SS Mathematics Issue 07

1Science Stars Magazine Mathematics Issue | www.sciencestars.co.za

THE PHILOSOPHY OF MATHEMATICS

ISSUE 07SCIENCESTARS

2 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za


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FEATURES

8 HISTORY OF MATHEMATICS

Mathematics is everything

11 Profile

Dr Thanyani Daniel Rambane

15 Careers

The love of numbers

17 Maths Centre

Maps and Mirrors

21 AIMS

Imaginary Event

27 DST

Nanotechnology Equipment

29 DST

HySA Launch

31 Prof Mike

Greathead Shield

34 Science StarS

Puzzle

37 DST

Increase in R&D

CONTENTSCONTENTS


theFOREWORD

turn run on mathematics and algorithms.

By strengthening access, quality and relevance of mathemati-cal science education and research, countries provide a more skill-intensive route to industrial growth and development. The African Institute for Mathematical Sciences (AIMS) is one of the key players in the mathematical field, with five centres on the African continent and over 750 graduates who have either gone on to do PhDs, are working in industry or have become lecturers and teachers.

In this issue you will find out more about the history of math-ematics and how mathematicians in Africa have played a role in the development of mathematics. You will also learn about all the career opportunities available with Mathematical Science as the foundation for the ever-expanding investment and career opportunities in Africa.

Welcome to this special mathematics edition of Science Stars. Mathematics underlies every modern technology from plumbing to electricity, smartphones to satellites. Its applications are found in every field including economics, health, communications, trans-port, and energy. Mathematical sciences form the foundation of innovation.Science, Technology, Engineering and Mathematics (STEM) is a crucial ingredient in developing new technologies and growth. It is not coincidental that humanity’s progress only took off after mathematics began being used to formulate the laws of nature. This has never been truer than in the 21st century: more and more of the world is run on computers and information, which in Prof Barry Green, Director AIMS South Africa

FOREWORD

Mathematics underlies every modern technology


It is with great excitement that I introduce myself as the new-est member of the Science Stars team. I am thrilled to join the world of Maths and Science. I have previously worked at a youth magazine and I enjoy communi-cating the latest news via print and online platforms. In the year to come, we hope to provide you with all you need to know about pursuing a career in Science.

Entering the world of Mathematics can be a daunting experience. In the challenge of finding X, you lose yourself in a complex series of steps and for-mulas. However, once the fear of

Mathematics is faced, it can be conquered and lead to endless possibili-ties. Personally, struggling through Maths made me question its importance after the wooden chairs and chalkboards of high school. I had my doubts as to whether finding the volume of a 3D cube would benefit my journey to work.

After paging through this issue of Science Stars, however, I’ve had an epiphany: Maths is everywhere. It is the cement that builds solid infra-structure; it is the substance that creates chemical reactions and it is even the ingredient that bakes the perfect cake. I’m sure we’ve all pondered upon the question: “Who invented Maths and was it necessary to make it this difficult?” Dive into the History of Mathematics for a historical perspective on the importance of numbers. Understand the Pyramids of the Pharaohs using the geometry of tri-angles and join in on games of Mulabalaba where your estimating skills are tested.

Science Stars has compiled this issue for the love (and fear) of mathe-matics in the hope of opening the door to a successful future. Read our Careers in Maths page to get you started in transforming the abstract and complicated subject into a life-changing career. We hope that this issue will be helpful in opening your eyes to the presence of Mathematics in everyday life, as well as encourage you to pursue a career in Maths. Initiatives like the Maps and Mirrors campaign aim to support learner sin their high school subject choices – look out for opportunities like these to ensure that your destiny is fulfilled with-out any degree changes and unproductive gap years.

Maths is everywhere.

Shani Rhoda

Managing Editor • Evans [email protected]

Deputy Editor • Shani Rhoda

Graphic Designer • Cinzia-Joey Swartz

Project Manager • Renata Williams

Contributing Writers • Unathi Kondile • Oswald Kucherera • Prof. Mike Bruton • Donovan Goliath Chairman • Madambi Rambuda

Public Relations • Bongeka Mnotoza

Sales Representative • Tinyiko [email protected]

Ambassador • Azwindinni Muronga

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FROM CLASSROOM TO BOARDROOM

A DECADE OF EMPOWERMENT


HISTORY

MATHS IS NOT HISTORY

If you ask me where mathematics origi-

nated, I would proudly answer “Africa”.

But first, let me prove this bold claim.

Africa is home to some of the great-

est mathematicians in history, those of

whom the Zimbabwean writer Dambudzo

Marechera spoke when he said ‘a rat that

every cat secretly admires’.

The Pyramids of the Pharaohs sing math-

ematics from their very base foundations

to their tip, and it was the Greek math-

ematician Thales who was later to use

geometry to measure the height of the

pyramids. Egyptian mathematicians made

massive contributions towards the early

development of mathematics as the art

was essential in the efficiency of their

governance. And with the introduction

of census and tax payment, mathematics

became a major tool for good governance.

It enabled the administrators to record the

value and quantity of things, hence pro-

moting accountability.

It was during this time that the Greek

mathematician Pythagoras, best known

for his famous Pythagoras Theorem, vis-

ited the land of the Pharaohs where he

received profound education on mathe-

matics, geometry and astronomy proffered

by the Egyptian priests. Armed with knowl-

edge, the knowledgeable Pythagoras went

on to establish the Pythagorean School.

Pythagoras contributed to the mathemati-

cal theory of music and he used music to

help heal the souls of the sick.

Let me whisk you away to the great

Zimbabwean countryside, just outside

Masvingo town, where The Great Zimbabwe

monument lies. Built by the Karanga/Shona

people, The Great Zimbabwe was erected

with stones alone, but for centuries has

withstood strong winds and heavy rains.

It is one of the great features which show

how magnificently the hands of great

mathematicians contributed enormously in

laying down the foundation of civilisation

in Africa.

The evidence of the ancient mathemat-

ics development in Africa includes the

Lebombo bone, a small piece of fibula of

a baboon marked with 29 clearly defined

marks found by the archaeologists in the

Lebombo Mountains lying between South

Africa and Swaziland.

The Ishango bone marked with varying

tally sequences, discovered in modern day

Democratic Republic of Congo, formerly

Zaire, is also added to the mountain of

evidence of the early development of math-

ematics in Africa. Its varying tally sequences

made it difficult for archaeologists to fully

comprehend how it functioned.

Mathematics is everything Written by : Oswald Kucherera


FEATUREHISTORY

Looking into my journey in life will help us

to learn a few things about development

of mathematics in the more recent years

in Africa. I recall my early years of infancy

when we used to meet at a certain central

place to play games such as Mulabalaba.

These games demanded good calculat-

ing and estimating skills. There were not

merely intended for aimless entertain-

ment but to provide mental exercise and

sharpen our young malleable minds in the

art of mastering numbers.

It was also interesting how various events

were used to define time. Though most of

these events are currently relegated to the

most remote areas, they used to be instru-

ments of measuring time in the daily lives

of Africans. Some of these instruments are

still widely known even in the metropoli-

tan centres whereas some have shrivelled.

They were over-taken by events in the

evolution and development of mathemat-

ics. And these are the sun, the moon, the

shadow, the crow of the cockerels to men-

tion a few. For instance, you see your full

shadow in the morning, it shortens during

the day and lengthens again in the eve-

nings. But the interpretation of the mean-

ing of these varied from place to place

mainly because of what a South African

writer Sello Duiker termed “a fruit salad of

cultures and languages”.

In Africa, various organisations and

institutions have been set up across the

continent in an attempt to develop math-

ematics, with dedicated individuals work-

ing industriously in order to realise those

goals. Such individuals are being, and have

been honoured, as we saw in 2003 where

young promising mathematicians were

acknowledged.

These awards are organised by African

Mathematics Union (AMU) and the

International Conference of Mathematical

Sciences (ICMS). Individuals from field

varying from Mathematical Physics,

Applied Mathematics and Statistics

were honoured with medals. In crafting

their most important document titled

“Mathematics in Africa” requested by the

John Templeton Foundation, AMC invited

experts with experience in primary, sec-

ondary and tertiary mathematics to weave

together this document which maps the

path forward in the development of math-

ematics.

Last but not least, maths remains the one

and only language that can be spoken by

all humans. The pastors sing it when vers-

ing and chaptering their biblical presenta-

tions. The doctors use it to give medical

dosages to the sick patients and the hunt-

er uses maths to share the game. In the

words of Albert Einstein, the great German

American scientist: “Mathematics is every-

thing and everything is mathematics”.

The universe itself is governed by mathe-

matics.For instance, the earth speed is fixed

at 300 000 km/sto maintains its gravity and

position inspace.

Have you ever wondered what would hap-

pen if its speed increased or decreased?

Without maths how will you explain and

measure love, anger, music, heat or cold.

Without maths there will be no 24 hour

day and you may as well wish for a 100

hour Sunday to delay the tedious unpopular

Monday. It is the very mission of this article

to herald that mathematics was, is and

shall always be.

Seokedzi Mothokwa is just one of the 179 learners that SANRAL’s

scholarships from 2012-2013 is helping to realize his dreams

of doing well and going on to study at university.

It’s an investment for us, for him and for our country. Who knows what he may become – but we know

that better education means more opportunities, and that means a better

nation for us all.

At my math and science. And it paid off. SANRAL’s scholarship

programme is helping me to pay for my schooling to

pave the way for my success.

“

”

www.sanral.co.za | 0800 SANRAL (726 725)

3527

3527 BENEFICIARY AD - Science Stars.indd 1 2014/08/12 3:13 PM


Seokedzi Mothokwa is just one of the 179 learners that SANRAL’s

scholarships from 2012-2013 is helping to realize his dreams

of doing well and going on to study at university.

It’s an investment for us, for him and for our country. Who knows what he may become – but we know

that better education means more opportunities, and that means a better

nation for us all.

At my math and science. And it paid off. SANRAL’s scholarship

programme is helping me to pay for my schooling to

pave the way for my success.

“

”

www.sanral.co.za | 0800 SANRAL (726 725)

3527

3527 BENEFICIARY AD - Science Stars.indd 1 2014/08/12 3:13 PM

MATHS IS A LANGAUGE

Reach for the stars

FEATUREDR RAMBANE

When Dr. Thanyani Daniel

Rambane was only two years

old, polio attacked him. Before

he could reach the age of eight, he was

attacked again. But his disability was not

an inability. This was not an excuse for not

reaching for the stars.

Meeting him at his office in Pretoria, it

was like meeting a regular gentleman.

Probably that is an understatement; he is

a humble, thoughtful yet cheerful A-list

mathematics genius.

When one hears him speak, one starts to

imagine the golden generation of hard

working black students born in the 1960s

who punched above their weight in the

middle of the political unrest, immersed

themselves in the black consciousness

movement of the 1970 but yet took plea-

sure in learning. They did not allow the

circumstances of the day to be a barrier

for their dreams or their future.

During his schooling days, and before

he could be called Dr. Rambane, he out-

matched with his classmates. To save his

time and less envy and anxiety among his

classmates, he was promoted from standard

three to standard five. And later on in his

life, he would finish his PhD in Mathematics

in record time.

Now 50-year-old Dr. Rambane says, “Once

I focused on Maths, I realised that this is

what I wanted to do”.

He was not good at number crunching; he

was a rabble-rouser across all the subjects.

In fact, he dominated his classes for the

most part of his primary and secondary

school days. He was only beaten to the first

spot once, when he was in form three.

Dr. Rambane had turbulent days in primary

school, which forced him to initially enroll

in Soweto where he was born, but due to

polio, which attacked him twice by the time

he was seven years old, his father decided

to send him to Venda where he would con-

tinue with his studies there.

Due to his preserved disability, a decision

was made that he attend a special school,

but being “a regular guy with regular

friends”, he ran away from that school in

order to go to hang out with his friends at

Dr. Thanyani Daniel Rambane

By : Francis Hweshe


DR RAMBANE

a regular school.

At that time, due to the Soweto Uprisings,

he had transferred to Venda without fin-

ishing standard three. Upon enrolling in

Venda, they made him repeat standard

three, but due to his genius, in a single

year of hard work, he was promoted to

standard five.

Dr. Rambane says his high school days

were a breeze as he snatched top marks

in all subjects. In fact, when he wrote

Matric, he obtained a flawess mark of one

hundred percent in Maths. But that year,

the paper leaked and they were forced to

rewrite it. This time around, despite know-

ing all the answers, “I deliberately left

the last question worth about five marks

unanswered,” to avoid getting hundred

percent.

Dr. Rambane was not just an academic

genius; he loved sport, hence he was

referred to as the “minister of sports”. His

job was organizing sporting activities with

other schools from across the country. In

addition, he was a chess captain and mas-

ter debater. He is still a big fan of table

tennis, something he cultivated growing

up.

After Matric, he enrolled at the Medical

University of Southern Africa (Medunsa),

but dropped out after a year because

medicine was not his calling.

In pursuit of his dream, he then enrolled

at the University of Venda for a BSc in

Maths, Biology, Physics and Chemistry.

In his second year, he decided to discard

biology and in the third year dropped

chemistry in line with what he wanted to

achieve.

In his third year, he discovered that phys-

ics was becoming harder, such that in

order to pass it, he focused more on the

subject and less on Maths which was his

favourite subject.

In his final year, Maths became even

harder and for the first time in his life, he

failed the subject.

But the failure inspired him to rewrite the

subject and he passed, graduating with his

Bsc degree and further went on to do an

Honours Degree in the subject.

Despite the racism of the time, he enrolled

at the University of Potchefstroom which

was “in transition” to study for his PhD in

Maths.

But Maths was taught in Afrikaans.


FEATUREDR RAMBANE

Unmoved at an Afrikaans university he

insisted on getting the notes in Afrikaans”.

In the library he found a book, which could

translate Afrikaans to English. He then

used it to translate all the Afrikaans Maths

formulas into English.

In the end, his translations were then bor-

rowed by his Afrikaans lecturer as a blue

print to teach English speaking students.

In his third year, his lecturer even asked

him to teach applied Maths to Afrikaans

Honours students. “I taught them in

English,” he says.

When his lecturer went for a sabbatical

in the United States, he continued study-

ing instead of taking a break like other

students.

True to form, he was the first student to

finish his PhD Degree in Maths in about

three and half years, setting a record at

the university.

Currently Dr Rambane is the chief train-

ing and development officer at Statistics

South Africa. He has been with the organ-

isation for the last four years. His duties

involve travelling across the country train-

ing the entity’s staffers.

Previously, he was a lecturer at Tshwane

University of Technology (TUT) in the

Maths Department for three years. Before

then, he worked for 14 years in a similar

department at the University of Venda.

His advice to students is that they should

not allow themselves to be told by teach-

ers that Maths is a difficult subject.

He believes that even if one aims to be a

musician in life, it is better to “sing with

Maths in your head” than to regret or miss

opportunities later in life due to a failure

in the subject.

“Nobody should dictate to young people

that Maths is difficult. Don’t listen to

teachers who say Maths is difficult,” he

adds.

He also believes that the current crop of

teachers teaching Maths were not the

brightest in the subject and do not find

teaching a respectable profession.

“When I teach Maths now, I tell people that

Maths is a language that tries to explain

physical phenomena,” he highlights.

Dr Rambane dons his trademark silver

dreadlocks and loves reggae music. He even

believes that in the composition of this

music, Maths is applied.

For him, Maths is applied in our every day

living. Instead of fearing the subject, he

believes students should change their atti-

tude and embrace the subject due to the

opportunities that are available.

His philosophy is: “A fact will remain a fact even if it is ignored”.

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The love of numbers

CALCULATING A CAREER IN MATHS

CAREERS IN MATHS

Is your love of numbers, equations and

solving problems steering you towards a

career in Maths but you’re not sure how

to apply your passion to an everyday job?

Maths, even in abstract forms, is present

in all industries – including the obvious

finance and engineering industry, the med-

ical field and in the ever-advancing cyber

world of technology.

What steps should you take when you cal-

culate the profits and losses of the various

career paths in Maths? Science Stars has

compiled a brief guide to entering the

world of Maths to ignite your numerical

genius.

Maths is all about the step-by-step appli-

cation of problem solving skills, and

we suggest you take this mathematical

approach to summing up your options.

The most obvious career in Maths would

be, well, a Mathematician. The job speci-

fications? Solve problems using numbers,

data, structure, space, quantity and models.

Sound a bit daunting? Keep reading for

more options.

The other inevitable link to mathemat-

ics is the field of finance. Involved with

the way money is accumulated, managed

and spent, a career in finance relies on

a strong mathematical foundation. Add

the love of numbers to the principles of

accounting and you might have a future as

a chartered accountant.

Maths often exists as an interdisciplinary

field of study. When you add biology to

maths and divide your passion between

the natural world and the abstract world

of numbers, you get the sum of biomath-

ematics.

This career will require you to model

natural and biological processed using the

problem-solving skills that mathematical

techniques possess.

Futuristic thinkers might find a career

as a robotics engineer interesting. This

career combines Maths, Engineering and

Computer Science to design and produce

robots. If the thought of creating metallic-

skinned humans does not appeal to you,

you might want to explore more options.

Next up, we have more options in the

world of Engineering. Agricultural,

Architectural, Automotive, Biochemical,

Chemical, Electrical and Energy

Engineering all rely heavily on a good

understanding of the financial language.

With the recent advancements in the field

of Nanotechnology, you might want to con-

sider a career as a nanotechnology engi-

neering technician.

The above-mentioned careers are

merely a fraction of the sum of all

the possibilities that exist in the

equation of life. The best way to

choose your career paths in Maths

is to decide where your pas-

sion lies – whether it’s Finance,

Engineering, Technology or

Biology – Maths is sure to solve

your career problems.

Written by : Shani Rhoda


DST

platform for scientists and engineers from

all over the world to gather and reflect on

the current status of, and developments in

advanced materials, with a focus on prac-

tical applications.

“South Africa is now at the forefront of

innovative programmes to provide decent

service delivery to impoverished communi-

ties,” said Pandor, citing a sanitation proj-

ect underway in Cofimvaba in the Eastern

Cape that has attracted international

interest from respected partners such as

the Bill & Melinda Gates Foundation. The

project aims to solve sanitation problems

in this rural area by using alternative tech-

nologies.

Another project, the wireless mesh net-

work, brings Internet connectivity to rural

areas in Limpopo, Mpumalanga and the

Northern Cape, narrowing the digital

divide and enabling micro-enterprise

development in poverty-stricken areas.

Pandor added that government had

worked hard over the past 20 years to

connect knowledge generation to econom-

ic development. One of the government’s

main post-1994 goals has been to shift

South Africa’s over-reliance on a resources

economy to value-adding and knowledge-

intensive activities.

“Over the past twenty years we have built a

system that connects local government, big

business, start-up entrepreneurs, venture

capital, research organisations, higher edu-

cation institutions, further education and

training colleges, and Sector Education and

Training Authorities (SETAs).”

Human capital development was also high

on the government’s economic growth

agenda, as more and more students, espe-

cially black females, are encouraged to

choose science, engineering and research

careers.

Highlights:• Social problems need to be addressed to

drive innovation;

• Global scientists and engineers gathered

at the International Symposium;

• Programmes aimed at improving service

delivery;

• International interest is drawn to South

Africa’ s impoverished communities;

• Improved sanitation and narrowing digital

divide can aid innovation;

• Research and entrepreneurial start-ups

are supported;

• Efforts made to draw females to the stud-

ies of science, engineering and research.

SOUTH AFRICA SEEKS DEVELOPMENT THROUGH

SOCIAL CHANGEThe forefront of innovation

The Minister of Science and

Technology, Naledi Pandor, says

investing massively in innovation

can help solve some of the most critical

social problems facing the world today.

Speaking at 7th International Symposium

on Macro- and Supramolecular

Architectures and Materials Gala Dinner in

Johannesburg, the minister said the South

African government had taken the lead in

creating an innovation system to benefit

its people.

The International Symposium acts as a


MAPS AND MIRRORS

Maths Centre, a non-profit organ-

isation funded by external

donors, hosted the first ‘Maps and

Mirrors’ advocacy campaign for the Shell

Rally to Numeracy Project in the Karoo on

Thursday, 4 September 2014.

This primary school intervention project

benefited 7 schools and was made possi-

ble by generous funding from Shell South

Africa. The project was officially launched

in February this year. Teacher development

and learner progression are two pillars of

the Maths Centre intervention model.

Other key objectives of the project are:

• To ensure the Maths curriculum is cov-

ered in each grade,

• Identifying teacher gaps and improving

teachers’ conceptual as well as content

knowledge in Maths.

As part of this project, the Maths Centre

has staged the Maps and Mirrors Advocacy

Campaign. This campaign aims to create

awareness for learners – starting as early

as grade 7 - to understand how industry,

business and schools are linked with the

goal of shaping their futures.

Learners are encouraged to take a look

in the “mirror”–paying attention to their

strengths, abilities and interests - and

then use these as a basis to create a “map”

for their lives. Maps and Mirrors is, in a

sense, a replacement for the traditional

career counselling and information days

by providing a more holistic programme

for learners to engage with their future

careers.

Furthermore, this campaign also aims to

assist grade 9 learners in making the right

subject choices for grade 10. May mistak-

enly select Maths Literacy as they perceive

pure Maths to be difficult, not realising

the great long-term benefits of pure

Maths. We wish to demystify this notion by

exposing them to fun Maths and Science

activities on the day.

Maps and MirrorsThe Aim

The aim of the Maps and Mirrors Advocacy

Campaign is to prepare senior phase learn-

ers for FET by assisting grade 9 learners

with making the correct subject choices.

The campaign will also introduce learners

to the programmes that exist at tertiary

study institutions as well as opportunities

in the world of work.

MAPS AND MIRRORS A Journey for Learners in Grades 7-9


MAPS AND MIRRORS

The ConceptMaps

The aim is to help learners map out their

journey towards achieving a good Matric

pass by:

- Providing career guidance

- Goal setting and planning

- Encouraging time management

- Advice on drawing up a study plan

- Study tips for successful results

- Exposing learners to fun Maths

Science activities Mirrors

The focus is on developing leadership

skills as well as achieving personal devel-

opment:

- Knowing ‘Who am I”

- How to do self-assessment

- Motivational inserts like videos, etc.

- Health and wellbeing

- My personal development plan

The event was well attended by both

teachers and learners from various schools

as well as local stakeholders.


INSTITUTIONS

INSTITUTIONSMathematics

UNIVERSITY OF JOHANNESBURG (UJ)Bsc Applied Mathematics and Mathematical Statistics

Admission Requirements:Language of Teaching and Learning 4 (50-59%)

Other Languages 4(50-59%)

Mathematics 5 (60-69%)

Physical Science or Life Science 4 (50-59%)

UNIVERSITY OF CAPE TOWN (UCT)Bsc Applied Mathematics and Mathematical Statistics

Admission Requirements:NSC, FPS of 420

Mathematics 70% &

Physical Science 60%

NBT in Mathematics,

AL & QL to be written

UNIVERSITY OF SOUTH AFRICA (UNISA)Applied Mathematics and Statistical Science

Admission Requirements:360 Credits.

National Senior Certificate (Degree endorsement) with

at least 50% in the language of teaching and learning

Mathematics with at least 50%

Students will be streamed into the Extended

Programme depending on their Academic Point Scores

(APS).

UNIVERSITY OF THE WESTERN CAPE (UWC)Bsc Mathematical and Statistical Science

Admission Requirements:Eng HL/AL 4 (50-59%)

Another Language 3 (40-49%)

Mathematics 5 (60-69%)

Physical Science or Life Science 4 (50-59%)

30981 CSIR SP Gugu HR ol.indd 1 2014/10/20 1:24 PM


AIMS

IMAGINARY EXHIBITION AND WORKSHOP

The first ever IMAGINARY Exhibition

and Workshop held in Africa, was

hosted at AIMS South Africa in

Muizenberg from 5-7 November 2014.

The event was organised by the African

Institute for Mathematical Sciences

- Next Einstein Initiative (AIMS-NEI),

IMAGINARY and the Mathematisches

Forschungsinstitut Oberwolfach in

Germany.

The African Institute for Mathematical

Sciences (AIMS) is a pan-African network

of centres of excellence for postgraduate

education, research and outreach in math-

ematical sciences. Its mission is to enable

Africa’s brightest students to flourish as

independent thinkers, problem solvers and

innovators capable of propelling Africa’s

future scientific, educational and economic

self-sufficiency.

IMAGINARY is an interactive travelling

exhibition curated by the Mathematisches

Forschungsinstitut Oberwolfach. It pres-

ents visualisations, interactive installa-

tions, virtual realities, 3D objects and

their theoretical background in algebraic

geometry and singularity theory, in an

attractive and understandable manner.

Demonstrations for all audiences provide

insights into the theoretical background.

Learners from Muizenberg High,Windsor

High School, Fish Hoek High, Rustenburg

Girls, Cape Academy and COSAT attended

the event. Students from UCT, UWC, SU

and CPUT also visited the exhibition.

At the opening of the event, Dr Andreas

Matt, a representative from IMAGINARY

said, “we are very excited to be hosting

this exhibition in Africa for the first time.

It is also the first time that the exhibition

is being combined with a workshop to

share ideas and plan future scientific and

educational public engagement/outreach

activities with peers in Africa on maths

communication.”

The Director of AIMS South Africa, Prof

Barry Green, welcomed everyone to the

opening and said, “we are very proud to

be hosting this exhibition in our cen-

tre. Our students, local school children,

students from local universities and the

public are able to experience the unique-

ness of this exhibition.” The exhibition

featured extraordinary images and 3D

prints, and visitors had the opportunity

to talk to mathematicians, watch fasci-

nating movies, be creative at interactive

computer stations and create their own

mathematical artwork! The exhibition also

included a series of hands-on exhibits

from the UNESCO mathematics exhibition

“Experiencing Mathematics”.

A Science Slam event titled “From the Big

Bang to the Brain” took place on Friday 7

November at 2pm. The participants were

Philip Southey from UCT, Justine Nasejje

from UKZN and Savannah Nuwagaba from

Stellenbosch University. All three talks were

very interesting and Philip was announced

as the winner.

The goal of the IMAGINARY workshop

was to showcase interactive mathematics

learning tools, to work on dedicated activi-

ties for Africa, and to jointly plan future

activities. Participants in the IMAGINARY

workshop shared experiences and chal-

lenges in presenting and applying math-

ematics internationally with a focus on the

African continent. Participants were able to

network with AIMS, IMAGINARY/MFO rep-

resentatives, and other partners in the field

of mathematics and sciences; and together

they planned outreach activities in various

African countries.


AIMS


TIME TABLE

TIME TABLE12 x 12 time table, fill in the missing numbers.

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Spacecraft are launched into space on rockets and need to be monitored along the way. SANSA provides launch support and recently assisted two Mars launches – NASA’s Mars Science Laboratory and India’s Mars Orbiter Mission.

Weather in space can damage satellites and interfere with our technology like GPS, cell phones and internet. SANSA keeps a close eye on space weather to protect our technology in space and on Earth.

Images from satellites are used to develop maps and monitor natural disasters like floods and droughts.

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DST

SCIENCE AND TECHNOLOGY DEMYSTIFIED AT DST IMBIZO A career in science

Saturday, 15 November 2014, was an

important day in the lives of the

Ulundi community in the Zululand

District Municipality. The community

members and learners of KwaZulu-Natal

town had the opportunity to attend the

interactive Department of Science and

Technology (DST) imbizo held at the Old

Legislature Building.

The exhibition was led by Naledi Pandor,

Minister of Science and Technology, and

Deputy Minister, Zaneleka Magwaza-Msibi.

Aiming to create a channel through which

the government can communicate and

interact with the public, the imbizo and

exhibition provided the youth with the

essential information for a career in sci-

ence.

Along with the factual aspects, the exhibi-

tion also provided learners with practi-

cal demonstrations of what a career in

science involves. Acknowledging South

Africa’s importance on the global develop-

ment of science and technology, Minister

Pandor highlighted the collaboration

between South Africa and Australia in the

Square Kilometre Array project.

Some of the entities that attended the

exhibition and showcased their work

include the National Zoological Gardens,

the Hartebeesthoek Radio Astronomy

Observatory and the UniZulu Science

Centre.

Deputy Minister, Zaneleka Magwaza-Msibi,

linked the country’s potential economic

development to the improvement of agri-

culture. Long-term sustainability of natural

resources needs to be practiced while

developing the agriculture sector and con-

nections need to be made between local

communities, government and corporate

entities to ensure equal opportunities.

The event was attended by the Department

of Home Affairs which processed applica-

tions for identity documents and social

grants. The Departments of Basic Education,

Higher Education and Training, as well as

Social Development were also present at

the imbizo. This joint effort was taken as a

step to promote studies in the faculties of

science and technology, furthermore mak-

ing this a possibility to the learners of the

Ulundi community.


FEATUREDST

MINISTER UNVEILS R17M NANOTECH EQUIPMENT

Increase, develop and enhance

South Africa’s Minister of Science

and Technology, Naledi Pandor, had

recently introduced modern nano-

technology research equipment to the

country. The equipment, worth R17 mil-

lion, was unveiled at Rhodes University

in Grahamstown and is to be used by the

various departments of the university.

Although the equipment is stationed

at Rhodes University, it is used by vari-

ous other universities in the country,

The Council for Scientific and Industrial

Research, Mintek, as well as other coun-

tries including Kuwait, Turkey and China.

Researchers in the fields of pollution

treatment, green chemistry, forensic sci-

ences, biotechnology, energy and sustain-

able development find the Time-of-Flight

Secondary Ion Mass Spectrometer (TOF-

SIMS) useful in their development strate-

gies.

The availability of the TOF-SIMS will

reduce South Africa’s dependence on other

countries for research, at the same time

improving the research and training in the

country.

As South Africa’s research skills improve,

the skills shortages will be addressed and

this will lead to an increase in competency

in the field of research.

The 2005 National Nanotechnology

Strategy had met and the technol-

ogy goals set out in the 2002 National

Research and Development Strategy, and

had also succeeded in strengthening the

South African governments focus on the

industrial sector.

South Africa is quickly becoming one of

the leaders of nanotechnology research

worldwide thanks to the National

Nanotechnology Equipment Programme.

Along with the programme came the

establishment of modern research facili-

ties in the field, as well as the Centre for

High Resolution Transmission Electron

Microscopy based at Nelson Mandela

Metropolitan University in Port Elizabeth.

Nanotechnology research facilities are not

the sole success of the field. In addition to

the research chairs and formal teaching

programme, there have been 1 100 articles

published in peer-reviewed journals, 170

postgraduate students, 20 patents have

been filed and the near future hopes to

hold the introduction of South African nan-

otechnology-enhanced to the market.

With the increasing amount of resources

put into the development of nanotechnol-

ogy, this form of engineering at the molecu-

lar scale is soon to be a massive sector of

research and production.

SCIENCESTARS“Shaping Our Youth”

“Share Your Thoughts”/sciencestars.faceb.co.za @ScienceStars2 www.sciencestars.co.za [email protected]


FEATUREDST

DST LAUNCHES HYDROGEN FUEL

Cell power generator

The Department of Science and

Technology (DST) has joined forces

with a South African technology

company, Hot Platinum, to create a 2,5kW

fuel-cell power generator in Cape Town.

The unit will be launched at the Cape

Flats Nature Reserve, situated on the

University of Western Cape (UWC) campus

in Bellville. The initiative forms part of

DST’s National Hydrogen and Fuel Cell

Technologies Research, Development and

Innovation Strategy (HySA).

The project aims to use local resources to

further knowledge on the topic, and to aid

the development of sustainable activities

in hydrogen and fuel-cell technologies.

The hydrogen fuel-cell power generator

serves two main purposes: it will reduce

the country’s dependence on imported

oil, and it will reduce the greenhouse gas

emissions which cause global warming.

The generator will make use of both hydro-

gen and fuel cells to produce electricity,

and the hydrogen will store this energy and

converts it to its useable form.

South Africa is synonymous to innovation in

terms of the global advancement of science

and technology. The increased emphasis on

these fields, and the improvement of the

necessary skills, might lead to the econom-

ically-beneficial role of hydrogen and fuel-

cell technologies in the country.


DST

GALLERY


FEATUREPROF MIKE BRUTON

SOUTH AFRICAN INVENTOR WITH TUNNEL VISIONThe Greathead Shield

James Henry Greathead, one of South

Africa’s greatest early engineers, was

born in Grahamstown in 1844. Born

as the grandson of an 1820 Settler, he

was educated at St Andrew’s College in

Grahamstown, Diocesan College (Bishop’s)

in Cape Town and Westbourne College

School in London.

Greathead relocated to England in 1859 at

the age of 15 years where he was appren-

ticed to the famous British Engineer, Peter

Barlow, and became extensively involved

in the development of the new traction

and eventually electric underground rail-

way network in London.

His most famous inventions were the

‘Greathead Shield for Underground

Tunneling’ (1869) and the ‘Greathead

Grouting Machine’ (1891), which were

extensively used for the development of

the underground railway system in central

London, Liverpool and elsewhere in the

United Kingdom. He essentially invented

the equipment that was used to burrow

the tunnels for the London Underground.

The Greathead Shield was an innovative

adaptation of a tunneling shield invented

by the legendary French-born British

engineer, Marc Brunel. This invention was

used in the construction of the first tunnel

running beneath the Thames River between

1825 and 1843. This project, which ended

in disaster and lead to the loss of 10 lives,

had been extremely costly and progressed

slowly.

In 1867, Peter Barlow proposed, as a relief

for London’s increasingly congested road

traffic, that a system of underground rail-

ways in ‘tubes’ should be constructed using

shields and lined with cast iron segments.

However, no contractor could be found to

undertake the work, mainly due to memo-

ries of the tragic loss of life in Brunel’s

tunnel. Greathead, then only 24 years old,

courageously tendered for the construction

of the shafts and tunnel using his newly

devised cylindrical wrought iron tunnelling

shield. He won the contract and construc-

tion on the Tower Subway began in 1869. It

was opened in 1870 - the first underground

tube railway in the world.

Greathead’s shield was effectively a sleeve

as large as the tunnel, which, as the exca-

vation proceeded, was forced ahead to act

both as a ring shaped cutter and a protec-

tion for the workmen. It moved forward

in one piece, unlike Brunel’s large and

unwieldy rectangular shield, which had to

be dismantled every time it was moved and

weighed over 120 tons..

Written By : Prof Mike Bruton


PROF MIKE BRUTON

The Greathead Shield was inched forward

as the working face of the tunnel was

excavated, while behind it a permanent

tunnel lining of cast iron rings was fit-

ted into place, also an important innova-

tion by Greathead. He patented many of

his improvements to tunnel engineering,

including the use of compressed air and

forward propulsion by hydraulic jacks, both

of which are now standard features of tun-

nel construction worldwide.

Greathead’s tunnelling shield solved both

the problem of expensive, slow and danger-

ous tunnelling under rivers and the prob-

lem of disruptive construction by cut and

cover methods of underground railways in

cities.

Later, Greathead was the resident engineer

on the City & South London Railway (now

part of the Northern Line), the world’s

first underground electric railway which

was established in 1890. As a result of

the electrical expertise he developed on

this railway, he was then appointed as the

Joint Engineer on the Liverpool Overhead

Railway, the first overhead electric rail-

way in the world. Greathead worked with

many famous British engineers, including

Sir Douglas Fox, W.R. Galbraith, Sir John

Fowler and Sir Benjamin Baker, all of whom

respected and admired his innovative work.

At the time, he was known as “the practical

author of the great London Tube Railway”.

Greathead died of cancer in London in 1896

at the age of 52 years, and is commemo-

rated by a 3-metre tall bronze statue by

James Butler, unveiled by the Lord Mayor of

London next to the Royal Exchange in 1994.

The recent refurbishment of Bank

Stationled to the discovery of a section of

the original Greathead Shield, found adja-

cent to the Waterloo & City Railway. This

section has been refurbished, and a brass

plate was erected as a further memorial

to the extraordinary achievements of this

great South African inventor.


MATHS

FACTS

MATHS FACTS

A clock never show-ing right time might be preferable to the one showing right time twice a day

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11If you write out pi to two decimal places, when you flip it backwards it spells “pie”

In a room of just 23 peo-ple there’s a 50% chance that two people have the same birthday

Zero is the only number that can’t be represent-ed in Roman numerals

555 is used by some in Thailand as slang for “hahaha”, because the word for “five” is pro-nounced “ha”

Among all shapes with the same perimeter a circle has the largest area

Four is the only num-ber in the English lan-guage with the same number of letters as the number itself

The easiest way to remember the value of Pi is to count the number of letters in each word in “May I have a large container of coffee’

The = sign was invented by Welsh Mathematician, Robert Recorde

The signs + and – were used as early as 1489 A.D.

“Maths anxiety” is a phe-nomenon that makes people perform badly at maths simply because they tend to avoid the subject due to the negative stigma attached to Maths

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DOWNCROSSWORD PUZZLE

SUDOKUEach horizontal, vertical and 3 x 3 square should contain all the numbers from 1 to 9 , with no repeats.

1. What is this symbol called (%) ?

2. What do you call lines that intersect a

single point?

3. What is the term given to the perim-

eter around a circle?

4. What is the bigger number, a googal

or a billion?

5. If the absolute value of a numerator

is less than the absolute value of the

denominator, then the fraction is?

6. Is it possible to draw a triangle with

two obtuse angles?

7. How many straight lines can pass

through a point?

ACROSS

PUZZLE

1. What is used to measure angles?

2. What is the name of the manual calculating device which consists

of beads?

3. If the real part of a complex number is zero, then what would you

say about the complex number?

4. Expressing the equality of two ratios is called?

5. Which traingle are all three sides and all three angles congreuent?

6. What is the name of the longest side of a right angle triangle?

SUDOKU 12/11/14


ASTRO QUIZ ANSWERS

Round 3 answersASTRO QUIZ1 The reason why we have day and night on Earth is due to the __________ 2. Rotation of the Earth

2 Who was the first astronaut to perform a spacewalk in March 1965? 2. Alan Shepard

3 Yuri Gagarin, the first man in space orbited the Earth once in 1961. Two years later, the first woman in space orbited our planet … 3. 48 times

4 A combination of the following factors causes the Moon to appear the same size in the sky as the Sun. 1. Its size and distance from the Earth

5 An astronomical event that occurs twice each year as the Sun reaches its highest or lowest excursion relative to the celestial equator on the celestial sphere is called a/an________ 1. Solstice

6 If your weight on Earth is 50 kg, what would your approximate weight be on the Sun and on the Moon? 4. 1353 kg (Sun) and 8 kg (Moon)

1 Who discovered that each black hole has a characteristic tem-perature and radiates energy? 2. Stephen Hawking

2 The Square Kilometre Array is a _______ telescope. 1. Radio

3 Which woman astronomer discovered that variable stars known as Cepheids could be used as distance markers? 1. Henrietta Swan Leavitt

4 Which planet was accidentally discovered in 1930? 1. Pluto

5 What is the name of the US spacecraft that arrived at Venus and stayed there for a year in 1990? 4. Magellan

6 If the Moon revolves the Earth at a speed of 1,02 km/h, approxi-mately how long will it take to go completely around the Earth? 1. 27, 3 days

7 What are quasars? 2. Unusual galaxies

8 A combination of the following factors causes the Moon to appear the same size in the sky as the Sun. 1. Its size and distance from the Earth

7 What is the popular name for the robot geologist that NASA use for exploration on Mars? 4. Rovers

8 Which of the following will you NOT find in our Solar System? 2. White Dwarf

9 Which of the following statements is true about a comet’s tail? 3. Always trails behind the comet

10 Why the Moon is not considered a planet? It is because 3. It orbits the Earth

11 If your age on Earth is 14 years, how old will you be on planet Venus? 3. More than 14 Venusian years

12 How was Pluto discovered? 3. By Clyde Tombaugh photographing the same region of the sky

on two successive nights in 1930, seeing shifts in a point of light

9 During a total solar eclipse the Moon’s shadow causes a narrow path of total darkness across the Earth. What is this path of total shadow called? 1. Umbra

10 What do scientists think will be found in the centre of the Milky Way? 2. A supermassive black hole

11 Name the astronomer who discovered pulsars in 1967. 4. Jocelyn Bell- Burnell

12 The spacecraft Dawn is on its way to investigate two Solar System objects. Which objects are these ? 2. Ceres and Vesta

13 Jupiter has a moon that is larger than planet Mercury. What is it called? 4. Ganymede

TIE BREAKERS2. 2 Alan Leonov

3. 2 37 times

4. 1 Its size and distance from the Earth

5. 2 Equinox

TIE BREAKERS1. 2 Stephen Hawking2. 2 Refractor 3. 2 Cecilia Payne Gaposchkin 4. 2 Saturn5. 2 Surveyor

Round 4 answersASTRO QUIZ ?

?

?

?


A V O N R E P U S I T E

A C G S B U E Z I E S T

D A A R I T T E L P E I

Y I L I O S L E I L N L

A D A L P I S L M A O E

W O X M L C C X I N I T

Y Z Y L O E A I L E T A

K M I P R K P N P T A S

L O E A T S T A R S T I

I N L N O E S I S E O N

M O K G R A V I T Y R S

S M Y M O N O R T S A T

ANSWERS

CROSSWORD PUZZLE

WORD SEARCHANSWERSAstronomy in science magazine

THE INFINITE JOURNEYTO ASTRONOMY

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DST

LIGHTING UP SOUTH AFRICA

The state of energy

Inadequate coordination, insufficient funding and skills short-

ages threaten South Africa’s energy future. These are among

the findings of a consensus study entitled The State of Energy

Research in South Africa released by the Academy of Science of

South Africa.

The Academy of Science of South Africa (ASSAf) is mandated

to provide evidence-based advice to government on matters of

critical national importance.

The study has followed the traditional Academy consensus study

methodology, in which a panel of experts, guided by the panel

chair, undertakes the study on a voluntary basis. The advantage

of this multi-perspective approach is that it is free of partisan

interest. As a result, the findings and recommendations are the

best considered outcomes in the circumstances.

This report is the result of the collaborative work of a six-

member ASSAf study panel. The study panel members were:

Professor Frederik van Niekerk (Chair), Professor Susan Harrison,

Dr Nelson Ijumba, Dr Steve Lennon, Professor Regina Maphanga

and Professor Wikus van Niekerk.

The study aimed to improve the understanding of the energy

research landscape in South Africa in order to support the South

African National Energy Development Institute (SANEDI) in

fulfilling its functions in terms of energy research support and

co-ordination. The study is seen as an important baseline assess-

ment that can inform future energy research investment in the

country.

According to the study report, investments in coal research and

development are inadequate despite the fact that coal will

dominate South Africa’s energy supply for the foreseeable future.


DST

Clean coal technologies are also not suffi-

ciently funded, carbon capture and storage

research programmes are insufficient and

the bulk of coal research and development

(R&D) is being performed by only four

entities.

Key recommendations of the study relate

to a formal coordination mechanism to

guide energy and energy-related R&D

investment, increased funding and the pri-

oritisation of human capital development

in the sector.

The study proposes that government

departments with an energy budget estab-

lish a formal coordination mechanism, in

accordance with the recommendations

of the National Development Plan (NDP),

with a mandate to steer, plan and coor-

dinate energy and energy-related R&D

funded with public money, eliminate gaps

and overlaps, taking into account national

imperatives and priorities.

It is also recommended that an Energy

Research and Development Desk be estab-

lished to give effect to a co-ordination

mechanism.

With regard to funding, the study recom-

mends that a more substantial portion of

the national R&D vote should be allocat-

ed to energy and energy-related research

in line with national priorities. At least

1.5% of the fiscal appropriation should be

earmarked for R&D support with a higher

proportion of this allocated for energy

than at present.

A recurring finding of the study is that

human capital development in energy

and energy-related research is insufficient

despite the prominence given to energy in

policy documents. It is recommended that

human capital development for energy

areas aligned with the national energy

agenda needs to be prioritised through

the establishment of more research chairs,

centres of competence and centres of

excellence.

Other findings and recommendations of the study are:

• Gas: Significant R&D is needed in shale

gas, which has the potential to provide a

lower carbon medium-term energy future

for South Africa. Research is needed on

exploitation of the resource, techno-

economic evaluations of exploitation

pathways, environmental and other risks,

risk abatement strategies and beneficiation

strategies.

• Renewable energy: Significant R&D

investment is needed to meet national

targets and the penetration of renewable

energy in South Africa should be increased

through appropriate mechanisms. Better

coordination is needed to avoid fragmenta-

tion of R&D efforts.

• Nuclear energy: The implications of

delaying the nuclear decision in terms of

the country’s capability to support (any part

of) the nuclear cycle, have to be evaluated

and compared with alternative energy sup-

ply options.

• Energy efficiency: In spite of energy

efficiency measures, the commitment to

and adoption of energy efficient measures

should be increased, inter alia by improving

awareness and understanding of energy

efficiency and effective incentives for par-

ticipation in energy saving.

• Energy economy and policy:

Comprehensive techno-economic feasibility

studies are needed to inform the national

energy R&D agenda, as well as the plan-

ning and legislative environment needed

for effective implementation on a path to

lower carbon and energy intensity.

Highlights:• Threats to South Africa’s future in ener-

gy development;

• Inadequate coal research and develop-

ment;

• Need for energy coordination mecha-

nism;

• Increased funding for energy and ener-

gy-related research is needed;

• Need for research on resource exploita-

tion;

• Options for alternative energy supply

options should be researched;

• Improved environmental legislation

should be implemented.

Celebrating Water for ALL

The Trans-Caledon Tunnel Authority (TCTA) is proud to contribute towards a system which aims to deliver a sustainable water supply across Southern Africa.

Our specialist skills, from sourcing project finance to planning, design and construction, place TCTA in the ideal position to facilitate development of bulk raw water infrastructure.

From an initial single project, TCTA now manages the following list of Projects: the Lesotho Highlands Water Project Phase 1; the Berg Water Project (Western Cape); the Vaal River Eastern Subsystem Augmentation Project (Mpumalanga); the Mooi-Mgeni Transfer Scheme Phase 2 (KZN Midlands); the Olifants River Water Resource Development Project Phase 2 (Limpopo); the Mokolo-Crocodile (West) Water Augmentation Project (Limpopo); the Komati Water Scheme Augmentation Project (Mpumalanga), the Acid Mine Drainage Project (Gauteng) and the Metsi Bophelo Borehole Project (across six provinces).

For more information on TCTA visit: www.tcta.co.za or Call +27 12 683 1200

TCTA is a state-owned entity responsible for bulk raw water infrastructure development

TCTA Career Opportunities

TCTA’s Project Naledi Bursary and Internship Scheme is a skills development intervention with the objective of ensuring a sustainable supply of trained and skilled individuals to meet its future human resource needs. The project is a response to government’s developmental agenda of creating a pool of skilled employees and to ensure that the country is competitive in the global economy.

The project intends to:• Identify deserving and capable youth from

disadvantaged communities;• Recruit candidates into engineering, project

management, finance and accounting disciplines;• Support the candidates throughout their studies by

providing academic tutoring and mentoring;• Provide specific and on-going support to the students

that enter into accounting and engineering fields through regular follow-up sessions; and

• Develop a model for increasing participation of youth into the scarce skills category.

In light of the above, TCTA offers bursaries to candidates who are planning to undertake undergraduate studies at institutions of higher learning in South Africa.

We consider applications for the following core fields of study: • Civil/Mechanical Engineering• Environmental Science/Management• Business Science (Finance)• Banking/Economic Science• Sanitation and WaterAll the above services are in support of government’s development agenda to make a better life for all. TCTA is committed to assisting government to achieve its socio-economic objectives.


AIMING FOR A CAREER IN MATHS

Making a difference

Mathematics underpins most

aspects of modern life - infor-

mation and communication

technology, genetics, medicine, finance,

demographics and planning. The African

Institute for Mathematical Sciences (AIMS)

draws bright young Africans into math-

ematical and scientific careers ranging

from software or robotic engineering to

nuclear physics, marine science, genetics,

ecology, astronomy, biomathematics, cryp-

tography, research, financial mathematics

and business.

In order to join AIMS and make these

exciting career choices, your first step is

to get good marks in mathematics in high

school and then complete a 4-year univer-

sity degree in mathematics, or any science

or engineering subject with a significant

mathematics component. You can then

apply for the AIMS one-year postgradu-

ate Structured Master’s in Mathematical

Sciences. There are no course fees for

successful applicants and full bursaries

covering tuition, accommodation, meals

and travel costsare awarded to successful

applicants from African countries.

But why choose to come to AIMS?

“AIMS gives almost guaranteed opportu-

nities and hopes of a successful future

to many young scientists across Africa.

AIMS allows you to scope a lot of use-

ful concepts about your life, your future

profession (which is not only academic)

and your social life. Your knowledge will

be diversified allowing you to choose your

area of expertise with confidence. It is

very challenging and exciting, and there is

enough support for everyone to succeed,”

says Matthews Sejeso. Sejeso is a 2013

AIMS graduate from Taung in the North

West Province who is currently completing

a Research Master’s at Wits.

Has AIMS been successful?AIMS is a pan-African network of centres

of excellence for postgraduate education,

research and outreach in mathematical

sciences. Its mission is to enable Africa’s

brightest students to flourish as inde-

pendent thinkers, problem solvers and

innovators capable of propelling Africa’s

future scientific, educational and economic

self-sufficiency.

Since being founded in Cape Town in

2003, AIMS centres have opened in

Senegal (2011), Ghana (2012), Cameroon

(2013) and Tanzania (2014). The AIMS

centres are coordinated by the AIMS Next-

Einstein Initiative (AIMS-NEI). More infor-

mation is available online at www.nextein-

stein.org.

There are now 749 AIMS alumni (includ-

ing 229 women) from 42 African countries

throughout the world contributing to cut-

ting edge research, continuing their post-

AIMS academic studies or launching pro-

gressive careers using their mathematical

science training.

AIMS South Africa is located in Muizenberg.

The main building is a self-contained

residential centre with excellent computer,

library and lecturing facilities. Lecturers and

students live and dine in the main building,

allowing for maximum contact time in an

informal setting.

The Structured Master’s is taught by

outstanding international and local lec-

turers and is formally accredited by the

Universities of Cape Town, Stellenbosch,

and the Western Cape. The programme is

taught in association with the faculty of the

Universities of Cambridge, Oxford and Paris

Sud XI. There are two intakes a year, in

January and August.

AIMS ADVERTORIAL

Financial Mathematics workshop


The programme is divided into three phases:1. The skills phase builds a common core

set of problem-solving skills: estimation,

computation, approximations, modelling,

data analysis and statistics.

2. The review phase allows students to

apply these skills in some of the most

exciting areas of science.

3. The final phase involves preparation of

a research project under the supervision

of an expert researcher. Research initi-

ated in these projects often develops into

further postgraduate research work after

AIMS.

For the past six years, AIMS South

Africa has also offered courses towards

Stellenbosch University’s (SU) Honours in

Mathematics programme with a focus in

Biomathematics. Students spend the first

half of the year at AIMS and the second

half at SU.

AIMS South Africa also has a Research

Centre (launched in 2008) which con-

tributes to research output and capacity

building in South Africa and on the conti-

nent through research activities, student

training, workshops, conferences and a

successful visitor’s programme which

enables mathematical scientists to work

together and interact with local, pan-Afri-

can and other international researchers.

The research conducted has a strong focus

on cutting-edge topics which relate to

mathematical modelling in a multi-disci-

plinary context. In particular those most

relevant to African development, espe-

cially in fields where scientists in Africa

have a competitive advantage and can do

world-leading research.

The present focus areas are:

• Cosmology and Astrophysics,

• Mathematical and Physical Biosciences,

• Mathematical Finance,

• Mathematical Foundations and

Scientific Computing.

Advancing education with AIMS

As part of its outreach and public engage-

ment programme, AIMS South Africa

also has a Schools Enrichment Centre

(AIMSSEC). The main objectives of this

programme are to advance educational

opportunities for previously disadvantaged

and rural communities, to introduce new

skills to teaching and learning mathematics

and to raise the standards of mathematics

teaching in South Africa. AIMSSEC promotes

active enquiry based learning, mathemati-

cal thinking, communication and problem-

solving skills.

To spread the benefits of this work more

widely, AIMSSEC runs professional devel-

opment courses for teachers from disad-

vantaged rural and township schools and

empowers them to train other teachers

in their areas. AIMSSEC blended learning

courses for primary and secondary teachers,

subject advisors and field trainers from all

over South Africa combine residential units,

home-study, regularly marked assignments,

online learning and TV broadcasts and

examinations for qualifications awarded by

AIMS South Africa in collaboration with the

Stellenbosch University and the University

of Fort Hare.

Since its inception, a total of 1240 teach-

ers have taken the AIMSSEC three-month

Mathematical Thinking (MT) course. This

course acts as a prerequisite for the two

year AIMSSEC Advanced Certificate in

Education (ACE) course which has a focus

on subject leader training and now has 144

graduates.

AIMSSEC runs world-class courses staffed

FEATUREAIMS ADVERTORIAL

Workshop MISG study groups

AIMSSEC


by a strong local team together with an

international team of over 50 academics

who lecture as unpaid volunteers, and this

also makes the work of AIMSSEC more

cost effective. AIMSSEC ACE graduates

make a valuable contribution as teaching

assistants.

In addition to professional development

for teachers, AIMSSEC is also involved in

research. The first major research project

being undertaken is called ‘Improving

Progress through Formative Assessment

in Science and Mathematics Education

(FaSMEd). The project, which began in

January 2014, will end in December 2016.

It is funded by the European Union under

the 7th Framework Programme (FP7) and

involves eight partners from European

countries and one South African partner

(AIMSSEC).

AIMSSEC also organises public lectures,

local teacher workshops, master classes

and special events for learners, and con-

tributes to maths clubs in schools.

What past students have to say about these programmes:“By the time I completed this course I

was enriched not just in mathematics but

teaching as a whole.” - Jacky Johnson (MT

FP 2014)

“The problem solving approach I have

been taught helped me a lot in solving

problems I never thought I could be able

to solve. Visualisation is going to help

my learners too.” - Thobeka Thelma Bobo-

Gqibitole (ACE IP 2014)

“At AIMS I gained a lot of skills and impor-

tant life experiences. For instance, problem

solving, computing, research paper writing skills

and the power of networking in academia. AIMS

changed my view of science. Before, I used to

see mathematics as a set of problems that

needed solving, but now it is a set of tools that

I can use to solve other life’s problems.” - Tendai

Mugwagwa from Zimbabwe (2003 AIMS gradu-

ate; currently a research associate at Imperial

College in London and a research associate at

the Health Protection Agency).

For more information please visit:

www.aims.ac.za

AIMS ADVERTORIAL

Examples of workshops and confer-ences hosted at AIMS South Africa include:

• Mathematics Iff Computing workshop held in

July 2014. 37 South African 3rd year or honours

students attended this workshop which taught

students programming and how to use the

software required.

Quotes from students who attended the

workshop: “The idea and the spirit behind

this workshop I must say is awesome, the way

the lecturers contributed to the workshop it

seemed like it was a calling for them rather

than a job or something they’ve been asked to

do and that kind of a spirit is very stimulating

and exciting.” “The workshop was excellent

I’ve learnt a lot and I’m starting to develop an

interest in Python language.”

• IMO Training Camp 58 contestants from

12 African countries gathered at AIMS South

Africa for a final training camp from 30 June

to 6 July 2014, the objective of the camp was

to expose as many learners to mathematical

problems and how to approach it with the best

possible solution.

• The first ever IMAGINARY Exhibition-

Workshop held in Africa from 5 to 7

November 2014, was hosted at AIMS South

Africa. The event was organized by the

African Institute for Mathematical Sciences - Next

Einstein Initiative (AIMS-NEI), IMAGINARY and the

MathematischesForschungsinstitutOberwolfach in

Germany. tive mathematics learning tools, to work

on dedicated activities for Africa, and to jointly plan

future activities. A Science Slam event titled “From

the Big Bang to the Brain” also took place on Friday

7 November.

• On the 12 to 16 January 2015 a five day work-

shop was held with academic researchers and

graduate students who worked collaboratively

on problems submitted by local industry. This

workshop was preceded by a four day graduate

workshop where the problems are introduced and

studied prior to the event.

Wavelets Subdivision class

www.maties.com

Are you creative and eager to explore? So is Stellenbosch University.

Do you see the world as your classroom and your future as yours to shape?

Stellenbosch University does. Are you driven to make a difference?

Then Stellenbosch is the place for you.

Bran

ding |

www

.gstud

io.co

.zaYOU UNLIMITED

StellenboschUniversity.What setsus apart?


MATHS ADVICE

CURING MATH ORNERINESS

Opening doors to opportunitiesWritten By : Donovan Goliath

Hello, and welcome to a brand new

year. Make sure that you fill the

pages of the new 2015 book with

your goals and work towards achieving

them. Along with a brand new year comes

a brand new word – orneriness. Orneriness

is a synonym for grumpiness. People are

constantly emphasising the difficulty

of Math, forming a severe case of Math

Orneriness, or Math Grumpiness. Science

Stars has come up with a few tips on how

to cure your case of Math Orneriness and

succeed in the upcoming academic year.

A brief lesson in history will reveal that

our country’s poor showing in Maths and

Science is not a new obstacle. In compari-

son to other countries, South Africa still

has some equations to solve in curing the

high levels of Math Orneriness. However,

more and more interest in the subject

is being generated, leading to endless

opportunities for all who pursue it.

The symptoms of Math Orneriness are

picked up at an early stage of the academ-

ic career and often remain present until

the start of a career. The ability to feel

comfortable with numbers is a crucial skill

for people at all levels in business but it

is a the fact that many people have nega-

tive experiences at school that leave them

with high levels of anxiety in dealing with

numbers. These feelings of insecurity follow

them into their careers, causing self-doubt

in their working abilities.

Understanding Math is a pitfall for count-

less adults in South Africa who experience

failure and confusion in trying to make the

world of numbers add up. The result is that

they often feel inadequate and incompetent

in both their careers and private lives. Math

Orneriness is a reality for many people. So,

how do you deal with it?

A good understanding of all the chapters

of Math is required in many fields of study.

But, where does one actually use algebra,

trigonometry, calculus, and other forms

of higher Math? For students wanting to

study science, electronics, commerce, phys-

ics, medicine or various other fields in a

college or university, the formulas learnt in

these chapters are essential.

Considering the reality that many young-

sters in ninth or tenth grade aren’t yet

certain what they want to do after school, it

is advisable that you establish a solid foun-

dation in Math before leaving high school.

Take the recommended doses highlighted

below on a daily basis and you’ll be on your

way to a healthy life of Math.

Seek out people who feel positive about


FEATUREMATHS ADVICE

Math. It is expressed negatively by lots of

people. Seek out those who love it, those

who have walked its path and succeeded,

and embark on your journey out of Math

Orneriness.

Mistakes should be VALUED, because

they actually help our brains GROW. Don’t

put someone down if they give a wrong

answer; rather focus on identifying where

they went wrong and improve their

approach.

Take the emphasis off of tests. Tests are

a part of school but it isn’t the ultimate

goal. The TRUE goals of school mathemat-

ics are that the students be able to use

math in real life and that they are pre-

pared for higher education.

Math is not “unlearnable” or a difficult

subject. It has been proven by scientists

that children with normal intelligence

CAN learn ALL the math presented in the

grade school curriculum. Do you have a

fixed mindset towards your intelligence

and learning, believing that “smarts are

fixed” and cannot be changed? Change

that mindset!

Show children that Math is a CREATIVE

subject. Learning Math is more similar to

learning music or art than it is to learning

history or biology. The basic facts of Math

(or music) are true and do not change, BUT

the way we solve math problems presents

a lot of variability!

Find good reasons to study math!

Motivate yourself by establishing where

math is needed. Find everyday applica-

tions of math. For example, basic math

such as estimating prices and totals (when

shopping), fractions (in cooking), decimals

(calculating money), and measuring skills

(sewing, woodwork) are necessary in every-

day life. Percentages, large numbers, and

basic statistics are essential in order to

understand information in newspapers and

school books.


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Which prime number falls after 31?

If a triangle has one angle of 60 degrees, a sec-ond angle of 90 degrees, how many degrees would the third angle measure?

When added together, what do the visible num-ber on a standard dartboard total?

What is the name of the longest side of a right angle triangle, opposite the right angle?

How many zeros are there in one billion?

How many feet are there in a yard?

How many square feet are there in an acre?

How many prime numbers occur from 11 to 19?

What is one sixth of 6300?

What is 0.75 as the lowest possible fraction?

How many hours are there in seven days?

What do the numbers 16, 25 and 36 have in common?

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At Engen, we want to give you some extra encouragement during your final exams because we understand that education is the first step to a brighter future. That’s one of the reasons why we invest in subjects that will be of long-term value to our business and South Africa. For nearly 3 decades, Engen Maths and Science Schools have provided extra tuition to learners in grades 10 to 12 across the country. Engen wishes you every success for your final matric exams.

Exercise and eat correctly to combat stress.

If the workload is too big, join a study group. But make sure you actually study.

Don’t postpone difficult topics

when studying - tackle the hard

bits first.

Don’t procrastinate!

Good luck!

Studytips

Draw up a study

timetable.

Create a study environment free from

clutter and distractions.

Get a decent night’s sleep. It helps with your concentration.Use tables,

flowcharts and figures - pictures can help you remember

facts.Go over as many past papers as you can.

Get up a little earlier on the morning of an exam - it will allow

you time to have a proper breakfast and you will feel calm when you

arrive at your exam venue.

Make flashcards, use acronyms, sing jingles - anything to help you remember.

www.engenoil.com/education

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