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The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
The 4th New Science
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The 4th New Science

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A presentation on Chapter 9 of Wheatley book -- The 4th 'New Science'

A presentation on Chapter 9 of Wheatley book -- The 4th 'New Science'

Published in: Education, Technology, Business
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  • 1. Wheatley – Chapter 9 How do-- Kindergarten teachers,PhD Chemists, Big Evil Corporations, Alaskan 9th Graders, and Careers Interrelate? The 4th ‘new science’
  • 2. Electronics and semiconductors 1947 -- On December 23, William Shockley,Walter Brattain, and John Bardeen successfullytest the point-contact transistor, setting off the semiconductor revolution. 1954 -- A silicon-based junction transistor,perfected by Gordon Teal of Texas Instruments brings a tremendous reduction in costs.
  • 3. Electronics and semiconductors 1965 – by Gordon MooreHis bold prediction, popularly known as Moores Law, states that the number of transistors on a chip will double approximately every two years. He actually said that evidence showed that this was true for 1958 to 1965, and that he thought it would hold for another ten years.
  • 4. Electronics and semiconductorsSeveral (peer-reviewed) articles acknowledge that it has held true through 2007. . . Though in 2005 Moore stated that the lawcould not hold indefinitely because transistors would someday reach the atom level.
  • 5. Electronics and semiconductors
  • 6. Electronics and semiconductors
  • 7. Electronics and semiconductors 2003 – 90 nm 2008-11 – 45 nm 2012 -- 22 nm (5 fabs)Sooner or later – there will be no placesmaller and faster to go every two years. Sources: http://en.wikipedia.org/wiki/Moore%27s_law http://www.intel.com/content/www/us/en/silicon-innovations/moores-law- embedded-technology.html
  • 8. AND now, A QUIZ1. How far does light travel in a nanosecond? (11.78 inches)How big is an atom? ( .1 nm, 1 nm, 10 nm)
  • 9. AND now, A QUIZ2. What is this picture?
  • 10. AND now, A QUIZ3. What percentage of Alaskan jobs require a bachelor’s degree? (8%, 16%, 22%)4. In ten years, what percentage of today’s Alaskan 9th-graders will have a bachelor’s degree? (6%, 8%, 11%, 14%, more)
  • 11. AND now, A QUIZ How do-- Kindergarten teachers, PhDChemists, Big Evil Corporations, Alaskan 9th Graders, and Careers Interrelate? Gordon Moore is the Chemist.AT&T, Intel, and Texas Instruments are all big corporations in semiconductors. . . . More to come!
  • 12. Self-Referencing in an Orderly UniverseIt’s a neuron.
  • 13. Self-Referencing in an Orderly UniverseWhy can’t you speak Hindi?
  • 14. Self-Referencing in an Orderly UniverseStructure of a synapsehttp://en.wikipedia.org/wiki/Synapsehttp://en.wikipedia.org/wiki/Synapse
  • 15. Self-Referencing in an Orderly Universe The Human Brain 10 billion neurons 5,000 to 10,000 possible connections each 50 – 100 Trillion Synaptichttp://www.keck.bioimaging.wisc.edu/lecture- Connectionsseries-2001-2002.html
  • 16. Self-Referencing in an Orderly Universe Brain Growth Surplus Neurons Surplus trial connections Active neuronsdevelop and stabilizeUse ‘em or lose ‘em!
  • 17. Self-Referencing in an Orderly UniverseThe Human ElementSelf Referencing:Our Best Teacher
  • 18. Self-Referencing in an Orderly UniverseSelf Referencing: Our Best Teacher Point system in the classroom“I like how you are sitting quietly”Respect others, Respect yourself
  • 19. Self-Referencing in an Orderly Universe Identity and Meaning Did you ever get the answer to a really pressing problem while you were asleep or not activelythinking about it? Our Neurons and connections are always running in the background.
  • 20. Self-Referencing in an Orderly Universe Small Group Session You will se a set of slides in your group room. Follow the steps on the slides to proceed through the group activity. You will each have a section to type in.In the order your names appear in the breakout area--Person 1: TimekeeperPerson 2: ReporterPerson 3: Facilitator, Filmstrip managerPerson 4: Lucky
  • 21. Small Group Session How do you self-reference? Journaling, dreaming, post-school chat buddy, list maker, post on a blog……. Quickly type preliminary thoughts about how you self reference on this slide. (1 min) Take 3-4 minutes to discuss, adding notes to your section as needed. If possible, deepen the discussion by explaining how this helps you organize yourself.Person 1 Person 2 Person 3 Person 4
  • 22. Small Group Session Imagine yourself in a leadership role. What are some ways you might encourage other staff to self-reference? How might you go about accomplishing this? 1 minute of quiet to think and jot down ideas. 3-4 minutes discussion time, and adding to notes as needed. Then deepen the discussion by commenting on how to help your school organize itself.Person 1 Person 2 Person 3 Person 4
  • 23. Self-Referencing in an Orderly Universe Small Group Session Food for Thought IBM replicates the brains architecture by using a crossbar array to hold the synapses, which then learn which sensory patterns correspond to which desired motor control outputs. The crossbar array connects the neurons to sensor inputs by integrating over a large fan-in of dendrites, then firing output pulses down axons which feed individual synaptic connections to the other neurons in the network. "Synapses are realized with a crossbar array, in which the vertical lines are the input dendrites and horizontal lines are the output axons," said Modha. "Each neuron fires in order to communicate with the other neurons which fully integrates memory with processor, instead of separating them like von Neumann.“The eventual goal is to create a brain-like 10 billion neuron, 100 trillion synapse cognitive computer with comparable size and power consumption to the human brain.Johnson, R. C. (2011) IBM Demos Cognitive Computer Chips retrieved from http://www.eetimes.com/electronics-news/4218883/IBM-demos-cognitive-computer- chips
  • 24. And now . . . Jobs andEducation
  • 25. Introduction and Needs Identification The KIDS
  • 26. Introduction and Needs Identification The JOBS Only 22%of the JOBS (those inthe yellow area)
  • 27. Educational StakeholdersWho is Impacted by the success (or failure) of our effort? Educators Students Employers Parents Government Community and Cultural Groups Non-profit Groups Future Generations -- Elders Anybody want to try dictating decision-making structure to all of these folks?
  • 28. Expectations for Success And no, this is not a textbook item!George H. Copa and Susan J. Wolff Oregon State University12 pages of recommended design featuresthat stress practical applicability.Accountability ExpectationsEnvironment Staffing (and more)
  • 29. Organizational Accountability for Decisions Align all design elements Insure consequences for outcomes Based on shared mission, vision, goals, and values Adapt accountability to changing environments(from the recommendations of Copa and Wolff)
  • 30. AND now, A QUIZ (AGAIN) How do-- Kindergarten teachers, PhDChemists, Big Evil Corporations, Alaskan 9th Graders, and Careers Interrelate?Patricia Wolfe was a Kindergarten teacher. Careers require education and training.Our Alaskan 9th Graders represent all kids. . . . Decisions to come!
  • 31. THE END Using the ideas presented in this book and with the insights of our classmates, how are we going to make decisions?We CAN Fill in the Gold Bar

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