Handbook says it involves essays and assignments throughout the semester without a final exam. Whats the content / difficulty / workload like? Would it make for a straightforward breadth?
My name is David. I am from Norway. I am seventeen years old and I currently live in Ohio, USA doing an exchange year at a high school here. As mentioned in the title, I love skiing (downhill and cross-country) and swimming. I like traveling. I have been to 28 (or 29) different countries. I like most subjects at school and learning new things is a great passion of mine.
My favorite subjects in school are mathematics and physics. Though I have never had biology myself, I love learning about that too. I also like chemistry, language learning and pretty much any other class.
I like to play and listen to music. My favorite genres are classical music and (classical) jazz. I play the piano myself. I mostly play classical music. Currently, I am playing "Clair de Lune" by Claude Debussy and "Piano Sonata no. 16 in C" by Mozart. I have wanted to play the double bass for a long time. It's such a cool instrument and it makes an incredible sound. I probably never will play the double bass though.
I've taken french in school for four years and this year is my fifth, so I have an intermediate comprehension of the language. I have wanted to learn Japanese for a long time, but I never got far with that. I know the Greek and Russian alphabets, I know the basics of the Norwegian sign language, and I know morse code.
As for physics, I find quantum mechanics to be very interesting, but I know very little about it.
I have ADHD and this sometimes makes it hard for me to pay attention in class. I have difficulty reading an entire book because I get restless doing so.
Though I love learning, my grades have never been ideal. I have taken several IQ-tests, most of which being online IQ-tests. I took one of them when I was being evaluated for ADHD. I usually score between 135 and 140.
If you are familiar with the Myers-Briggs Type Indicators, I am a ENTP-A … most of the time. Some days I act very differently than others and it all depends on whom I am with.
Currently I am considering studying either medicine or nanotechnology at Norwegian universities (if my grades meet the requirements...), but, conversely, I am eminently unsure what I want to do.
Lastly, a few fun facts about myself: my great-great-grandfather's first cousin was Edvard Grieg, famous Norwegian composer. He composed famous pieces like "In the Hall of the Mountain King" and "Morning Mood". My great-great-great-grandfather's brother was Ole Bull, another famous Norwegian composer and violin virtuo... keep reading on reddit ➡
Taken from here ("Advice to a Young Mathematician", pdf), quotation by Béla Bollobás.
Do you agree?
Full quotation follows:
>"There is no permanent place in this world for ugly mathematics", wrote Hardy; I believe that it is just as true that there is no place in this world for unenthusiastic, dour mathematicians. Do mathematics only if you are passionate about it, only if you would do it even if you had to find the time for it after a full day's work in another job. Like poetry and music, mathematics is not an occupation but a vocation.
I'm not young nor a mathematician, but I still enjoy studying secretly some mathematics in my spare time...
After watching this video, the idea of using higher level mathematics such as integral and differential calculus as a vehicle for musical composition struck me. It seems that music theory is primarily based in general arithmetic. I haven't heard of anyone ever taking the derivative of a chord, much less anybody creating functions for music. Are there any experts in this field? Are there any papers on use of higher level mathematics in music? We can also extend this question to include generative music and computational sciences.
Hello, I am a high school student who has been studying mathematics and music in depth for the past three years via science research projects, the most recent advancing me to the International Science and Engineering Fair.
I have logged over 700 hours deriving equations and writing multiple theorems relating mathematics and music in some ways never before seen.
I was just wondering if you guys would be interested in hearing some of my work. If you guys have any questions about the subject, ask here, and if I get enough responses I will create a new thread talking more in depth of my research.
I run an elective maths/science subject for Year 9 students and am writing up a unit which investigates the links between music and maths. I've found quite a number of resources, but many seem to be pitched at an undergrad level rather than High School.
Has anyone stumbled across any age-appropriate units or resources which could help me develop this unit?
I never understood it. Does it have something to do with Fourier? Or is it because of the pattern of frequencies?