Computational Bohemian Art: From the Real World to the Bohemian World

This video invites viewers to reflect on the hidden links between the world around us and the abstract. It demonstrates how rich structures can emerge from seemingly simple mathematical rules, revealing the hidden complexity of these principles, whilst evoking surprising similarities to the familiar. These range from natural objects, such as the intricate forms of a coral reef or a butterfly\u27s wings, to man-made creations, such as Valencia’s neo-futuristic L\u27Hemisfèric building. These comparisons remind us of the beauty and detail present in both our everyday surroundings and our work as mathematicians, deepening one’s appreciation for the creative potential of mathematics and inspiring us to uncover the mathematics that describes our world

Applications of Maple in Education Part 2

We discuss two examples of modeling common systems for heating, including the definitions of the thermal processes, block diagrams, modeling equations and simulation using Maple: Example A – Domestic Tapwater Boiler (20 mins) Example B – Electric Kitchen Oven (22 mins

Born this way? Exploring how genetics essentialist beliefs may influence student learning.

Genetic essentialism—the belief that DNA sequences determine people’s traits, behaviours, and belonging to a category - can reinforce prejudice and discrimination1-5. We suspect that, in addition, students’ genetic essentialist beliefs could affect their learning – not in genetics or in biology specifically, but in any discipline. How so? Join us to find out! In the first part of our session, we’ll present findings from three years of data on students’ genetic essentialist tendencies (GET)—how strongly they agree with genetic essentialist statements. We measured these using the validated GET scale6, administered at the beginning and end of two first-year biology courses with genetics content. We’ll also share student quotes explaining their answer choices. Since instructors in the multi-section course taught genetics differently, and the smaller cohort-based course used a different curriculum, we’ll examine whether these variations affected GET scores. Did students’ views shift over the term? We’ll unpack what the data reveal and what it might mean for teaching across disciplines. In the second part of the session, we’ll use selected GET scale questions and student responses to spark discussion about how genetic essentialist beliefs might influence learning across scientific disciplines. Could the way genetics is taught be shaping how students engage with physics, chemistry, geology, or math? Join us for a lively and thought-provoking conversation. Ethics: The study was approved by UBC’s Behavioural Research Ethics Board (# H21-02538). References cited: Harden, K.P. (2023). Genetic determinism, essentialism and reductionism: semantic clarity for contested science. Nat Rev Genet, 24: 197–204. https://doi.org/10.1038/s41576-022-00537-x Dar-Nimrod, I., & Heine, S. J. (2011). Genetic essentialism: on the deceptive determinism of DNA. Psychological bulletin, 137(5), 800–818. https://doi.org/10.1037/a0021860 Donovan B. M. (2021). Ending genetic essentialism through genetics education. HGG advances, 3(1), 100058. https://doi.org/10.1016/j.xhgg.2021.100058 Donovan, B. & Nehm, R.H. (2020). Genetics and Identity. Science & Education, 29: 1451–1458. https://doi.org/10.1007/s11191-020-00180-0 Gingell, G., & Bergemann, A. D. (2021). Disrupting Essentialism in Medical Genetics Education. Medical science educator, 32(1), 255–262. https://doi.org/10.1007/s40670-021-01458-w Dar-Nimrod, I., Ruby, M., Godwin, A., Cheung, B., Murray, D., & Tam, K. (2023). The Genetic Essentialist Tendencies Scale (GETS): What can our genetic essentialist biases predict? Unpublished manuscript. University of Sydney