the Imaginationhttp://ioi.cmail20.com/t/ViewEmail/i/AD319F5AD5A9CCDD/5E598FF6BF9B6D249E794568BD214 575

How to make a robot (just one of many sites)http://www.duino-robotics.com/robot-build-tutorials.html

TES Robotics for the STEAM classroomhttps://www.tes.com/teaching-resource/power-energy-efficiency-and-robots-6149834?utm_campaign=767938

Maths in Star Trek TV Serieshttp://aperiodical.com/2013/04/the-maths-of-star-trek-the-original-series-part-i/

Maths in Star Wars filmshttp://phys.org/news/2016-02-math-reveals-unseen-worlds-star.html

Best Science Fiction Bookshttp://bestsciencefictionbooks.com/transhumanism-science-fiction.php

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