chycho

Update to the About Page

2012-01-28T14:08:00.000-08:00

The following items have been added to the About Page. Direct link to the Table of Contents for the math videos available at: The Language of Mathematics: Table of Contents.

Peace,

chycho

Teachers Worth Learning From

Richard Stallman

Documents and Articles Worth Noting

Comics and Graphic Novels

Documentaries Worth Watching

Lectures and Interviews that Amaze

Music Worth Listening To

Live Electronic Music to Attend

Animation to Blow Your Mind

Art Worth Viewing

News Worth Scanning

Movies Worth The Time

Resources and Tools

Introduction to Ratios, and Their Relationship to Fractions: The Language of Mathematics IV (147)

2011-09-20T15:50:00.000-07:00

Note: Table of Contents for the math videos available through the About Page (direct LINK).

Erowid

www.erowid.org

Per Wessmark

www.wessmark.com

Systems, SI Units, and a Conversion Table for Colored Squares and Triangles: The Language of Mathematics IV (146)

2011-08-27T17:54:00.000-07:00

Note: Table of Contents for the math videos available through the About Page (direct LINK).

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

Units: Introduction and Prerequisites: The Language of Mathematics IV (145)

2011-08-15T07:35:00.000-07:00

Note: Table of Contents for the math videos available through the About Page (direct LINK).

Erowid

www.erowid.org

Per Wessmark

www.wessmark.com

Introduction to Series IV: The Language of Mathematics IV (144)

2011-08-10T18:33:00.000-07:00

Note: Table of Contents for the math videos available through the About Page (direct LINK).

Erowid

www.erowid.org

Per Wessmark

www.wessmark.com

Update to the About Page

2011-08-03T20:36:00.000-07:00

The following pic and items have been added to the About Page. Direct link to the Table of Contents for the math videos at: The Language of Mathematics: Table of Contents.

Peace,

chycho

From the series, "Shots in the Dark" by Jonathan Dy.

Teachers Worth Learning From

Isaac Asimov

Laurel and Hardy

Charlie Chaplin

Richard Feynman

Comics and Graphic Novels

“Batman: Year 100” by Paul Pope and José Villarrubia

Matt Wagner's Grendel

Sergio Aragones' Groo: “Death and Taxes”

The Books of Magic (mini-series)

Tekkon Kinkreet

Programs Worth Having

Word processor

Spreadsheet

Documentaries Worth Watching

WikiRebels

Collapse

Detroit Techno - The Creation of Techno Music

Helvetica

BBC Horizon (2011) - What is Reality

Lectures That Amaze

MIT Physics Lecture: Electromagnetism, #31: Rainbows, by Professor Lewin

The Nature of Reality

Marcin Jakubowski: Open-sourced blueprints for civilization

Dan Ariely asks, Are we in control of our decisions?

Chris Martenson at InnoTown® 9 - 10 June 2010 (Energy, Peak oil)

Music Worth Listening To

Noisia

Carl Craig

Chinese Man

Carlo Lio

Parov Stelar

Bonobo

Birdy Nam Nam

Sepultura

Liquid Tension Experiment

Gojira

Live Electronic Music to Attend

Carl Craig

Mike McSuede

Theo Parrish

Tj Hooker

Sander Kleinenberg

Animation to Blow Your Mind

Dead Leaves

The Illusionist

Highschool of the Dead

Watership Down

The Boondocks

The External World

Avatar: The Last Airbender

Art Worth Viewing

Kris Kuksi

News Worth Scanning

Press TV

Aljazeera

Reuters

Bloomberg

Movies Worth The Time

Black Swan

Cross of Iron

Torrent now available for Series IIIb: The Language of Mathematics (143)

2011-05-27T11:18:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Direct link to the Table of Contents

chycho.blogspot.com/2010/01/language-of-mathematics-table-of.html

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

Table of Contents for Series IIIb now available

2011-04-25T10:52:00.000-07:00

The Table of Contents for Series IIIb is provided below. Full table of contents for all the videos related to The Language of Mathematics available at “The Language of Mathematics: Table of Contents” and through the About Page.

Table of Contents for Series IIIb

Section 1: Recaps and Introductions

(97): Recap of Series I, II, and IIIa

(98): Introduction to Series IIIb

(105): Why Do We Factor? Introduction to Factoring Polynomials

(122): Factoring Polynomials, a Graphical Representation

Section 2: Difference of Squares

Continues from Section 5 of Series IIIa

Lesson 1:

(99): Factoring: Part 6 - Difference of Squares (Part 1)

(100): Factoring: Part 7 - Difference of Squares (Part 2), 6 Examples

(101): Factoring: Part 8 - Difference of Squares (Part 3), Be Careful With The Following

Lesson 2:

(102): Difference of Squares: Solving Equations, a Graphical Representation (Part 1)

(103): Difference of Squares: Solving Equations, a Graphical Representation (Part 2)

(104): Difference of Squares: Solving Equations, a Graphical Representation (Part 3)

Section 3: Factoring Complex Trinomials using the 4-Step Method

(106): Factoring: Part 9 - Complex Trinomials (Part 1), 4-Step Method

(107): Factoring: Part 10 - Complex Trinomials (Part 2), 4-Step Method

(108): Factoring: Part 11 - Complex Trinomials (Part 3), 4-Step Method - Ex. #2

(109): Factoring: Part 12 - Complex Trinomials (Part 4), 4-Step Method - Ex. #3

Section 4: The Quadratic Formula

(110): Factoring: Part 13 - Quadratic Formula (Part 1): Introduction

(111): Factoring: Part 14 - Quadratic Formula (Part 2): Ex. #1

(112): Factoring: Part 15 - Quadratic Formula (Part 3): Ex. #2 & #3

Section 5: The Let Statement

(113): Factoring: Part 16: Let Statement (Part 1): Substitution

(114): Factoring: Part 17: Let Statement (Part 2): Quadratic Formula

(115): Factoring: Part 18: Let Statement (Part 3): Quadratic Formula

(116): Factoring: Part 19: Let Statement (Part 4): Quadratic Formula, Checking Solutions

Section 6: Synthetic Division and The Division Statement

Lesson 1:

(117): Factoring Part 20: Synthetic Division Part 1: Introduction

(118): Factoring Part 21: Synthetic Division Part 2: Long Division, The Division Statement

(119): Factoring Part 22: Synthetic Division Part 3: The Division Statement

Lesson 2:

(120): Factoring Part 23: Synthetic Division Part 4: Polynomial Long Division (Part 1)

(121): Factoring Part 24: Synthetic Division Part 5: Polynomial Long Division (Part 2)

(123): Factoring Part 25: Synthetic Division Part 6: Polynomial Long Division (Part 3)

(124): Factoring Part 26: Synthetic Division Part 7: Polynomial Long Division (Part 4)

Lesson 3:

(125): The Division Statement, a Graphical Representation

Lesson 4:

(126): Factoring Part 27: Synthetic Division Part 8: Part 1 - When to Use It

(127): Factoring Part 28: Synthetic Division Part 9: Part 2 - Be Careful With the Following

(128): Factoring Part 29: Synthetic Division Part 10: Part 3 - A Simple Example #1

(129): Factoring Part 30: Synthetic Division Part 11: Part 4 - A Simple Example #2

Lesson 5:

(130): Factoring Part 31: Synthetic Division Part 12: Part 5 - Introduction to Factoring Large Polynomials

(131): Factoring Part 32: Synthetic Division Part 13: Part 6 - Factoring Large Polynomials, Ex1

(132): Factoring Part 33: Synthetic Division Part 14: Part 7 - Factoring Large Polynomials, 2a

(133): Factoring Part 34: Synthetic Division Part 15: Part 8 - Factoring Large Polynomials, 2b

(134): Factoring Part 35: Synthetic Division Part 16: Part 9 - Factoring Large Polynomials, 3a

(135): Factoring Part 36: Synthetic Division Part 17: Part 10 - Factoring Large Polynomials, 3b

Section 7: The Remainder Theorem and The Factor Theorem

(142): The Remainder Theorem and The Factor Theorem

Section 8: Why Math is Important

(137): Why is Math Important? Part 1: Five Reasons Why Math is Important

(138): Why is Math Important? Part 2: Because it's part of evolution, part of what makes us human

Section 9: Study Tips

Lesson 1:

(139): How to Study: Introduction

(140): How to Study: Tip #1: Why Are You Here?

(141): How to Study: Tip #2: Longer is Better (Introduction to Efficiency)

Section 10: Miscellaneous

(93): Torrents are now available for Series I, II, and III

(94): Update January 2010: Table of Contents, torrents, and chycho

(95): Update for chycho.com and Language of Mathematics: Introducing "420math" and "Math in Real life" (Part 1)

(96): Update for chycho.com and Language of Mathematics: Introducing "420math" and "Math in Real life" (Part 2)

(136): Update for The Language of Mathematics: Series IIIb, Torrents, and Other Content)

Introduction to The Remainder Theorem and The Factor Theorem: The Language of Mathematics IIIb (142)

2011-04-02T03:13:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Elia Regazzi

www.flickr.com/photos/eligiozy

Grapes "I dunno"

ccmixter.org/people/grapes

www.myspace.com/510triphop

www.facebook.com/510triphop

www.youtube.com/user/smokegrapes

Per Wessmark

www.wessmark.com

How to Study: Tip #2: Longer is Better (Introduction to Efficiency): The Language of Mathematics IIIb (141)

2011-02-12T14:16:00.000-08:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

How to Study: Tip #1: Why Are You Here? The Language of Mathematics IIIb (140)

2011-02-11T09:01:00.000-08:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

How to Study: Introduction: The Language of Mathematics IIIb (139)

2011-02-10T08:48:00.000-08:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

Why is Math Important? Part 2: Because it's part of evolution, part of what makes us human: The Language of Mathematics IIIb (138)

2011-01-08T11:02:00.000-08:00

Note: Table of Contents for the math videos available through the About Page.

Article associated with this video at: "Why is Math Important? Part 1: Because the language of mathematics plays a vital role in our evolution"

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Per Wessmark

www.wessmark.com

Why is Math Important? Part 1: Five Reasons Why Math is Important: The Language of Mathematics IIIb (137)

2011-01-05T14:47:00.000-08:00

Note: Table of Contents for the math videos available through the About Page.

Reason #1:

Reason #2:

Reason #3:

Reason #4:

Reason #5:

Students for Sensible Drug Policy
www.ssdp.org

Additional Design & Illustration by Per Wessmark
www.wessmark.com

Why is Math Important? Part 1: Because the language of mathematics plays a vital role in our evolution

2010-12-11T16:36:00.000-08:00

Note: Table of Contents for the math videos available through the About Page. Video associated with this article at: "Why is Math Important? Part 2: Because it's part of evolution, part of what makes us human: The Language of Mathematics IIIb (138)".

Before beginning the series entitled “Math in Real Life”, which will be running concurrently with “The Language of Mathematics”, I wanted to address one of the most frequent questions that has come my way over the years, it being: “Why is math important?”

Upon going through countless iterations, the shortest and simplest answer that I can provide to this question, is that math is important because it is a vital step in our evolution. The creation and utilization of this language is the reason why we have been able to evolve to the state that we are in: personally, socially, and culturally.

It is widely accepted that numeracy, “the ability to reason with numbers and other mathematical concepts”, is an innate human ability - we’re hardwired for it. Thus, the development of the language of mathematics based on certain definitions and axioms, self-evident truths, may they be complete and consistent or not, was the only logical step in our evolution.

The prominent theory as to the reasons why written languages came to be is that they were developed for the purposes of accurate bookkeeping, economic necessity, and as a means for us to record important events. In essence, once we had acquired enough knowledge that could not accurately be conveyed verbally, we developed symbols, and later on structured languages, syntax, to record and pass on that information. Mathematics was not only an integral part of this, but also an end product.

As with other languages, mathematics was developed to share information and as a means for us to describe and solve real world problems. Slowly, the language matured “through the use of abstraction and logical reasoning” and in the last few hundred years has evolved to what it is today, thanks, in large part, to Franciscus Vieta and Leonhard Euler.

At present, mathematics is by far the most efficient language that we have been able to develop to seek and analyze patterns, to optimize our ability to create, and to discuss the laws governing our universe, in the process, helping us answer some of our most fundamental questions. Math is, ultimately, the most concise form of communication we have to understand who we are, where we are, and what we are capable of.

Without mathematics we would behave and interact with the world in a completely different manner than we do today. The creation of notations and the formalization of algebra paved the way for us to better understand and interact with the world we inhabit.

Once the syntax for this language was developed, through rigorous analysis we were able to explore the intricacies of what was being revealed. From the significance of prime numbers in our every day lives, to the discovery of the quantization of information, to the revelations that large parts of the universe are invisible to our principal senses. It is mainly due to the innovations brought about through the use of mathematics, may it be in the development of conjectures or the fabrication of instruments, that we are aware of so much, from the very large to the very small.

Math forms the fabric of our current civilization, from economics and politics to what we consume and possess. You don’t believe it? Take a look around you. Aside from the natural ecosystem, almost everything that you see has one thing in common, it was made, raised, grown, or delivered with the use of mathematics as a primary tool. The monitor or piece of paper that you are reading this on, the food you may be consuming, the pictures on your desk, the light in your room, your computer, your clothes, your shoes, your phone, your job, your home, your car and the roads you drive it on, your beverage and the cup you’re drinking it from, all of it, is because of mathematics. Without it, we would not have these luxuries, comforts, freedoms, or the prospect of equality or sustainability.

One crucial point to note, literacy in the language of mathematics was not as important in the past as it is today, or as vital as it will be for the future. Technology and the inevitabilities and necessities of life are forcing every aspect of our lives to be optimized, and the best way that we know of to achieve this task is through mathematics.

So why is math important? Because it encompasses every aspect of our lives and without it, we would not be who we are, we will not progress, and we will not realize our full potential, and thus, have no future: personally, socially, or culturally.

Update for The Language of Mathematics: Series IIIb, Torrents, and Other Content: Math IIIb (136)

2010-11-25T13:28:00.000-08:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

Factoring Part 36: Synthetic Division Part 17: Part 10 - Factoring Large Polynomials, Example #3b: The Language of Mathematics IIIb (135)

2010-11-07T11:52:00.000-08:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

Factoring Part 35: Synthetic Division Part 16: Part 9 - Factoring Large Polynomials, Example #3a: The Language of Mathematics IIIb (134)

2010-11-05T15:34:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

Factoring Part 34: Synthetic Division Part 15: Part 8 - Factoring Large Polynomials, Example #2b: The Language of Mathematics IIIb (133)

2010-11-04T11:26:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Per Wessmark

www.wessmark.com

Factoring Part 33: Synthetic Division Part 14: Part 7 - Factoring Large Polynomials, Example #2a: The Language of Mathematics IIIb (132)

2010-11-03T14:25:00.001-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Bill Hicks

www.billhicks.com

Per Wessmark

www.wessmark.com

Factoring Part 32: Synthetic Division Part 13: Part 6 - Factoring Large Polynomials, Example #1: The Language of Mathematics IIIb (131)

2010-11-02T08:26:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Per Wessmark

www.wessmark.com

Factoring Part 31: Synthetic Division Part 12: Part 5 - Introduction to Factoring Large Polynomials: The Language of Mathematics IIIb (130)

2010-10-31T16:25:00.001-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Bill Hicks

www.billhicks.com

Per Wessmark

www.wessmark.com

Factoring Part 30: Synthetic Division Part 11: Part 4 - A Simple Example #2: The Language of Mathematics IIIb (129)

2010-10-30T09:49:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Per Wessmark

www.wessmark.com

Factoring Part 29: Synthetic Division Part 10: Part 3 - A Simple Example #1: The Language of Mathematics IIIb (128)

2010-10-28T07:00:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Horeja

www.horeja.cl

Per Wessmark

www.wessmark.com

Factoring Part 28: Synthetic Division Part 9: Part 2 - Be Careful With the Following: The Language of Mathematics IIIb (127)

2010-10-26T07:38:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Per Wessmark

www.wessmark.com

Factoring Part 27: Synthetic Division Part 8: Part 1 - When to Use It: The Language of Mathematics IIIb (126)

2010-10-23T13:01:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Per Wessmark

www.wessmark.com

Excerpts from Carl Sagan’s Cosmos: Doing a little prep for an Examples Section for Series IIIb of The Language of Mathematics

2010-10-17T12:22:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

At the beginning of 2010, I asked for assistance for this little project that I have started. The following two posts provide some of the details as to the nature of this request, as well as discussing some of the specifics of the project:

chycho is looking for music and animation to help teach mathematics: Did you say you want to help end prohibition?

Update for chycho.com and The Language of Mathematics: Introducing “420math” and “Math in Real life”

Since that time, numerous people have contacted me offering their support and assistance. Some, you have already been introduced to in the math videos produced this year. Many more have been patiently awaiting my reply, one of whom has been Andrew David (myspace).

After a few email exchanges, Andrew and I came to an agreement; to use his music, and quotes from Carl Sagan’s Cosmos, to create a soundtrack for videos for an Examples Section which will be used to finalize Series IIIb.

Why Carl Sagan? Aside from him being an inspiration to both of us, as well as being one of the greatest teachers that the world has been privy to, Sagan was also a cannabis policy reform advocate. “Under the pseudonym ‘Mr. X’, he contributed an essay about smoking cannabis to the 1971 book Marihuana Reconsidered.” The full essay is available at Mr. X by Carl Sagan. Brief excerpts follow:

“I am convinced that there are genuine and valid levels of perception available with cannabis (and probably with other drugs) which are, through the defects of our society and our educational system, unavailable to us without such drugs. Such a remark applies not only to self-awareness and to intellectual pursuits, but also to perceptions of real people, a vastly enhanced sensitivity to facial expression, intonations, and choice of words which sometimes yields a rapport so close it’s as if two people are reading each other’s minds.

“… the illegality of cannabis is outrageous, an impediment to full utilization of a drug which helps produce the serenity and insight, sensitivity and fellowship so desperately needed in this increasingly mad and dangerous world.”

Segment from the documentary: “The Union: The Business Behind Getting High”.

Carl Sagan’s Cosmos was produced during a period in which many unrelenting voices were engaged in pounding their war drums, much like today. Countering this insanity, there were also many benevolent voices trying to educate us by showing us the beauty of life and our part in it. One of those working relentlessly towards the betterment of our society was Carl Sagan, and his masterpiece was the Cosmos: A Personal Voyage, “a thirteen-part television series written by Carl Sagan, Ann Druyan, and Steven Soter, with Sagan as presenter.”

“The series was first broadcast by the Public Broadcasting Service in 1980, and was the most widely watched series in the history of American public television until 1990's… It covered a wide range of scientific subjects including the origin of life and a perspective of our place in the universe.”

I first came across this series when it was finally released on DVD in 2000. I was hooked after watching Part 1 and for the next few days I became a Cosmos addict and a serious Carl Sagan fan.

As my About Page states, this blog is dedicated to teaching mathematics and raising money for organizations that are working towards ending prohibition. Considering Carl Sagan’s objectives, his philosophy on life, and his dedication to education, it’s a safe bet to assume that he would have approved of and given his blessing to this project, hence the decision to use excerpts from his work to teach mathematics and help end prohibition.

Below you will find two videos containing some of Sagan’s teachings that he shared through Cosmos. These videos are my way of communicating with Andrew as to my choices of possible segments that he could use with his music, and since I believe in transparency and sharing, I thought others would appreciate some of Sagan's insights. If you have not, as yet, had the pleasure of watching the complete series, I highly recommend doing so.

The Division Statement, a Graphical Representation: The Language of Mathematics IIIb (125)

2010-10-11T17:18:00.000-07:00

2010-09-25T18:59:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Jol-sone

Eastern architech (instrumental) Produced by Jol-sone

Jol-sone's YouTube Channel

Jol-sone's MySpace page

Per Wessmark

www.wessmark.com

Factoring Part 21: Synthetic Division Part 2: Long Division and The Division Statement: The Language of Mathematics IIIb (118)

2010-09-24T08:02:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

Factoring Part 20: Synthetic Division Part 1: Introduction: Language of Mathematics IIIb (117)

2010-09-23T11:53:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Jol-sone

Eastern architech (instrumental) Produced by Jol-sone

Jol-sone's YouTube Channel

Jol-sone's MySpace page

Per Wessmark

www.wessmark.com

Factoring: Part 19 - The "Let Statement" - The Power of Substitution - Part 4: Quadratic Formula, Checking Solutions, Ex. #3: Mathematics IIIb (116)

2010-09-20T18:26:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Per Wessmark

www.wessmark.com

Factoring: Part 18 - The "Let Statement" - The Power of Substitution - Part 3: Quadratic Formula, Example #2: The Language of Mathematics IIIb (115)

2010-09-18T18:55:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Per Wessmark

www.wessmark.com

Factoring: Part 17 - The "Let Statement" - The Power of Substitution - Part 2: Quadratic Formula, Example #1: The Language of Mathematics IIIb (114)

2010-09-17T12:56:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Per Wessmark

www.wessmark.com

Factoring: Part 16 - The "Let Statement" - The Power of Substitution - Part 1: Introduction: The Language of Mathematics IIIb (113)

2010-09-16T15:40:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Law Enforcement Against Prohibition

www.CopsSayLegalizeDrugs.com

www.leap.cc

Per Wessmark

www.wessmark.com

Factoring: Part 15 - Quadratic Formula (Part 3): Examples #2 and #3: The Language of Mathematics IIIb (112)

2010-09-13T14:17:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

Factoring: Part 14 - Quadratic Formula (Part 2): Example #1: The Language of Mathematics IIIb (111)

2010-09-12T12:37:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

2010-09-01T14:56:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Update: I contacted Horeja and asked them if they could send me the lyrics, both in English and Spanish, to "El Guillatún", the track sampled in this video. They kindly obliged, and I have now included the lyrics below.

Students for Sensible Drug Policy

www.ssdp.org

Horeja

www.horeja.cl

Per Wessmark

www.wessmark.com

Lyrics to "El Guillatún" by Horeja

English:

Spanish:

2010-08-19T09:26:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Per Wessmark

www.wessmark.com

The Language of Mathematics IIIb (97): Recap of Series I, II, and IIIa

2010-08-11T08:14:00.000-07:00

Note: Table of Contents for the math videos available through the About Page.

Students for Sensible Drug Policy

www.ssdp.org

Horeja

www.horeja.cl

Per Wessmark

www.wessmark.com

About Page

2010-07-28T10:17:00.000-07:00

Welcome to chycho.blogspot.com. This blog is dedicated to teaching mathematics and raising money for organizations that are working towards ending prohibition.

Please note, as with previous years, videos produced for Series IV will only be included in the Table of Contents (includes Series I, II, IIIa, and IIIb) once enough content has been created to warrant organization.

For those of you that have chosen to remain on this site and are comfortable with both topics of discussion, I can only assume that you are a mature audience and I welcome you. The following two posts should answer most of your questions regarding this blog:

chycho is looking for music and animation to help teach mathematics: Did you say you want to help end prohibition?

Update for chycho.com and The Language of Mathematics: Introducing “420math” and “Math in Real life”

As for who I am, I am a firm believer that we are in large part a product of our programming, so, who I am in addition to the animated individual you see before you in the math videos can be ascertained through my influences, some of which are provided below. This list should provide you with further insight into my nature.

I hope you enjoy this labor of love, and if you have any questions or concerns, please do not hesitate to contact me.

Peace,

chycho

From the series, "Shots in the Dark" by Jonathan Dy.

Update for chycho.com and The Language of Mathematics: Introducing “420math” and “Math in Real life”

2010-07-10T14:16:00.000-07:00

NOTE: If you are looking for the table of contents for the math videos see: The Language of Mathematics: Table of Contents.

Just tying up loose ends before embarking on this journey. The following should provide answers to many of the questions that have come my way over the last few months.

Video Update

Regarding this project and a message to those who support it

Regarding chycho.com

Regarding exercises and solutions for The Language of Mathematics

Introducing Math in Real Life

Introducing 420math

1) Video Update

2) Regarding this project and a message to those who support it

To those who have offered their support for this project, thank you. Thank you for your support and encouragement.

This post should provide most of the answers that you have been looking for. Further information on how things are unfolding once I delve a little deeper. I apologize for the ambiguity but this is new territory for me and I’m going to try and remain as flexible as possible, or as Bruce Lee would say, “be water”.

3) Regarding chycho.com

Those who have followed my work online know that even though math was prevalent and a major element of my site, chycho.com was about a lot more than just math. That’s about to change. For the foreseeable future, what I produce will be almost entirely focussed on teaching The Language of Mathematics. I hope that you enjoy what is to come. I will return to a broader discussion and analysis of the world we live in once I am satisfied with the pace at which this project progresses.

4) Regarding exercises and solutions for The Language of Mathematics

A lot of people have been asking me about the exercises and solutions that were available for the math lessons. Unfortunately, they were taken out when my site got taken out, so they won’t be available for a while. Sorry.

That’s the bad news. The good news is that I’m going to look into the possibility of creating a dynamic system of exercises for each section, both to be sold as apps and to be available for free on the sites. I will provide further information on this once I get a better understanding of some of the logistics.

5) Introducing Math in Real Life

I struggled with the following for a long time: what do I call a website that will be about helping as many people as possible to learn math?

The specifics of why I chose www.mathinreallife.com (for now this domain name is being forwarded to chycho.blogspot.com) will become evident as time progresses. The short answer is this, the most common question that I have been asked regarding the language of mathematics over the years has been: “When am I going to use math in real life?” That is, at least, the way I choose to perceive it. Unfortunately, more often than not, this question has come my way in the form of the following absurd absolute statement: “I’m never going to use this in real life!” Dealing with this erroneous perception proved to be one of the most interesting challenges that I had ever encountered.

It took me a while to learn how to provide answers to the question of math’s practical usage, but once I did, my students began to learn faster. They cared about what they were learning. They began to pay attention to the details, and they even began to recognize the occasions for which they had, could, and were already using math in their own lives.

This is what www.mathinreallife.com will be about: a site dedicated to teaching the language of mathematics to anyone that wants to learn how to use math in real life. Fun.

6) Introducing 420math

Our global continuation of America’s War on Drugs is collective insanity, hence, I have decided to join the battle to end prohibition.

Until prohibition ends, which, of course, is an inevitability, everything I do regarding “The Language of Mathematics” and “Math in Real Life” will be mirrored on www.420math.com (for now this domain name is being forwarded to chycho.blogspot.com). This site will be dedicated to raising money for organizations that are working towards ending prohibition.

The following statement made by the US Drug Enforcement Administration (DEA) on 29 July 2005 was the catalyst that gave birth to this project (emphasis added):

“Today's DEA arrest of Marc Scott Emery, publisher of Cannabis Culture Magazine, and the founder of a marijuana legalization group -- is a significant blow not only to the marijuana trafficking trade in the U.S. and Canada, but also to the marijuana legalization movement…

“Hundreds of thousands of dollars of Emery's illicit profits are known to have been channeled to marijuana legalization groups active in the United States and Canada. Drug legalization lobbyists now have one less pot of money to rely on.”

The above statement implies that Mr. Emery was targeted for political reasons, which, in turn, makes him a political prisoner. It also indicates that the DEA is interfering with the sovereignty of Canada, as well as interfering with the political process of the United States of America.

That’s the bad news. The good news is, per their statement, the DEA has told us what we need to do to prevent their meddling in the governance of our societies. All we need to do is to make sure that organizations that are working towards ending prohibition are amply funded. This will be the primary focus of 420math.

A lot more information on this project later. For now, to get things started as soon as possible, every math video that I produce for the foreseeable future will be tagged with a little request: that if you enjoy this work, to please support one of the following organizations. Videos produced during the last three years for Series I, II, and IIIa will also be re-edited and tagged to reflect this same message.

Students for Sensible Drug Policy
www.ssdp.org

Law Enforcement Against Prohibition (LEAP)
www.leap.cc

Educators For Sensible Drug Policy (EFSDP)
www.efsdp.org/

National Organization for the Reform of Marijuana Laws (NORML)
www.norml.org and www.norml.ca

Multidisciplinary Association for Psychedelic Studies (MAPS)
www.maps.org

Erowid
www.erowid.org

The November Coalition
www.november.org

Safer Alternative For Enjoyable Recreation (SAFER)
www.saferchoice.org

Marijuana Policy Project (MPP)
www.mpp.org

Drug Policy Alliance (DPA Network)
www.drugpolicy.org

Peace,

chycho

chycho is looking for music and animation to help teach mathematics: Did you say you want to help end prohibition?

2010-02-23T12:14:00.000-08:00

NOTE: 1) If you are looking for the table of contents for the math videos see: The Language of Mathematics: Table of Contents. 2) If you are curious and want to find out what happened to chycho.com see the following post, comment, and video.

Over the last few years numerous people have offered to assist me with the work I was doing on my blog. In most instances I refrained from passing work onto others that I could do myself, while making it clear that at some point I would most definitely appreciate and need the help. I have now reached that point.

As most of my readers are aware, one of the main sections on my site was the content available for The Language of Mathematics. As of this writing, approximately 90 videos, roughly 11 hours of lessons, three seasons worth of material have been produced.

As I have stated previously, I am dedicating 2010 to consolidating these math videos and all that pertains to them onto two websites. One will be dedicated to generating income for myself and those whose work will appear in the final package, and the other will be dedicated to raising money for organizations that are actively working to help end prohibition.

The three videos embedded below provide a brief summary of what I have done so far, what I plan to accomplish, why I am doing this, what I need help with, and what I am offering in return to those who wish to join this project. Keep in mind that the essence of what I am looking for is authenticity.

Some of the important points to note if you are willing to join this endeavor are the following:

The solution to our environmental woes is to end prohibition: Planting the seeds of their destruction

“Content for Mathematics”

For those that have no idea of what I’m talking about, the following are some examples of the math videos that contain music. No videos with animation have been produced yet:

The Language of Mathematics (3): The Real Number Set - Part 1

The Language of Mathematics (36): First Series Montage with SPM

Language of Mathematics II (40): Exponents and Radicals (Real 1 of 2)

Language of Mathematics III (89): Understanding Polynomials and Defining Terms (Part 1 of 3)

As for my philosophy on life and what it means to live it, it was outlined quite nicely on my blog, but, unfortunately, since that content is not available at the moment, the following points are the model that I am using as my base for this project. More will most likely be added as things progress.

Bill Hicks

Open Source Everything

Stephen Hawking, Black Holes and Baby Universes

Human Nature: Justice versus Power: Noam Chomsky debates with Michel Foucault (1971)

Below you will find the names and websites of some of the more prominent groups spearheading the battle to end prohibition in the United States and Canada. They are trying to bring sanity to our lives and I’m sure that they would appreciate our help as much as we appreciate their efforts. They will be some of the main recipients of funds generated from this project.

Law Enforcement Against Prohibition (LEAP)
www.leap.cc

Students for Sensible Drug Policy
www.ssdp.org

Multidisciplinary Association for Psychedelic Studies (MAPS)
www.maps.org

Marijuana Policy Project (MPP)
www.mpp.org

Educators For Sensible Drug Policy (EFSDP)
www.efsdp.org/

National Organization for the Reform of Marijuana Laws (NORML)
www.norml.org and www.norml.ca

The November Coalition
www.november.org

Safer Alternative For Enjoyable Recreation (SAFER)
www.saferchoice.org

Drug Policy Alliance (DPA Network)
www.drugpolicy.org

Erowid
www.erowid.org

The Language of Mathematics: Table of Contents

2010-01-10T14:15:00.000-08:00

Please note that the exercises and solutions are not available at the moment, as well, videos produced for Series IV will only be included in the Table of Contents once enough content has been created to warrant organization.

The Language of Mathematics: Table of Contents

Series I

Series II

Series IIIa

Series IIIb

Videos Available for Download

Series I

Section 1: Introduction and Instructions

(1): Introduction

(2): Instructions

Section 2: The Real Number Set

(3): The Real Number Set - Part 1

(4): The Real Number Set - Part 2

(22): Instructions for Exercises - 1

Section 3: Zero and Infinity

(5): Zero and Infinity

Section 4: Basic Operations

(6): Adding and Subtracting

(8): Multiplying and Dividing

(7): Dealing with Negative Numbers

Section 5: Prime Numbers

(9): Prime Numbers

(10): Finding Prime Factors

Section 6: Fractions

(11): Reducing Fractions

(12): Multiply and Divide Fractions

(13): Adding and Subtracting Fraction

Section 7: Trigonometry

(14): Introduction to Trigonometry

(15): Right Triangles Part 1

(16): Right Triangles Part 2

(17): Right Triangles Part 3

(18): Solving Right Triangles 1

(19): Solving Right Triangles 2

Section 8: Basic Geometry

(31): Parallel Lines

(20): Congruent Similar Triangles 1

(21): Congruent Similar Triangles 2

Section 9: Coordinate Geometry

(23): Cartesian Coordinate System

(24): Slope and Midpoint of a Line

(25): Distance of a Line

Section 10: Proofs

(26): Introductions to Proofs

(30): Proofs Involving Triangles

(27): Proofs Involving a Line 1

(28): Proofs Involving a Line 2

(29): Proofs Involving a Line 3

(32): Coordinate Geometry Proof 1

(33): Coordinate Geometry Proof 2

Section 11: Why a negative and a negative makes a positive

(35): why 2 negatives make a positive

Section 12: Book Recommendations

(57): Book Recommendations (Part 1 of 2)

(58): Book Recommendations (Part 2 of 2)

Section 13: Miscellaneous Videos

(34): Prepping for next set of videos (update 1)

(36): First Series Montage with SPM

(37): Update for Series II (update 2)

Series II

Section 1: Exponents and Radicals

(38): Exponents and Radicals (intro)

(39): Exponents and Radicals Layout

(40): Exponents and Radicals (Real 1 of 2)

(41): Exponents and Radicals (Real 2 of 2)

(42): Exponents and Radicals (1 of 3)

(43): Exponents and Radicals (2 of 3)

(44): Exponents and Radicals (3 of 3)

(45): Rules for Adding and Subtracting Exponents and Radicals

(46): Rules for Multiplying and Dividing Exponents and Radicals

(47): Rules for Exponents to Exponents

(48): Reducing Radicals

(49): Multiplying Radicals (example 1)

(50): Adding and Subtracting Radicals (example 1)

(51): Simplifying Radicals (3 examples)

(52): Creating a Large Radicals Problem (Part 1 of 4)

(53): Creating a Large Radicals Problem (Part 2 of 4)

(54): Creating a Large Radicals Problem (Part 3 of 4)

(55): Creating a Large Radicals Problem (Part 4 of 4)

(56): Simplifying Large Radicals

Section 2: Miscellaneous Videos II

(60): Update 3, 1 February 2009

Series IIIa

Section 1: Summary of Series I and II, and Introduction to Series III

(61): Summary of Series I and II, and Introduction to the Equal Sign

Section 2: Black Holes and Elementary Particles

(62): Black holes and elementary particles (Part 1)

(63): Black holes and elementary particles (Part 2)

Section 3: Techniques for Solving Equations

(64): The equal sign allows us to enter the world of applied mathematics

(65): Solving Equations - Addition and Subtraction

(67): Solving Equations - Multiplication and Division

(68): Solving Equations - Exponents and Radicals

(69): Solving Equations - Cross Multiplication

Section 4: Solving Equations and Checking Solutions

(70): Solving Equations - Introduction to Examples and Methods

(71): Solving Equations - What are we solving for?

(72): Solving Equations - Example 1, Part 1 of 3

(73): Solving Equations - Example 1, Part 2 of 3

(74): Checking the Solution - Example 1, Part 3 of 3

(75): Solving Equations - Example 2, Two Methods

(76): Solving Equations - Example 3, Using Two Methods

(77): Solving Equations - Four Examples of Simple Equations

(83): How not to solve an equation: Do not eliminate solutions

(87): Finding Restrictions for Equations - No Dividing by Zero (Part 1)

(88): Finding Restrictions for Equations - No Dividing by Zero (Part 2)

Section 5: Solving Quadratic Equations: Factoring Techniques

(78): Introduction to Solving Quadratic Equations (Part 1)

(79): Introduction to Solving Quadratic Equations (Part 2)

(80): Factoring: Part 1 - Greatest Common Factor (GCF)

(81): Factoring: Part 2 - Greatest Common Factor (GCF)

(82): Factoring: Part 3 - Greatest Common Factor (GCF)

(84): Solving and Graphing Equations - Greatest Common Factor (GCF)

(85): Factoring: Part 4 - Simple Trinomial Factoring

(86): Factoring: Part 5 - Three examples of Simple Trinomial Factoring

Factoring polynomials continues in Series IIIb

Section 6: Introduction to Polynomial Functions

(89): Understanding Polynomials and Defining Terms (Part 1 of 3)

(90): Understanding Polynomials and Defining Terms (Part 2 of 3)

(91): Understanding Polynomials and Defining Terms (Part 3 of 3)

Section 7: Miscellaneous

(66): Torrents now available for Series I and Series II

(92): Update October 2009

(93): Torrents are now available for Series I, II, and III

Series IIIb