Preface: We need more leaders with clarity of thought. The world needs to break free of limited worldviews and begin to adopt an integrated universe view — https://81018.com/bbc/ — which is values laden, yet based on three facts originating from pi(π).
Stuart Bevins, Sheffield Hallam University, UK
Homepage(s): Chain Reaction, Research, Taylor & Francis
URL for this page: https://81018.com/2024/02/11/bevins/
First email: 11 February 2024
Dear Dr. Stuart Bevins:
Back in February 2018, you reviewed Olzan Goldstein’s work for Taylor and Francis. I thank you for lifting up her work (email below) because it opened the way to see your work on the Chain Reaction project; it is of great interest. The universe is one glorious chain reaction.
Now, there is quite a remarkable story about our understanding of the very first insights on how chain reactions are possible that I heard from Carl Friedrich von Weizsäcker on his visit to MIT one lovely day in 1979. In Germany during the Third Reich, he was part of a small group who were among a handful in the world who understood that data but they decided to sit on it.
As an introduction, I have included my note to Olzan while I continue studying the depth and breadth of your work. Suffice to say, I am a Bevins fan. Thank you.
Warm regards,
Bruce
PS. This page had been started back in February 2018. It was as a result of a report on television by a Bevins but with no further information. From one Bevins to another! BTW, there is a Major James Bevins who works on radiation detection within nuclear engineering. His work may be related to the LLNL-NIF. -BEC
From: camber 81018.com
Sent: Sunday, February 11, 2024 6:58 AM
To: Olzan Goldstein
Subject: A project-based learning approach to teaching physics for pre-service elementary school teacher education students
Olzan Goldstein, Research Department, Kaye Academic College of Education, Beer-Sheva, Israel TD Paper Research
Dear Olzan Goldstein:
Thank you for your work as cited in the subject line. So many things have changed in eight years, I can only hope this note to you is received.
From reading your article, I thought that you might enjoy learning about similar work in the USA.
We started our STEM tool in a high school geometry class – https://81018.com/home/ — and it has become a tool for lifelong learning. After about a year within the high school, we tried it out with the AP 6th grade science students. They were thrilled: https://81018.com/stem/
In 1967 and 1968 I did some research in a Montessori school on creativity. Then, in 1970 I did some work with teachers of mathematics in Lincoln and Melrose Public Schools in Massachusetts. At that time, I had not seen how tetrahedrons and octahedrons can encapsulate each other by dividing the edges by two. Unless a Buckminster Fuller fan, most teachers do not know what is perfectly enclosed within these two most-basic structures.
Defining a PBL: For students in elementary school today, I would have each student take a measurement of themselves, “How might you measure something about yourself?” Height, weight, location… what else?” Heart rate? Blood pressure? GPS quadrants. Whatever the measurement is, we would then have them divide it in half or multiply it by 2, then continue doing that exercise 112 times smaller and just 90 times larger.
We are currently in the process of checking out a hunch. It seems no matter what the measurement is, you can only divide it by 2 no more than 112 times. You can multiply it by 2 just 90 times before the numbers become meaningless, i.e. too small or too large to be manifest within space-time.
From some measurement of themselves to the universe is a great start to teaching basic physics in a most personal context.
I thought you’d enjoy learning about our work. I certainly enjoyed learning about your work. Thank you.
Warmly,
Bruce
________________
Bruce E. Camber
Austin, Boston, Winter Park
PS. I was so impressed with the clarity and organization of your work; I downloaded your paper to study further (and to use as a template).
Thank you again! -BEC
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