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E.I. Emotional Intelligence

Apollopalooza 2019 July \\022v “An Experience for Everyone” Colorado Aerospace STEM Magazine believes that the key to success in seeing higher graduation rates, improved test- Orion Test ing results, student inspiration, creativity, Lockheed Martin excitement and career satisfaction rests in the hands of the teacher. The example and inspiration of individual educators carries tremendous weight on a daily basis, great- ly impacting the quality and effectiveness of the classroom environment. STEM Teaching Career Hill Our mission: Encourage curiosity, Betsy investigation, inspiration, creativity, and innovation; the foundations of every career passion and career in the Colorado workforce. STEM Careers of Tomorrow Laron Walker Wayne Carley Publisher

Unlimited distribution is permitted to everyone receiving Colorado Aerospace Emotional Intelligence STEM Magazine. Please feel free to share Pat Kozyra with educators, students, parents and in- terested individuals or organizations.

Colorado Aerospace STEM Magazine strives to encourage the educator to better STEM Tools Delights understand the importance of STEM skills, Estes, Boucvalt, their use in every school subject, the need Bryce Cathy and ease of integration into curriculum Steve Curtis, and Bruce Camber and the urgency for students to embrace STEM.

To find out more, please send your E-mail request to: Apollopalooza [email protected] Lockheed Martin Orionwww.lockheedmartin.com

This month, NASA will test the Orion’s The AA-2 test will last less than three launch abort system (LAS) for the final minutes, but the mock-up module will time, and the team charged with keep- reach up to 31,000 feet at more than 1,000 ing the crew safe from injury during the mph (Mach 1.3) before the LAS fires and most severe phases of space flight will be separates the module from the booster. watching and analyzing the results. “What it comes down to is a pretty in- tense several seconds of their life, but one The Ascent Abort Test 2 (AA-2) will ver- that will ensure the astronauts live and ify that the LAS, a rocket-powered tower will not be injured in the process,” Bald- above the crew module, can accelerate the win said. capsule away from the launch vehicle and to a safe distance if something goes wrong The test follows a pad abort test (PA-1) during the rocket’s ascent phase. conducted in 2010 that used a prototype escape system fired from the ground, or “AA-2 will allow us to focus on what we while on the launch pad. understand about the environments the crew experience during an ascent abort “We have to assess both injury potential and what we can do to ensure their safe- on the launch pad and on ascent, so AA-2 ty,” said Mark Baldwin, a biomechanical is going to fill in that second blank on engineer and Lockheed Martin Space’s what happens when you are already trav- Orion crew safety and landing analyst. eling at high speeds, cutting through the wind, and now you’re atop a rocket and Baldwin works with Lockheed Martin you’re pulling away,” Baldwin said. “That and NASA engineering teams to deter- imparts a different set of loads that could mine the injury risks that crew members potentially injure the crew that we need to face during the most severe phases of assess.” flight to the Gateway and then helps de- sign systems to protect them, from seats In a launch emergency triggering the to suits. LAS, the crew would experience G forces during acceleration equivalent to a rear- Baldwin and his colleagues already know end car crash as well as strong vibrations a lot about what could happen to the crew and noise from the firing of the LAS’ bolts during an ascent abort, thanks to years of and its thrusters. “We need to ensure that testing in three main areas: acceleration, the acceleration and all of that vibration vibration and localized injury. put together is not above the limits that NASA has set,” Baldwin said. For example, using an acceleration sled, www.lockheedmartin.com they have slammed crash-test dummies The test module will not carry seats or in impact tests experiencing 14 Gs; accel- crash-test dummies, but the data gathered erations beyond worst-case landing and will be measured against structural, seat abort levels. and human models that the structural analysis teams have created. Baldwin himself has participated as a test I wouldn’t join that program. They estab- subject. In 2017, he donned the Orion lished what we now understand as the astronaut suit and helmet and spent seven acceptable limits for acceleration and then hours strapped into the module’s seat for local injuries. And those are the things a vibration test designed to see wheth- that we’re leveraging on Orion to make er the astronauts could read the control sure we keep our crew safe.” displays. “I am most interested in really a few sec- The data has helped create the safe- onds at the very beginning and very end. ty system that NASA requested for the So, you could start with a pad abort. You challenges of a deep-space mission—one could never get off the pad, in which case that is twice as protective as the safety you would see the full acceleration of the standard for an automobile in a rear-end abort thrust to pull you to safety. At the crash. very end of the mission, you’re going to always hit the water. You’re going to have “We are confident that the astronauts will to make sure you understand how se- be protected,” he said. “We have accom- vere that’s going to be. And in the case of modated all of the limits NASA requires Orion, we’re trying to do deep space mis- for a spacecraft to demonstrate it’s safe, sions.” but spaceflight is inherently dangerous and risky. We need tests like AA-2 to “You’re going to have deconditioning ensure we haven’t missed something and that’s going to weaken the body, and you build that confidence going into the first could be more susceptible than anybody crewed mission.” just driving a car to injury. We have to really understand both the front and the Mark Baldwin is an astronaut safety back end of the entire mission. The up- expert and Lockheed Martin engineer coming test, Ascent Abort 2, is the same working on the NASA Orion program. type of test, but now you’re already going We asked him about what it’s like design- a lot faster and you’re at about 30,000 ing systems to protect humans in space. feet. The whole test is going to be over in a minute. But we’re going to go through Baldwin comments, “Going all the way that sequence of firing the abort thrust- back to the ‘50s, there were heroic people ers, which will impart the G’s at the seat, that put themselves in grave danger to pull yourself away from the rocket, and establish what we now understand are the then re-orient and escape from the launch limits of loading on the body. And this abort system.” goes from rocket sled tests to, believe it or not, graduate students being strapped to sleds.

Teaching as a STEM Career by Betsy Hill President of BrainWare Learning Company, a provider of cognitive literacy solutions.

Lists of STEM careers typically include Considering what teachers today have to things like environmental science, elec- know and do that they didn’t ten or twenty trical engineering, software development years ago, the need for STEM skills, across and market research analysis. Teaching the board in teaching, becomes evident. isn’t usually on the list but perhaps it should be, particularly given the nature In terms of science skills, for example, of the job as it continues to evolve. The teachers are increasingly interested in and reasons go beyond the obvious fact that being trained in aspects of neuroscience teachers of science, technology, engi- that have implications for learning. neering and math have to have mastered knowledge and skills in those areas. Learning, after all, is a biological process neural connections that can be reacti- – the making and strengthening of con- vated later when the information or skill nections among neurons into neural net- is required. For math, the application of works or maps. Many teachers are deeply statistics to understanding the increasing- engaged in the science of learning and ly large amounts of data that are available teaching. Some may argue that teaching are probably the areas where the demands is an art as well as a science, and that is have increased the most. the case. Cross-Disciplinary Skills At the same time, there are many software programmers who will talk about the art The literature is full of lists of skills that of their discipline. Just because we are apply across STEM fields. They include artful doesn’t mean we aren’t relying on skills like problem-solving, data-driven sound science in performing our roles as decision-making and statistics. teachers or programmers. Problem-Solving When it comes to technology skills, teaching is vastly different than it used The school day is filled with problems. to be. When I started teaching, there was Some are small and routine, with routine a ditto machine and there were correct- answers. But many require novel solu- ing typewriters. There was a card file in tions, often because of the unique charac- the library. Today, I teach in a high-tech teristics of the people involved (children, classroom where remote participation is parents, teachers). A young teacher friend allowed, even encouraged and students discovered that a significant number of collaborate on Google Docs. I grade as- his 10th grade English students had pla- signments, schedule classes, and manage giarized other sources on a recent assign- my course, all online. No tree dies as re- ment. As a problem, it might seem simple sult of their final project presentations. If – after all, plagiarism is a clear violation you can’t stand the technology, get out of of school policy. the classroom. But as this teacher worked through the Similar trends are beginning to emerge issues, the problem morphed (as prob- for engineering and math. When teaching lems often do), and required him to figure becomes informed by neuroscience, then out how to create a response that was fair learning becomes an engineering prob- (after all, many students produced excel- lem. The teacher’s job is not to convey lent work without cheating), and make it knowledge, but to engineer learning ex- a truly teachable moment that would have periences that are designed to develop the a long-term impact. Problems like these particular skills and to create strong require all of the skills that I teach my MBA students – how to All of the higher-ranked skills were “soft define a problem, how to analyze the skills,” what we would call social and cause and effect relationships, how to emotional skills in education: develop multiple alternative solutions, how to evaluate those alternatives and l Being a good coach then ultimately how to make and imple- l Communicating and listening well ment the decision. l Possessing insights into others (social awareness) Data-Driven Decision-Making l Empathy and support toward colleagues Today, educators, like just about every- one alive, have access to more data than they know what to do with. And they are The first soft skill begs a question: “What supposed to use it for decision-making. is the difference (if any) between teach- Formative assessments are supposed to ing and coaching?” An online search will inform instructional decisions. Teachers produce many examples of opinions that evaluate test data and other performance teaching is about the teacher and coach- measures to figure out what material ing about the student, or that teaching needs to be presented again, which stu- is about transmitting information while dents need which kinds of supports, and, coaching is helping create the environ- in the context of MTSS (Multi-Tiered ment for development to take place. Systems of Support), which interven- tions are best-suited to address student As teachers become more scientific about learning and behavior gaps. Books like learning, it is all about the student and The Data-Driven Classroom (ASCD, creating learning experiences. If there is a 2014) reveal how crucial it is becoming difference, it is one without a distinction. for classroom teachers and building-lev- Teachers spend most of their days com- el administrators to understand how to municating and listening. Often, they utilize data in making decisions, a virtual have greater insights into their students impossibility without an understanding of than anyone except those students’ par- statistics. ents (and sometimes greater). The need for empathy and support for colleagues is Vital Social and Emotional a skill whose value is becoming increas- Skills ingly clear as teaching becomes more col- laborative and teachers work together in When Google, an iconic example of a professional learning communities. The STEM career opportunity, analyzed the best practices of developing these skills traits that accounted for success at Google, are or need to be built into the teaching technical skills were seventh on the list. profession, just as they are for any STEM profession. Teaching is changing from a folklore- driven profession to an evidence and data-driven profession. As is the case for many STEM careers, there is still art involved, but there is also vastly more science and research than ever before.

The good news is that teachers’ own expe- rience with STEM skills will be extremely valuable when it comes to teaching those skills to students and preparing them for their future STEM careers. How STEM Helps Educate Kids for the Jobs Of

By Laron Walker Tomorrow How STEM Helps Educate Kids for the Jobs Of Tomorrow To understand the effects of STEM education we must first understand what STEM means. STEM education is curric- ulum based on educating students in the broad career categories of Science, Tech- nology, Engineering, and Mathematics.

What makes STEM so special is that the curriculum allows the combination of all subject categories in various settings and provides students insights that they can relate to real- world applications.

In 2016, over one million STEM related jobs remained unfilled. The answer to why is simple; although the jobs are available, there is a lack of trained profes- sionals to fill the positions. The solution to this disconnection is STEM in early education. By using the teaching process of STEM education, we can equip youth with the skills and knowledge they need to be competitive in a technological future. The process of teaching STEM edu- cation is simple yet structured. STEM education begins while kids are at a young age and is continued through progressive steps based on the student’s education by applying and choosing level of education. the skills that would benefit best from the appropriate STEM lesson to real life Elementary School level scenarios.

The elementary begins at the introduc- This process can eliminate the lack of tion stage. At this level of education, qualified talent for STEM fields. Unfor- the goal is to pique the interests of the tunately, cost is sometimes an issue and students, bring awareness to the area this is where we need more involve- of math, science, technology, and en- ment from our business community. gineering. By introducing kids to these By adopting schools and assisting with subjects at an early age, they gain the funding programs that support STEM opportunity to develop interest in non- education, the school’s financial burden traditional fields. is lifted and would allow more schools to have the resources to provide STEM Middle School level education to their students. The more schools involved, the further the ad- In this stage, the elementary education vancement of STEM education grows. is reinforced and the academic expec- tations for the specific fields become At MyStemKits, an Atlanta based 3D the focus. Students receive more de- Stem production company, we strive tailed descriptions on STEM subjects, to be a good example of what involve- how to conceive solutions in their proj- ment from the business community ects, and educators help the students can and should look like. Our com- process the types of careers that hold munity involvement includes hosting their interest based on the subjects STEM Immersion workshops for K-12 they’ve learned. and partnering with local schools and nonprofits to assist in early education High School level of STEM based curriculum.

In High School, students take their previous years of STEM education and show their understanding of STEM Here are the current top 10 STEM jobs, their predicted job growth, and their top salaries according to a US News list published in 2018.

Career New jobs created by 2024 Top Salary

1. Statistician 10,100 $130,630 2. Computer System Analyst 118,600 $135,450 3. Software Developer 135,300 $153,710 4. Mathematician 700 $167,250 5. Financial Advisor 73,900 $187,200 6. Actuary 4,400 $136,130 7. IT Manager 53,700 $187,200 8. Psychologist 32,500 $108,500 9. Web Developer 39,500 $116,620 10. Operations Research Analyst 27,600 $132,500

STEM is more than our basic idea of So how does STEM help in preparing science, technology, engineering and kids for the job market of tomorrow? math subjects and contains a list of jobs STEM helps by giving them intricate that are not typically on young minds’ insights into creation, how things radars when focusing on a career path. progress from a simple idea into a Therefore, we must make sure that functioning object or an active system. not only do we make STEM education The interjection of STEM into a child’s affordable and accessible but that we education helps develop critical think- expand the definition of STEM jobs to ing, promotes cognitive reasoning, and make them relateable to kids. (EX: A motivates creativity through curiosity. software developer to us is a gamer to STEM exposes kids to possibilities far them). Incorporating descriptive tech- greater than they could imagine on niques will bridge the connection be- their own and it provides a foundation tween STEM education and the success upon which they can stand. of our kids. “Exposure to STEM careers of tomorrow”

The top jobs of tomorrow are addressed through STEM education today. By introducing STEM education to kids, it affords them the opportunity to be successful in multiple areas of study without having to study them individually. As the expectancy of instant gratifi- cation and instant solutions becomes more demanding, the advancement of Each product comes backed with vetted, technology and the fields associated interdisciplinary curriculum’s written will continue to grow. Exposing our by teachers and content-area experts. youth to STEM education now will ensure that they are equipped with the Through consistent discussions with the skills and resources they need to com- education system and their partnerships pete for tomorrow’s STEM based occu- with Konica Minolta, Dremel, and Florida pations. State University they have developed the largest library standards-driven manip- MyStemKits was created by a diverse ulative kits and curriculum’s, with over group of educators, artists, technology 150+ manipulatives, and 200+ lesson specialists and businessmen leading plans with no software installation and a the charge in the development of inno- one-click print process. vative 3D printing science, technology, engineering and math (STEM) manip- ulatives for K-12 classrooms. Getting Ready for the Fall Semester:

How Important is Your Child’s Emotional Intelligence to Success in School and in Life? Pat Kozyra Educator / Author Hong Kong

The following definition, description and This is an area that I highly recommend explanation are all based on the work of you delve into if you have never heard Daniel Goleman, a psychologist with a of it. Goleman says: “Rule Your feelings E.I.PhD from Harvard University. He is a lest your feelings rule you.” Goleman says journalist for the New York Times and our view of human intelligence is far too has written many books on this topic. narrow. Emotional intelligence includes a There is a video which all students should crucial range of abilities ( a different way see to understand why emotional intelli- of being smart). gence might be even more important than I.Q. These are: self awareness, impulse control, persistence, zeal and self-motiva- “Emotional Intelligence” refers to the tion, empathy ( reading emotions in oth- capacity for recognizing our own feelings ers) and social deftness. and those of others for motivating our- selves, and for managing emotions well in Emotional Intelligence is not fixed at ourselves and in our relationships. Many birth. It can be nurtured and strength- people who are book smart, says Gole- ened in all of us unlike I.Q. which it is man, but lack emotional intelligence end said, is a genetic given that is fixed and up working for people who have lower cannot be changed. I.Q’s than they but who excel in emotion- al intelligence skills.

It is not surprising then, that Daniel Goleman wrote a book called ‘Emotion- al Intelligence: Why It Can Matter More Than I.Q.’ When people of high I.Q. flounder and 3. Motivation: Using our deepest pref- those of modest I.Q do surprisingly well, erence to move and guide us toward our what are the factors at play? Goleman goals, to help us take initiative and strive argues that the difference quite often lies in to improve and to persevere in the face of the ability called “Emotional Intelligence”. setbacks and frustrations.

The five basic emotional and social com- Empathy: Sensing what people are petencies are listed here with more ex- 4. feeling, being able to take their perspec- planatory detail. tive, and cultivating rapport and a con- nection with a broad diversity of people. 1. Self-awareness: Knowing what we are feeling in the moment and using those Social Skills: Handling emotions in preferences to guide our decision making; 5. relationships well and accurately reading having a realistic assessment of our own social situations and networks; interacting abilities and a well grounded sense of self- smoothly; using these skills to persuade confidence. and lead, negotiate and settle disputes, for cooperation and teamwork. 2. Self-regulation: Handling our emo- tions so that they facilitate rather than interfere with the task at hand; being con- scientious and delaying gratification to pursue goals; recovering well from emo- tional distress. The remedy, Goleman feels, lies in preparing our young, for life. How can we bring together mind and heart in the classroom?

How can we bring intelligence to our emotions, civility to our streets and caring to our communal life?

Education will have to include inculcating Most disturbing in Goleman’s book, is essential human competencies such as data from a massive survey of parents and self-esteem, self-control, empathy, the art teachers which shows a world- wide trend of good listening, resolving conflicts (Cre- for the present generation of children to ative Problem Solving) and cooperation. be more troubled emotionally than those Two of the most important moral stances of the last generation, more lonely and that our times call for, are self-restraint depressed, more angry and unruly, more (controlling impulses) and compassion nervous and prone to worry and more (showing empathy by understanding impulsive and aggressive. other’s feelings).

With each emotion , the body manifests itself in physiological details preparing for its response. A few emotions (there are hundreds) are: Stoplight Poster for Impulse Control: (six steps) 1. Anger – blood flow to hands ready to fight This is taught in Emotional Literacy class- es to 5th and 6th grades in some schools 2. Happiness – and you may wish to use this with your brain inhibits negative feelings child at home when he or she is about to strike out in anger, withdraws into a huff 3. Fear – at some slight, or bursts into tears at be- blood flows to legs ready to run ing teased.

4. Love – Red Light: tender feelings relaxed and calm

5. Surprise – 1. Stop, calm down, and think before you lifting of the eyebrows to see it act.

6. Disgust – Yellow Light: upper lip curled, nose wrinkled 2. Say or state the problem and how you 7. Sadness/grief – drop in energy feel.

8. Shame – 3. Set a positive goal. withdrawal, no eye contact 4. Think of lots of solutions. 9. Enjoyment 5. Think ahead to the consequences. We have two minds – one that thinks and one that feels – heart and head – the emo- tional and the rational – the feeling versus Green Light: the reasoning. 6. Go ahead and try the best plan.

The following rather shocking informa- tion comes from a book review of Daniel Goleman’s book ‘Emotional Intelligence: Why It Can Matter More Goleman warns of the dramatic drop in Than I.Q’. by Launa Ellison, Clara Bar- “emotional competence” over the past ton School, Minneapolis, Minnesota. She two decades. As evidence, he cites soaring writes: juvenile arrest rates for violent crimes; younger teenage girls getting pregnant; The research studies that Goleman cites more children being withdrawn, anx- indicate that emotional intelligence is the ious, and depressed, and more attention bedrock upon which to build other intel- or thinking problems. “Educators, long ligences, and that it is more closely linked disturbed by school children’s to lifelong success than I.Q. “Impulsivity lagging scores in math and reading are in 10 year old boys for example, is almost realizing that there is a different and more three times as powerful a predictor of alarming deficiency: emotional illiteracy.” their later delinquency than is their I.Q.” Goleman believes schools must teach children how to recognize and manage their emotions, and that educators must model emotional intelligence in caring, respectful interactions with children.

“Emotional circuits are sculpted by experience through child hood,” he notes, and “we leave those experiences utterly to chance at our peril.” A regional celebration of the 50th anniversary of the moon landing and future human space exploration

JULY 13TH - 20TH 2019 @ Wings Over the Rockies Air & Space Museum Denver, Colorado

Enjoy a week-long celebration at one of the largest space festivals in the Rocky Mountain West.

Wings Over the Rockies Air & Space Museum in Denver, Colorado will be home to incredible activities, exhibits, seminars and more all dedicated to celebrating the first Apollo moon landing and showcasing the latest in space exploration and technology. Featuring an Apollo Astronaut, industry leading companies, educational STEM activities, world class speakers and exclusive industry access, Apollopalooza will be OUT OF THIS WORLD! Photo provided by NASA

WINGSMUSEUM.ORG/APOLLO THE FUTURE OF SPACE IS YOU

ENABLING YOUR JOURNEY IN SPACE

www.oak-aero.com | 303.904.6060 | [email protected] A New STEM Tool Delights, but raises difficult questions by Bryce Estes, Cathy Boucvalt, Steve Curtis, and Bruce Camber

At the time this article was first written, Bryce Estes, a high school student, and his math and science teachers, Cathy Boucvalt, Steve Curtis, and Bruce Camber, were all asking editors and scholars,“What is wrong with our simple logic and simple math?”

Homegrown STEM tools can be inspira- tional and ours was no exception. In our geometry classes we divided the edges of a tetrahedron in half and discovered the four half-sized tetrahedrons in each cor- ner and an octahedron in the middle.

We then divided the edges of the octahe- dron in half and found half-sized octahedrons in the six corners and eight tetrahedrons in each face. Like Zeno, we continued the process of dividing by 2, and within 45 steps (on paper only), we were in the area of the CERN-scale and within 67 more steps within, we were in the Planck scale.

We then multiplied by 2 and within 90 steps we were out to the Age of the The term “Planck scale” refers to the magnitudes of Universe and Observable Universe. That space, time, energy and other units, below which included everything, everywhere for all (or beyond which) the predictions of the Standard time. We dubbed it “the perfect STEM” Model, quantum field theory and general relativity tool.” are no longer reconcilable, and quantum effects of gravity are expected to dominate. Even our AP sixth grade science class un- derstood it! But, when we sent our little STEM project to Scientific American, they ignored us. So, now we go back over our logic and was no longer a mysterious number and it math and ask, “What are we doing gave us a place to stop multiplying by 2. wrong?” We then discovered that the ratio of the A small group of high school students and Planck Length to Planck Time within a few of their teachers have been trying each of the 202 notations was always to figure out what to do with an all-en- within 1% of the speed of light. compassing but simple mathematical and geometrical model. This project began by What does that mean? simply dividing the edges of a tetrahedron in half. Delighted with the simple com- We then added the other two Planck base plexity, we had models, but quickly had to units to the chart, Cf. the Ref. [6]. Now, resort to calculations on paper. there are so many things to discover, our heads went spinning. Each notation is Everyone should chart the universe! We filled with data to analyze. Although each quickly learned it is called base-2 expo- chart is a highly efficient way to organize nential notation. Not long thereafter we vast amounts of information, these charts discovered Kees Boeke’s simple work raise rather fascinating questions. using base-10. It was interesting but not as granular as our work. We first thought our Questions and Challenges work was an excellent Science-Technolo- gy-Engineering-Math (STEM) tool so we First we wondered why couldn’t find began sharing it with others within very some vestiges of these charts within our preliminary web pages, Cf. the Ref. [1]. textbooks or someplace on the World Wide Web. Stepping back from our The first chart was a 60” by 11” board charts, we asked, “Isn’t each column of that started with the Planck Length and the chart a very basic continuity equation went to the Observable Universe, Cf. the from a Planck base unit to its largest pos- Ref. [2] so we called our little project, Big sible measurement? Isn’t continuity the Board-little universe. Because we didn’t bedrock of order? Should this be the first know where to stop, we got a little help principle within our work?” with our calculations, Cf. the Ref. [3]. The small numbers were impossibly small A year later a desktop version of the chart and the large numbers were impossibly was started; it was dubbed, Universe large, yet the 202 notations were relatively. Table, Cf. the Ref. [4]. We then added manageable. The nagging question was, Planck Time to the chart, Cf. the Ref. “Is there a problem with our logic and [5]. Those numbers tracked well with the math?€ It was exponential notation that Planck Length and Age of the Universe helped us get comfortable with both extremes and it was that helped to make of the small-scale universe is virtually un- these numbers more manageable. We known yet it has a substantial amount of were getting to know a little about Leon- data waiting to be properly analyzed. We hard Euler’s equation and decided that we reached out to many of the finest scholars lived in an exponential universe! for their inputs.

The Big Board-little Universe Chart can be viewed by clicking on this link

It has taken time. It has been a steep Everyone seemed puzzled. The human learning curve for our feelings or intu- scale and large scale did not seem to itions about the very nature of a number. challenge our simple logic until the time We asked more questions, “What are column was observed, particularly the these numbers? figures at one second, Cf. the Ref. [8].

What are they telling us about the uni- What does it mean that the Planck Length verse and ourselves? The geometries multiple is the distance light travels in a started simple, but became exceedingly second? Well over two-thirds of all the complex. We asked, “What is geometry? notations are within one second and How is space necessarily defined? Does within an area defined by the earth to the it require all the Planck base units? Does moon. What does that tell us? Nobody it require the extended Planck units?” seems to know what to do with these The human family seems to dominate the charts. So, to get some scrutiny, online middle of this chart yet the time epoch articles, blogs and emails, Cf. the Ref. [9] for humanity’s existence is entirely with- were written. in notation 202. What is the correlation, the working relation, between the current Prof. Dr. Freeman Dyson (email, Cf. the time and the other notations? Are all no- Ref. [10]) recommended that we use tations concurrent, active and forever? dimensional analysis and scaling laws to determine the number of possible verti- What does that imply about the nature of ces starting at the Planck base units. The space and time? numbers become extremely large rather quickly; nevertheless, because the first When the chart is divided into thirds, the 60+ notations were not on anyones charts small-scale universe is extremely small. It of known things within space and time, goes from the Planck Length to about the we concluded that these vertices must be size of the fermion. This particular view shared by the entire universe and have something to do with homogeneity, References isotropy, the very nature of symmetry and 1. Big Board-little universe, “Can our entire the symmetry of nature, and the cosmo- universe be meaningfully encapsulated with- logical constant. in just over 201 base-2 exponential nota- tions?€ the basic web page. http:// 81018. com/home Concluding Questions 2. Quiet Expansion, “An exploration of 202 Are these numbers important? steps from the smallest measurement, the Planck length, to the Observable Universe€ Is this model a reasonable STEM tool? http://81018.org

We believe these numbers are trying to 3. Some Calculations and Thoughts Regard- tell us something very new and rather ing Measurement by Joe Kolecki, NASA scientist, retired: https://81018.com/kolecki/ special so we will continue writing blogs about our ideas, intuitions, conjectures, 4. Universe Table - Human and sometimes rather-wild speculations Scale: https://81018.com/universe-table/ until we learn if our simple logic and simple math have failed us or continuity 5. Big Board-little universe, “Universe- and order are truly bedrock principles of View: Begin at the Planck Time and Planck Science, Technology, Engineering, and Length, Use Base-2 Exponential Notation€. Mathematics. https://81018.com/plancktime/ 6. Five Planck Base Units - Vertically scrolled, 204-to-0: https://81018.com/chart4/

7. The original Wikipedia arti- cle: https://81018.com/2012/05/05/wikipe- dia/

8. Five Planck Base Units - Horizontally scrolled: http://81018.com/chart

9. A working Index of articles: http://81018. com/index 10. Freeman Dyson: http://81018.com/dyson

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