Group Theory and Symmetry

October 30, 2009 by mathsdoctor

As an undergraduate student at University College London (UCL) I took a course in GROUP THEORY, a branch of mathematics about which I knew very little at the time.

The lectures themselves were excellent – thanks largely to the lecturer, Professor Frank Johnson, who was a brilliant teacher. I quickly learned that GROUPS (the mathematical things which are studied in Group Theory) were very important, but I never really appreciated why and as a mathematician, I didn’t really care!

I could appreciate the beauty and elegance of the mathematics and that was enough for me – or so I thought at the time – hence I wasn’t really that bothered with why they were important or what they could be used for. Now I realise I was wrong and I regret that I didn’t use the opportunity I had at UCL to learn more about them. (At this point I would like to make it clear that Prof. Johnson is totally absolved of any blame for my shortcomings – my ignorance of these issues was entirely my own fault and despite his superb efforts to explain the wider significance of Group Theory!)

The reason for my change of heart regarding Group Theory was that I was fortunate enough to read some excellent books on the topic and these really opened my eyes to Group Theory, symmetry and their role in modern theoretical physics. My original plan was to write a blog about Group Theory and symmetry and try to explain why this is such an important and interesting topic in mathematics. Then I realised that I wouldn’t be able to do this topic justice and decided instead to just write a brief introduction to the topic, to hopefully whet your appetite in the process! So in this blog I will explain a little about why Group Theory is so useful and in subsequent blogs I’ll tell all about the wonderful books that I’ve read recently – and leave those authors to explain this topic in more detail – and far more eloquently than I could manage!

Symmetry is everywhere

One of the reasons why groups are so important is that they give us a mathematical way of analysing SYMMETRY. Loosely speaking, something is symmetric if you can do something to it without actually changing the way it looks. For example, the letter ‘A’ is symmetric because if I look at it in a mirror, it still looks like the letter ‘A’ (this is called a REFLECTION SYMMETRY) whereas the mirror reflection of the letter ‘B’ would look like it had been written backwards (you can try this yourself; hold a book up in front of a mirror and look at the reflection – probably some letters in the title will look correct but others will look backwards – I just tried this with the book ‘Why Beauty is Truth’ by Professor Ian Stewart and the ‘W’ of ‘Why’ and the ‘T’ of ‘Truth’ looked the same in the mirror but the others looked backwards; hence ‘W’ and ‘T’ have a certain symmetry that the other letters do not). Another type of symmetry – ROTATIONAL SYMMETRY – is exhibited by regular shapes such as circles and squares; if I rotate a circle it looks exactly the same, hence this is also an example of symmetry.

All of us have an intuitive idea of symmetry – indeed there have been many scientific studies which highlight how our brain seeks out and recognises symmetry – and we can often recognise the aesthetic appeal of symmetric objects. Moreover, it also turns out that symmetry is present at the very heart of the fundamental theoretical physics that helps to explain the universe we live in, although this symmetry is often more abstract than the previous examples I have discussed. For example, suppose you carry out two identical experiments, one in a laboratory at UCL and the other in a car travelling at a constant speed in a straight line. Allowing for any experimental errors, you will get exactly the same results from each experiment and the reason for this is that the laws of physics are symmetric – I can change them in a certain way (by placing one experiment in a car) without changing the way it looks (in this case ‘the way it looks’ refers to the outcomes of the experiment – not the physical image of the experiment taking place – because that’s what I’m interested in).

And this is where Group Theory becomes important. Some symmetries are instantly recognisable; others are dramatically more abstract and far from obvious – and indeed quite removed from our everyday understanding of what symmetry is. Moreover, symmetry is, to many people, a visual property, something that we can see, recognise and appreciate for its aesthetic charm; not something that is naturally mathematical. Yet, if we are to understand the Universe around us we need to be able to use the power of mathematics and so we need to be able to talk about symmetry in a mathematical way. And this is exactly what Group Theory does. It gives us a mathematical description of symmetry and allows us to analyse symmetry in a way that wouldn’t be possible in any other way. And whilst I have long enjoyed Group Theory for its mathematical beauty, this is why I have now (and somewhat belatedly!) come to appreciate it for its importance to the whole Universe too; Group Theory helps us to understand symmetry and symmetry helps us to understand the Universe. It’s as simple as that!

Dr John McDarby is a Maths Lecturer at Bellerbys College.

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Take Part in Dr Tim’s Egg-dropping Challenge

October 19, 2009 by mathsdoctor

In one of my previous blogs I talked about the weekly maths challenges that I run at Bellerbys London, and promised that in a future blog I would pose one of my favourite past challenges for the amusement of any interested readers. And here it is!

Dr Tim works for a bank in Canary Wharf. The building he works in has 100 storeys. Dr Tim wants to find the highest storey that he can drop an egg from without the egg breaking (we have to assume that these are pretty strong eggs that can, theoretically, withstand a fall from a great height!). Unfortunately Dr Tim only has 2 eggs (which we will assume are identical) available. He could start on the first storey and keep dropping the egg from a window on each subsequent floor until it breaks but potentially this would involve 100 drops – so the maximum number of drops for this strategy is 100. Alternatively he could start by dropping an egg from the 50th storey. If it breaks he takes the second egg and starts working his way up from the ground floor. If it doesn’t break he starts working his way up from the 51st storey until the egg breaks (or he gets to the top floor). The maximum number of possible drops for this strategy is 51 (a big improvement on 100).

This week’s challenge is to find a ‘dropping strategy’ that MINIMISES the MAXIMUM possible number of drops required. This means that you need to decide which storeys Dr Tim must drop the eggs from in such a way that guarantees finding the answer (which storey is the highest one that an egg can be dropped from without the egg breaking) with the use of just 2 eggs AND which guarantees to get the answer in such a way as to minimise the maximum number of potential drops.

I will post the answer to this challenge in a subsequent blog – but not for at least a month or so – so until then please feel free to contact me with your answers or to ask questions – I may even provide a hint or two if I’m feeling generous!

Many thanks go to my good friend Dr Tim Edwards who first suggested this problem to me!

Which floors would you choose?

Which floors would you choose?

Welcome to the new term at Bellerbys!

October 19, 2009 by tess1975

Hello everyone!
Welcome back to the new academic year for Bellerbys College 2009-2010!

Where do I start? Tess here or Mrs Stewart as I am known in class; the Art Department’s photography teacher.

The new academic year started with a fabulous bang and its been busy times every since. So much excitement, to meet new faces, students already forming lovely friendships and strong artwork being produced for all the fantastic projects being set.

The Life Drawing classes have begun, on Mondays and Tuesdays, which are full every time with budding artists, enthusiastic about improving their drawing skills as soon as possible.

The Foundation Art and Design students are already collating work for their portfolios as interviews generally come in fast by January.

A Level students are also straight into various set units of personal study and we also have extra classes of pattern cutting held by Miss Dryden on Wednesdays after school. As you can see so much is going on already, the Art department seems to be getting livelier by the year.

Bellerbys College hosted its Higher Education day here at the school for the first time last week. Usually it is held at Sussex University but we had the honour of hosting it here in the Exam Hall. This event was a fantastic opportunity for students to speak directly to representatives from Universities from all around the country, about all sorts of subjects.

Bellerbys Higher Education Fair

Bellerbys Higher Education Fair

Students spent the afternoon collecting prospectuses and further information and asking questions. The busy environment with so much information floating around the room got students to begin thinking about their UCAS applications. There is no time to sit about here at Bellerbys College, it is a motivating and exciting environment to get anyone thinking about their future prospects as soon as they begin the Winter term.

The Art Department is also preparing for Halloweeen at the end of October and has been given the task to design and create all the decorations for the Atrium of the college building, as everyone was so pleased with the outcome we did for the May Ball (where we produced a giant mask and lots of little masks that were scattered around the college).
 
So you shall be hearing from me shortly in regards to Halloweeen too with photographs of our students work. How exciting! I cannot wait to see what they will do… the themes are ‘ Day of the Dead’ and ‘Haunted Houses’ that gives you a sneak insight to what’s to come! Bye for now!

Find out more about Studying Art & Design Foundation and Art A Level at Bellerbys College.

A Level Exam Results: Congratulations to our Students!

October 5, 2009 by mathsdoctor

I couldn’t let the recent A-level exam results pass without congratulating all the hardworking A Level students at Bellerbys College London on their success – especially in Mathematics!  Almost three-quarters of our students received an A grade in A Level Maths, with several more A grades awarded for students studying Further Maths – including one student who managed to average over 99% in both Maths and Further Maths!  We also had two students who chose to sit extra Maths modules so that they would get an AS Level in Additional Further Maths; which means they now have two-and-a-half Maths A Levels – a first for Bellerbys College London!

One of the most rewarding aspects of being a teacher is when you get to see your students achieve the goals that they have set for themselves and this is never more apparent than in mid-August when the A Level results are released.  That is why, over a month after they were published, this year’s A Level results still bring a smile to my face!  I was especially pleased to see my student Jessie achieve the grades she needed to meet her offer to study Mathematics at the University of Cambridge.  Jessie is an outstanding mathematician who thoroughly deserves her place at Cambridge and who worked very hard to achieve her goal.  I will always feel very proud of her for what she has accomplished.

I was equally delighted to see another one of my students – Chen – claim his place to study Mathematics at Imperial College London.  Chen is an excellent mathematician and I’m looking forward to hearing how well both he and Jessie do at university!  I also had another talented student, Yusuke – a student on our Foundation Engineering programme – who decided to complete an A Level in Maths alongside his Foundation course.  Yusuke is a very talented mathematician – his final score in A Level Maths was 593 out of 600; an outstanding result – and he is now studying Maths at the University of Bristol.  Jessie, Chen and Yusuke were all brilliant students and will be sorely missed by all the Maths teachers in London!

And the A Level success was not confined to our second-year students; one of our first-year students has already completed his A Level in Maths with a score of 598 out of 600 – the best score ever achieved at Bellerbys London!

All the students I have mentioned are incredibly talented mathematicians who, along with many of their classmates, have made unique contributions to Bellerbys London and helped to make it such a wonderful place to teach and to study.  Their enthusiasm for mathematics and all their hard work and dedication has meant that it was a pleasure to teach them during their time at Bellerbys College and I am confident that their success will continue into university and I wish them all good luck for the future!

Let’s Get Digital, Digital!

October 4, 2009 by mediamosquito

I remember when I was a kid (yeah, it was some time ago now!) being fascinated when 3D films came out.  I got a pair of those flimsy cardboard glasses with red and blue lenses and thought I was super cool!  They were pretty high-tech in those days, as were VHS video players and walkmans.  Mobile phones, meanwhile, were not even in the realms of my imagination!

Remember these???

Remember these???

How times have changed… and how media has changed too, thanks to the digital revolution we have been living through these past couple of decades. Technology has of course always had a huge impact on the way we produce and consume media products. Before vinyl records, gramophones and radios, for example, music and sports were purely live entertainment mediums.

Similarly, the advent of cinematic technology meant that we could suddenly tell and ‘read’ stories not only through books, plays and dances, but also through re-playable moving images. (By the way, check out the website Early Cinema and/or this Wikipedia entry if you’re interested in learning about the fascinating early development of cinema).

But even by these standards, the media world is currently changing at a manic pace thanks to the digital revolution. Can you imagine a world without iPods, iPhones and mp3s now? Of course not, and yet Apple only released the first iPod in 2001, less than 10 years ago!

And cinema is no different. The digital age is literally changing things before our eyes.

The curtain is coming up on a new era for film...

The curtain is coming up on a new era for film...

On the production side, computer generated imagery (CGI) has meant that sets and characters can be digitally created. This gives filmmakers greater flexibility and creative scope, as highlighted in a recent article in The Guardian on the release of James Cameroon’s Avatar (Vision of The Future, The Guardian 20/08/09)

Avatar is being touted as the film that will signal the coming of age of 3D cinema. Also known as stereoscopic cinema, 3D has not until now taken off in the way it was meant to. The technology wasn’t quite right back in the day to give us the illusion of reality necessary to make it work. That is all changing, however, and digital technologies are the heartbeat of these changes as they provide not only the means of production, but also the means of distribution and exhibition.

3D films like Avatar can only be shown on digital screens. What does that mean then? Well, for most of cinema’s lifetime films have been shown using projectors and 35mm celluloid films, called ‘prints’. Film distribution companies produce a few prints of their films and these are transported from cinema to cinema.

Prints like these may be on the way out...

Prints like these may be on the way out...

Obviously, bigger companies can afford to make more prints and so their films can be shown at a much greater number of cinemas. This is one of the reasons why it can be hard sometimes to see small, independent films, except at only a handful of art cinemas.

Digital copies of films are far cheaper to produce and distribute (the cost is around one tenth of a celluloid print according to the UK Film Council) and so allow many more copies to be made and sent to cinemas. The drawback here of course is that not all cinema screens are digital yet; in fact, the cost of installing digital projection equipment is high and smaller cinemas may be unable to cope with this cost.

To address this situation, the UK Film Council set up the Digital Screen Network, which aims to provide cinemas with the money for digital screening equipment. Why does this make a difference? Basically because digital screening means we don’t need to use 35mm prints anymore and so a film can be shown at more cinemas at the same time.

The idea is that more independent and alternative films will be shown on UK screens, thus giving us a wider choice of cinematic experiences. It’s certainly a worthwhile initiative in my view and means that the art of cinema can move with the digital times.

Some of my favourite cinemas in London have already been equipped with digital equipment thanks to the Digital Screen Network. The Curzon Soho on Shaftesbury Avenue always has some excellent screen offerings and is a ‘real’ cinema, not only because of the quality and range of its films, but also because of its artsy atmosphere and really laidback café and bar. I really recommend checking it out.

Other favourites of mine include The Renoir in Russell Square and the Everyman Cinema Club in Hampstead. For all you discerning cinemagoers out there, these cinemas provide a welcome relief from those overcrowded, shopping centre screens where the small popcorn and cokes are the size of my house!

You might bump into me here - one of the coolest little cinemas in London

You might bump into me here - one of the coolest little cinemas in London

In other words, these digital projects are allowing the old school appeal of the cinema to survive in the brave new world we live in. Of course this doesn’t mean that the big film companies won’t benefit too. Cheaper production and distribution costs mean that blockbusters can show at more screens worldwide, so the big fish in the film industry will still be swallowing up audiences!

It’s a fascinating time right now for cinema. And of course we can get involved too. Relatively affordable digital cameras and editing software has made it easier for amateur filmmakers to produce and exhibit their films. Platforms like YouTube give us a potential audience to show off our creative talents too.

Our media students here at Bellerbys are already using these platforms to show their coursework films. They’ve produced some great stuff! Check out some of their short films on YouTube.

Can you match them? Come and join the digital revolution!

References

  • Creeber, G. & Martin, R. (2009) Digital Cultures: Understanding New Media. Berkshire: McGrawHill.
  • McDougall, J. (2008) OCR Media Studies for AS, 3rd Ed. Oxon: Hodder Education.
  • Brooks, X. (20. 08. 2009) Vision of the Future. The Guardian.

Media Mosquito Signing In!

October 4, 2009 by mediamosquito

Hi everybody, I’m the ‘media mosquito’! Real name: Rui da Silva, Media and English teacher at Bellerbys College London. It’s great to be invited onto this blog and I’m really happy to be in touch with you all here. I’m currently finishing off my Masters dissertation, so it’s nice to get away from that for a while and write here instead!

After a hard day in the office!

Me after a hard day in the office!

I’m doing an MSc in Electronic Publishing at City University. This has included modules in multimedia, web design, online journalism and other related digital media content. I’ve finished the taught part of the course, which thankfully I did well on! Just finishing off the dissertation now. It’s a project looking at using Web 2.0 tools like blogs and wikis with English language students. I’ll let you know how it goes! For now, if you’re interested, you can read about it on our news page.

So, why do I call myself the ‘media mosquito’?  Well, because I think media is the kind of field that is constantly changing, even more so now with the impact of digital technology. In order to keep up with all these changes, we need to be like mosquitoes, buzzing around all the time (and sometimes annoying people when you want to interview them for a journalism or film project!).  Actually, that is one of the things I love about teaching this subject: that it’s so varied and dynamic.

From film analysis and creative production, to journalism and advertising, as media students and teachers we get to build up a really broad range of skills and knowledge. And the cool thing is… it’s cool stuff! It’s about ideas and putting these ideas into practice.

Media is a fascinating subject and...it's all around us!

Media is a fascinating subject and...it's all around us!

Media is the perfect subject for me as I’ve always been both creative and analytical.  From secondary school onwards, I was interested in literature, film and writing.  I decided to do my first degree in English Literature (even though my dad wanted to kill me for not doing Business!) and it was absolutely fantastic.  I really enjoyed the film modules that we took and at this time I was able to develop my writing skills.  After university, I considered going into journalism, but in the end an opportunity came up to teach English in Japan.

The experience of teaching in Japan changed my life and opened up my cultural vistas and I’ve never looked back since. It’s absolutely essential for me to work in an International environment, which is why teaching Media and English at Bellerbys is ideal. Not only does it provide me with an endless opportunity for meeting fantastic people from all around the world, but it also allows me to build on and share my media and language-related skills. I enjoy helping students develop their writing and other creative skills, as well as encouraging them to be critical thinkers. These are the things that will help them to succeed on their media-related courses at university.

A Japanese meal with my students - at Bellerbys the world comes to me!

A Japanese meal with my students - at Bellerbys the world comes to me!

Another thing that is important for all media students is a good awareness of the what’s happening in the current landscape. That’s something this blog might help you with. In upcoming posts, I’m going to be looking at some of the interesting things going on at the moment in the media world. The next post is about digital and 3D cinema. Have you seen the film Avatar? They say it’s the beginning of a new era in film. Check out my next post to find out more…

Find out more about studying Media at Bellerbys College.

The Fascinating World of Perfect Numbers

September 30, 2009 by mathsdoctor

What do the numbers 6, 28, 496 & 8128 all have in common?  Aside from being even numbers they are also all examples of perfect numbers.

To see what this means take a look at the factors of the number 6 (the factors of a number are those whole numbers which divide into the original number exactly).  The factors of 6 are 1, 2, 3 & 6 (because 6 can be divided by these numbers exactly).

A perfect six!

A perfect six!

Now ignore 6 and add the other factors together and you get 1 + 2 + 3 = 6 which is the number we started with – this is what makes 6 a perfect number.  Likewise the factors of 28 are 1, 2, 4, 7, 14 & 28 and if we add these factors together (ignoring 28) we get 1 + 2 + 4 + 7 + 14 = 28 and so 28 is also a perfect number.  Hence a perfect number is any number which is the sum of all its factors other than itself.

Perfect numbers are pretty rare and you can easily verify for yourself that most numbers are not perfect – for instance the number 8 has factors 1, 2, 4 & 8 and 1 + 2 + 4 = 7.  In fact they are very rare and at the last count only 44 perfect numbers have ever been found – the fifth perfect number (after 6, 28, 496 & 8128) is 33,550,336 and the largest known one has nearly 20 million digits!

Extra special 28!

Extra special 28!

So far no-one has ever found an odd perfect number – it seems pretty likely that there are no odd perfect numbers but this has yet to be proved and so perhaps there is one or more out there to be found; it would be a good way to become famous in the field of mathematics if you could find an odd perfect number!  We also don’t know how many perfect numbers there are.  As I’ve mentioned, only 44 have been found so far but new ones are still being found fairly regularly and it’s quite likely that there are infinitely many out there to be discovered some day but again we can’t say for certain – this would be another guaranteed way to make your name in maths if you could prove that there were infinitely many perfect numbers!

Perfect numbers exhibit several other interesting properties.  For example, if you reciprocate the factors of a perfect number and add the answers together you will always end up with the number 2 (if you reciprocate a number you divide 1 by that number, for example if you reciprocate 3 you get 1/3 which we call the reciprocal of 3; similarly the reciprocal of 7 is 1/7).  For example, we can add together the reciprocals of the factors of 6 and we get 1/1 + 1/2 + 1/3 + 1/6 = 2.

496 - in the perfect club!

496 - in the perfect club!

To be honest, perfect numbers are not particularly important numbers but that’s not really the point – if people find them interesting, and indeed fascinating, as many mathematicians have over the years, then who needs any other reason to take an interest in them?  Personally I’ve always found them to be a source of amusement and fun and I hope other people do too!

Find out more about studying Maths at Bellerbys College by visiting the Bellerbys courses page.

Shoelaces, Computers and Decision Maths

September 2, 2009 by mathsdoctor

If you have a friend with you please ask them to place a small object on the floor, somewhere in the room that you’re in. Now go and pick it up. Easy? I should hope so!

Next close your eyes and, keeping your eyes shut, get your friend to place the same object at a different location within the room. Ask your friend to direct you to where the object is located (please be very careful and make sure there is nothing dangerous in the room such as a fireplace or sharp objects before you do this). Your friend must give you precise instructions – you mustn’t peek or cheat in any way!

Once you’ve located the object repeat this by placing the object on the floor yourself and giving your friend instructions as to how to reach it. I hope you’ll agree that this is not so easy! You have to give (or receive) very precise instructions and this can be very challenging.

Now let’s try something even trickier.

Decision Maths: Shoelace Task

Decision Maths: Shoelace Task

If you have shoelaces on your shoes please undo them, pause for a few seconds and then retie them. Again I hope you find this pretty easy! Please get a friend to join you at the computer (or email a friend instead – preferably one with a sense of humour as otherwise they may find the email a bit odd!) and ask them to also untie their laces and then retie them but, and this is where things get harder, instead of just tying up their laces as they would do normally, you have to write out a set of instructions telling them how to do up their shoelaces. They must only do what you tell them to do and your instructions must be very clear, simple and specific (for instance you can’t just say ‘form a bow with the laces’ – you have to tell them what a bow is and how to form one!).

The idea behind these two examples is to illustrate how difficult it can be to write down instructions explaining how to perform even very simple tasks. For example, telling someone how to tie shoelaces is very difficult – as I hope you will agree. Yet, if that is true, how come pretty much everyone knows how to do it?

The key here is that when you were taught how to tie shoelaces you weren’t told how to do it, you were shown how to do it, and this is very different. Showing someone how to do something is much easier than telling them how to do it, hence a lot of what we have all learnt has come from seeing how things are done first – just think of what happens in school; isn’t it always easier to learn something once your teacher has shown you how to do it?

But what happens if I want to teach a computer something; how can I possibly ‘show’ a computer what I need it to do? I can’t. I have to tell the computer what to do and this means that I need to be able to write down very precise instructions telling the computer how to solve whatever task I want it to do. This leads us to the branch of mathematics known as DECISION MATHS, which you may learn about if you study A Level Maths.

Decision Maths involves looking at problems (many of which do not look like traditional maths problems) and trying to find out whether or not these problems can be solved by just following a set of instructions (and finding an appropriate set of instructions to use). Once a suitable set of instructions has been found – these instructions are known as an ALGORITHM – a computer can be programmed to follow this algorithm and hence we can get the computer to solve this type of problem for us. Algorithms are used to solve a wide range of problems, from the very complicated (such as finding the cheapest way to link lots of cities by a high-speed railway system) to the more mundane (such as rewriting a set of numbers into ascending or descending order). Now, writing a set of numbers in ascending order is an incredibly simple thing for you and I to do but for even this basic task it is much harder to write down a set of instructions (an algorithm) so that a computer is capable of doing it.

To illustrate this, I would like you and your friend to both write down your age, the year, the number of brothers and sisters you have, the number of countries you’ve visited and your favourite number. Then I would like you to rewrite your list in ascending order (ascending order means that you start with the lowest number, then the second lowest number, etc). For me this gives the numbers 30, 2009, 3, 34 and 1; and I can easily rewrite these numbers in ascending order as 1, 3, 30, 34 and 2009.

Now see if you can give your friend clear instructions explaining how to rewrite their list of numbers into ascending order (again, your instructions must be very clear and simple – you cannot just say ‘write down the smallest number first then the second smallest number, etc’ as you need to tell them how to find the smallest number, the second smallest number, etc!). Try to see if you and your friend can come up with an algorithm that will always correctly order a set of numbers (you can follow the link – http://en.wikipedia.org/wiki/Bubble_sort – to see some examples of sorting algorithms) and in a future blog I’ll thoroughly describe one common example – the BUBBLE SORT ALGORITHM (this particular algorithm is covered at A Level in the module D1).

Decision Maths helps us to solve a wide variety of problems such as working out the best way to design a rail or road network, telling a robot how to move, calculating how much oil can be piped from an oil-producer (such as Russia) to an oil-importer (such as the UK), determining the quickest way to construct a new building, and many other important tasks.

The key to the success of Decision Maths is that by designing algorithms to solve such problems for us, we can get computers to do all the hard work and find the answers more efficiently and more accurately than we could do ourselves!

By Bellerbys Maths Tutor, Dr John McDarby

Find out more about the courses you can studyat Bellerbys College.

Bellerbys visits Nigeria

September 2, 2009 by mathsdoctor

As part of a new twinning scheme between Bellerbys College and international schools in Africa I have just returned from spending a week teaching mathematics at Danbo International College in Kaduna, Nigeria. This was my first ever visit to Africa and a truly special experience that I will never forget!

Students of Danbo College

Students of Danbo College

I must admit that before I went out there I was pretty nervous about going to a new school and teaching in a completely different environment – although I’m used to teaching international students, including ones from Nigeria, I was still a bit scared of teaching a whole class of 15-year old high school students especially whilst I was being observed by their teachers! 

In the end it turned out to be one of the best weeks of teaching I’ve ever had – the students at Danbo College were really enthusiastic and eager to learn and every class I had with them was really fun! They had a real hunger to learn mathematics, were happy to get involved and seemed to really enjoy maths! The teachers at Danbo College were also brilliant and made me feel completely welcome and at home. I even had the honour of being taken on a tour of Kaduna by the Vice-Principal and the Head of Mathematics who, amongst other things, took me to the local market to get some souvenirs for my nieces and nephews!

Principal John Ogungbenro of Danbo College

Principal John Ogungbenro

As well as teaching students I also spent a lot of time with the maths teachers of Danbo College, sharing ideas about teaching and learning about maths education in Nigeria – this is something which particularly interested me as I often wonder what it’s like to study maths in my students’ home countries. I’d like to think that this experience will at the very least give me a better insight into the educational background of my Nigerian students, and ideally that this will help me to become a better teacher to my students.

It has also made me realised that, as a teacher, it’s a good thing to occasionally be asked to teach in a very different environment as it has made me think about the way I teach and challenged me to approach my lessons in a very different manner. So even though it felt rather daunting, it was definitely worth it!

As well as shopping in the market in Kaduna (which I strongly recommend visiting if you ever happen to be there as it was fantastic and unlike anything I’d ever seen before!) and the wonderful enthusiasm of the students I met, I have many other fond memories of my time teaching maths in Nigeria. The staff and students of Danbo College were incredibly friendly and I will never forget my time with them and I hope to return many more times in the future!

Students of Danbo College

Students of Danbo

by Bellerbys Maths Tutor, Dr John McDarby

Creating the Masks for the Summer Ball

July 14, 2009 by tess1975

The making of the Masks for the Venetian Summer Ball 2009

Where to start with this year’s Summer Ball? I guess with the incredible build up for the entertainment acts and the decoration involved for the theme.

As you can imagine the decoration was an incredibly important part of making this ball a great success. Not only did students and staff wear Venetian masks, but also, the Art Department Students were called upon to help out by making masks which could be hung in the college entrance hall as one of the main visual attractions welcoming the students as they arrived at the college building.

In addition Art Students worked collaboratively to design and build a giant Venetian mask, over six feet (nearly two metres) in height.  This too was to be hung from a balcony in the entrance hall.

The art students began by taking moulds of each others faces by wearing a plastic mask. This was for their small, individual masks.  They then took influence from images of Venetian masks and came up with their own design for their mask. It was so exciting to see how they would all turn out.  This task ran perfectly in conjunction with their Foundation ‘Carnivalesque’ project.

Whilst making these masks a plan began to evolve – to make a giant masked face to hang as a centre-piece in the entrance hall, in all its glory.

A group of keen Art students took the matter into their own hands and started constructing a carefully designed three dimensional object using lots of chicken wire, paper-mâché, paint, fabric, beads, feathers and lots more. They go their hands dirty alright! The images below show the students involved and the process they went through.

Find out more about studying in the UK at Bellerbys College