Many people who have not been to DeathValley think of it as an inhospitable patch of sand in the middle of a desert. Although itis one of the driest areas on the planet, the land supports so much life.
Interdisciplinary studies are an important way to bring togethermany concepts. Much of education today is very segregated, especially in highschool: history, math, biology, earth science, and everything else is learnedseparately. However, it has been demonstrated that interdisciplinary studiescan grab and maintain students’ interests as well as helping them retainknowledge longer.
All of the places that we visited today can be used as aninterdisciplinary site. We started off at Scotty’s Castle and along the ride wenoticed many significant geological formations. The history of Scotty’s Castlecan be tied into the time period, with a lesson about the other economic andhistorical events that happened in the 1930s and 1940s. Also, along the ride, thetypes minerals that are abundant in the desert area can be discussed, andstudents can learn how to identify geological features, such as alluvial fansand fault lines.
We then headed to the Ubehebe craters, which are a greatanalog to formations to look for on Mars. These craters are Maar craters, wheremagma meets groundwater. The water table boils and released pressure in avolcanic eruption. The craters are what are left over after such eruptions.Many students may believe a crater is only from an asteroid or from amountainous volcano, so this site affords an opportunity to learn about allsorts of volcanic features.Weended our long day at Badwater Basin, which is one of the lowest places in theworld, at -282 feet. This used to be a sea, and this place could be used totalk about watersheds and how desertification occurs over time. We canincorporate math into this by looking at negative numbers, and students cancompare the sea levels of the lowest places in the world. This was a very longbut rewarding day as we got to take in all the beauty of Death Valley.
TodayI was able to spend time with Jane Curnutt and Ernesto Gomez and Keith Schubertfrom the Computer Science and Engineering program at San Bernardino working onthe Cellular Automata. We started talking about the radius and theneighborhoods that surrounding each cell, which is represented by a square.Each square has a radius of either 1, 2 or 3, each having a differentneighborhood size. A radius one has a length of a side of a neighborhood squareof 3 squares surrounding it, counting itself and diagonals. A radius of 2 has alength of a side of a square of 5, and a radius of 3 has a length of a side ofthe neighborhood of 7. The cell looks around in the neighborhood and if theyfind a square within their radius neighborhood, then they follow the rules set.For example we set the rules for the neighborhood of 0 to be unchanging. Therule for the neighborhood of 1 for life and the neighborhood of 2 for death.There are more neighborhoods to be set, but for the sake of the example we justset those different. We put one center square in the sea of brown, and clickedthe button for an iteration, and watched the square grow. The space around thesquare grew, all the surrounding squares filled in with green, including thediagonals, creating a 3×3 square. We continued pushing the iteration button tosee what would happen and the patterns that were created were symmetrical. Janepointed out that the square started out with a 1, would create the same patternas a 3×3 starting square as long as the rules for the neighborhoods were thesame.
Inorder to understand the working of the program, we talked about how to bringthe program into a classroom. We created an activity involving chairs andpeople acting like the cells. We talked about how to teach a student to thinkabout the radius and the neighborhoods. The activity would have a set of chairsset up like a square and have a person sit in the middle or somewhere in thesquare of chairs, acting like a cell. They would sit down and reach around tofigure out how big the length of the neighborhood side is based on the rule ofradius. We set it like a radius 1 and had one person sit in the square and lookto see if they can reach out to the chairs that is 1 away. Since all of thechairs can be reached, they count themselves and say that has 1 which meansthat cell grew. We put in people where the squares that were empty. Andcontinued the activity according to the rules we set up.
Ireally enjoyed working with these people. I learned a lot about working in aclassroom and trying to make the program that was designed to mimic patterns ofbacteria or any form of growth pattern, can be taught to first graders inrelation to patterns and counting. The activity we created for the classroomhelped me understand how the program works. I was able to continue playing withthe program itself and figure out some more patterns just by playing aroundwith the neighborhood rules.
Cassandra Guido, California Polytechnic University San Luis Obispo