This is true for all levels of math. It is extremely beneficial to struggle and to make mistakes on math problems as that will create synapse firing and brain growth. The most successful students are not those who don’t mess up, they are the ones who mess up and learn from it and continue on.
Something else that is really important to know about math is that being good at math does not mean being fast at math. In fact the opposite may be true.
Mathematicians, who we could think of as the world’s top math people are some of the slowest math thinkers I have met. I don’t say that to disrespect mathematicians, I work with many mathematicians, but they are not usually fast math thinkers. They are deep mathematical thinkers.
This is Laurent Schwartz. He won the Fields Medal which is the top math prize. It’s like winning an Oscar in math. He struggled in school because his school valued speed, and he was one of the slowest math thinkers in his class. After he became very successful he wrote an auto-biography, and this is how he describes his school days.
“I was always deeply uncertain about my own intellectual capacity. I thought I was unintelligent. And it is true that I was, and still am, rather slow. I need time to seize things because I always need to understand them fully. Towards the end of the eleventh grade, I secretly thought of myself as stupid. I worried about this for a long time. I’m still just as slow. At the end of the eleventh grade, I took the measure of the situation, and came to the conclusion that rapidity doesn’t have a precise relation to intelligence. What is important is to deeply understand things and their relations to each other. This is where intelligence lies. The fact of being quick or slow isn’t really relevant.”
Many strong mathematical thinkers, like Laurent Schwartz, think deeply and slowly and like to understand things fully. If you are one of those people do not be put off by people who may be faster, that isn’t important. What is important, to repeat Laurent Schwartz, is to deeply understand things and the way they relate to each other.
It is fine — good even — to think slowly about math and it is really good to think deeply and ask questions that will allow more depth Questions like why does this work? How is this method connected to other methods? What would a drawing of this situation look like? And its important if you are a slower thinker never to think it means you cannot be a math person. It is great to think deeply and carefully, to fully understand, to ask questions, we need those thinkers in math.
Doing well at math is not about being quick or slow. It is about thinking about connections, thinking deeply Laurent Schwartz talks about deeply understanding things. But how do you do that?
In the next and last 3 sessions of the course we are going to give you learning strategies, which will help you learn deeply and well.
Ferric chloride (Iron(III) chloride) adalah bahan kimia yang biasa dipergunakan untuk membuat jalur-jalur pada PCB (sebagai etchant). Gampangnya bisa disebut cairan fero klorid sering dipergunakan untuk “membuat PCB”. Cairan ini sangat korosif, merusak logam. Noda cairan ini susah hilang dari bekas wadah penyimpan/pencuci PCB, juga sulit dihilangkan jka mengotori lantai.
Catatan ini mengumpulkan beberapa percobaan sederhana untuk membersihkan noda FeCl3 di lantai tegel/ubin berwarna putih (kemungkinan keramik). Percobaan sangat sederhana tanpa dilandasi ilmu tentang reaksi kimia, jadi mohon dimaklumi dan silahkan memberi masukan.
Untuk keamanan: gunakan kacamata lab (goggle), pelindung wajah (setidaknya masker mulut), sarung tangan yang tahan terhadap asam (acid-resistant gloves).
01. Skenario pertama: bubuk Ferro Chloride tertumpah.
Segera ambil tisu untuk membersihkan bubuk, hindari cairan apapun mengenai daerah tumpahan bubuk. Baru setelah semua bubuk FeCl3 itu disingkirkan, teteskan sedikit air di bekas tumpahan bubuk untuk memastikan tidak ada noda akibat sisa bubuk. Jika ternyata ada tampak noda, ikuti langkah berikut
02. Jika cairan Ferric Chloride (FeCl3) tumpah belum lama (kurang dari dua menit).
Reaksi cairan solusi FeCl3 berbeda-beda pada tiap material, kali ini diasumsikan cairan tumpah di ubin putih. Langkah penanganan pertama adalah dengan membersihkan cairan dengan kain kering. Kain ini alan menjadi “kain korban”, sebab setelah dipergunakan untuk membersihkan cairan FeCl3, kain itu biasanya akan susah untuk dibersihkan seperti sediakala. Usahakan kalau bisa untuk menggunakan sarung tangan tahan asam yang melindungi tangan tetap kering dan terhindar dari kontak dengan cairan.
Kain yang basah oleh cairan FeCl3 diperas, lalu dicelupkan ke dalam ember berisi air bersih plus sabun. Ngepel bisa dilajutkan dan diulangi sampai lantai bersih dari sisa noda. Bisanya kalau tumpahan/bocorannya tidak banyak, cairan FeCl3 tidak sempat meninggalkan noda, tapi jika ternyata meninggalkan noda, langkah coba-coba berikut bisa dilakukan
Konon menurut berita, Coca-Cola cukup ampuh untuk membersikan noda. Sayangnya beberapa kali mencoba, tampaknya belum berhasil. Barangkali juga jenis Coca-Colanya yang berbeda, entahlah :-) .
04. Mencoba membersihkan dengan cairan pembersih toilet (mengandung HCL)
Beberapa kali mencoba membersihkan bekas tapak kaki kucing yang menginjak rembesan cairan FeCl3, hasilnya cukup lumayan selama nodanya tidak begitu “bandel”. Kadang perlu juga untuk membiarkan larutan di atas noda selama setidaknya 10 menit.
05. Mencoba membersihkan dengan cuka apel
Kekurangan paling utama dari cara ini adalah vinegar yang berupa cuka apel harganya relatif agak mahal. Hanya saja bila dibandingkan dengan cuka meja yang harganya jauh lebih murah, cuka apel yang saya beli ini sepertinya lebih pekat. Beberapa kali tanpa dicampur dengan soda kue (baking soda/sodium bicarbonate), cuka apel ini cukup mampu membersihkan noda FeCl3. Hanya saja untuk noda yang agak “bandel” cairan cuka perlu juga didiamkan beberapa saat di atas noda FeCl3 yang hendak dibersihkan.
06. Mencoba membersihkan dengan cuka meja dan baking soda (sodium bicarbonate)
Walaupun sesama cuka, harga cuka meja ini jauh lebih murah. Tetapi sepintas pengamatan saya memang cuka jenis ini tidak sepekat vinegar dari cuka apel. Cara penggunaannya sama, tuang di atas noda Ferric Chloride (FeCl3) pada lantai dan bila perlu bisa ditambahi baking soda.
Pilihan lain adalah dengan menggunakan campuran bahan-bahan pembersih. Sebagai catatan penting, ada bahan cairan pembersih yang jelas-jelas mencantumkan larangan untuk mencampur cairannya dengan bahan lain. Kalau tidak salah misalnya Forstex. Juga penting untuk berhati-hati terhadap uap jika bahan-bahan itu bereaksi. Gunakan goggle atau setidaknya kaca mata. Hati-hati juga dengan pernapasan, dan jaga jarak aman.
Untuk semua solusi dengan cairan di atas, penting untuk tidak hanya menuangkan cairan tetapi juga perlu menggosok noda misalnya dengan kain. Kadang perlu juga dengan bahan yang permukaannya agak kasar. Kalau tidak ada sikat logam, bisa dengan amplas. Bahkan saya pernah dengan busa PE (polyetheline foam) sisa packing barang.
Selamat mencoba disertai dengan kehati-hatian.
Kata kunci: Ferric Chloride, FeCl3, spill, leak, hazard, wipe, mop, baking soda, vinegar
Although demand for workers with STEM qualifications has only grown in recent years, a minority of students elect to pursue science, technology, engineering, and mathematics in high school and college. To spark a discussion about how US schools can motivate more students to The USA Science and Engineering Festival brought together its youth advisors for a Twitter chat on April 17th. During the discussion, several themes emerged — suggestions about how to improve STEM education from the very people who stand to benefit from that training.
Schools are focusing too much on memorization and not enough on problem-solving, killing student interest in STEM topics early.
“It would be great if schools allowed kids to solve real problems, to learn by doing,” said Erik Martin. “My education did not aid interest, or work at all—huge failure there.”
In contrast, he says “making games is a great way to get into the tech space!” He knows this firsthand; in his 2013 TEDxRedmond talk, “How World of Warcraft Saved Me and My Education,” Erik described finding resilience, curiosity, and courage in gaming that he’d never had the chance to find in school.
“The most wonderful of art forms – from the resilient tardigrades to the billions of neuronal connections that we call consciousness, fascinate me. But sometimes, that beauty can disappear,” said Omar Abudayyeh, a Harvard MD/PhD student, commenting on the vast stores of information that medical school forces students to commit to memory.
To provide those opportunities for problem-solving, schools need to let students conduct science research projects—early and often.
“Student-led research is better than the current ‘bulimic’ education system which advocates rote memorization,” said cancer researcher — and high school student — Jack Andraka. Jack found his first research opportunities outside of school by contacting hundreds of university professors for lab space. Param Jaggi, founder of a green tech startup, said, “Learn by doing. Education should not be restricted to a classroom or a textbook. Some science and tech concepts only come to life in the lab.”
Grown-up teachers aren’t the only teachers in the room—peer-to-peer learning can be leveraged for incredible gains in STEM education.
This semester I took my first-ever Computer Science and Engineering class. As I squinted at seemingly incomprehensible lines of C, shook my fist when code failed to compile, wrestled with wires, and tried to learn all the curves and edges of my Arduino, my saviors weren’t my teachers or even Wikipedia—they were my classmates. Peer-to-peer learning is powerful. Yet, as Erik Martin said, “peer-to-peer is something educational technology often overlooks.”
Schools need to approach science education as more than a way to prepare future doctors and engineers; STEM is about satisfying human curiosity.
I’ve oftentimes described myself as a “humanities kid.” It was easy, convenient, and gave me the peace of mind I needed to tune out during biology lectures with the attitude “I’m not going to be a scientist, so why bother?” I realized later that STEM was about more than creating future scientists, but school rarely gave me a compelling “why care” for science that didn’t have to do with career paths.
As Jack Andraka said, “science satisfies the innate curiosity of humans—however, schools do not teach it this way.” This rings true with me. I pushed away mathematics textbooks and evaded AP science classes until my senior year. It was only innate, human curiosity that made me interested in STEM—it was asking questions, making cool things happen with code, and falling in love with the universe the nights as I watched meteor showers streak across the sky.
Failure is life’s built-in educator
“Failure is sometimes necessary and unavoidable, and most often there’s a lesson to be learned that can be applied towards achieving future success,” said Parker Liautaud, a leader of polar research expeditions. “For me, not reaching the North Pole was by far the worst failure of my life.” Despite the important role of failure in life, school and society tends to “put everything into two boxes: success or failure. But I believe there’s a third box and it’s called Not Trying,” remarked UC Berkeley University Medalist Ritankar Das, during his address to Cal’s Class of 2013 graduates. At 18, he was Berkeley’s youngest top graduating senior in a century. He went on to say, “Fundamentally, everyone harbors great ideas, yet most of us ignore them out of fear of failure.”
Although not everyone is a classroom teacher who can change the way a student learns on a day-to-day basis, anyone with access to technology can pitch in to help mentor the up-and-coming scientists and engineers of the future. Through sharing personal stories of success (and failure!) in STEM to encourage young people, and offering mentoring via email, Google Hangouts, or other mediums, adults around the world can help reimagine STEM learning and teaching, one inspired student at a time.
“Schools need to approach science education as more than a way to prepare future doctors and engineers; STEM is about satisfying human curiosity.”
5 Suggestions for Better STEM Education, From Students – http://pulse.me/s/1d2swd