Sunday, July 21, 2013

Week in Review : (7/15/2013-7/21/2013)

Well, that wasn't the most productive of weeks. I didn't get to everything I wanted to do. The weather was great with sunny days in the low 90s on average so I spent a lot of time outside reading. I did complete my goals for Duolingo and the Algebra class. Reading about Hypatia, however, made me more intrigued to learn more about her so I only have a little bit of a draft for a blog post on her. The rest will have to wait for when I finish reading another book on her. What I did get a jump on was The Unfinished Game by Keith Devlin. It is a really interesting albeit brief account of the correspondence that Pierre de Fermat and Blaise Pascal had in the mid 1600s. They were trying to solve "the problem of the points", a then unsolved issue involving probability theory and games of chance when a game is interrupted with no plan of resuming. How do you fairly award points and decide who the victor is? It is quite fascinating to see how the best mathematical minds of the time struggled with something that anyone with a grasp on basic probability now can solve fairly efficiently.



Next week will be nasty. I'm filling in at my brother's pizza shop while a couple of his employees are on vacation, so I won't have much time to work on the studies. The plan is to get as far ahead in the Algebra course as possible so I can complete it by the end of the month. There's only about 6 more weeks until school starts and I'm starting to get antsy.

Monday, July 15, 2013

The Week Ahead : 7/15/2013

This week I'm continuing on with Udacity's College Algebra course to fill in any gaps and explore different pedagogical perspectives. I'm setting a goal of reaching lesson 23 (Piecewise and Rational functions) which means completing everything up to and including to Problem Set 6.

In an attempt to get back into a good exercise routine I've been walking for a few hours on a treadmill every other day. This can be rather boring so using my Kindle to read books to me has become a great way to exercise my brain as well as the rest of my body. While I don't like doing this for texts that are information dense -- I like to take notes on these and pause to think -- it is a good option for lighter reading such as the book about Babbage and Ada Lovelace that I just finished. I downloaded Stephen Hawking's A Briefer History of Time to review some astronomy history. Having already read A Brief History of Time, I'm familiar with the topics presented but certainly not an expert. A Briefer History... is intended to explain these topics in a manner more accessible to the general public. This makes for a fantastic exercise companion.

Other books that I'm getting into and finding interesting are Women in Mathematics. It is fascinating to learn about the spirit and thoughts of popular opinion throughout history. Most women have had to fight an uphill battle if they wanted to explore their interests in science and mathematics. I want to explore the history of some women that were able to stand out even though some stories end tragically. One such woman was the Greek Hypatia, daughter of a professor of mathematics at the University of Alexandria named Theon. The 2009 movie Agora attempts to tell her story and I'll watch it this week in conjunction with reading a little more about her.

I'm hoping to get to Devlin's The Unfinished Game but that may have to wait until next week. Here is my goal of things to finish:
  • MOOC - Problem Set 6 (College Algebra)
  • Book - Chapter 10 (R for Dummies)
  • Book - Women in Mathematics (Lynn M. Osen)
  • Book - The Unfinished Game (Devlin)
  • AudioBook - A Briefer History of Time (Hawking)
  • Blog Post - Quotes from Letters to a Young Contrarian (Hitchens)
  • Blog Post - Hypatia and the movie Agora
  • Language Learning - 1600 skill points (currently at 1407) Duolingo German
  • YouTube - Compile playlist for women in math/science history
Each Duolingo practice session can yield 0 points or 10-13 depending on how many mistakes are made. So this means I need to average about 28 points per day. It's easy to do in just 15-20 minutes per day but I will be taking better notes of each section so I can refer back to them when trying to parse sentences. This should deepen my understanding of the language and help me in the future.

I'm looking forward to learning and sharing more!

Sunday, July 14, 2013

Week in Review : (7/8/2013-7/14/2013)

I finished reading Charles Babbage and The Countess and I was a little disappointed. This may have been my first exposure to historical fiction but I can't tell. The problem is that the book seems rife with apocryphal dialogue and dubious accounts of the characters. Not a big deal since my concern would be alleviated when I get to the bibliography. Wait, what?  Where are the citations? Where did the author Patricia S. Warrick get her information? I would really like to dig deeper but unfortunately I can't. Was the Kindle version stripped of this part of the book? I had to keep thinking critically about what the actual facts were that it probably took me out of the spirit of text.

What did I learn? Well, not much about what I actually wanted to learn about -- the mechanics of the Difference Engine -- but that was probably to be expected from a period piece. I did find it intriguing to learn about Ada's penchant for betting on the ponies and even devising mathematical models she believed would lead to foolproof results. Even the latter appears to be suspect however. Disappointment aside, there was quite a bit of information regarding personal affairs. If you want to know a little about the soap opera side of the Lord Byron lineage and the politics involved in science funding in Victorian England, then this book is for you.

I picked up a copy of Letters to a Young Contrarian by Christopher Hitchens from the library earlier in the week and was a bit taken aback by its brevity (141 pages). I am absolutely floored by this book. There is so much wisdom and so many thoughts wrapped up in a few masterfully crafted sentences. I was recommended this as a first Hitchens book to understand what he was about and it certainly does a great job of revealing his thoughts. Hitchens explains that opposing popular opinion is supposed to be hard and you have to be prepared to argue your points relentlessly. He talks of dissenters and how they feel speaking out isn't something they should do, it's something they must do. It isn't "what they do", it's "who they are". He explores morality, authority and what it means to be human. I'm almost finished and may read it again to pluck some quotes out before I have to return it. It looks like I'm going to have to add quite a few more titles to my list of future must reads.

This particular library was one I hadn't visited yet. It's the main library for my county about 25 minutes away while my local library is 2 minutes away. I've been living life in the 500s for the past couple years. That section can be summed up in one shelf at my local library but this main library had at least 5 cases of awesomeness waiting for me to assimilate. I picked up another work by Keith Devlin, The Unfinished Game (Pascal, Fermat and the Seventeenth Century Letter that Made the World Modern). I loved The Math Gene so much that I want to read all of Devlin's work. With a passion for math history and evolution, one that I find growing in me as well, he is much more than a mathematician.

As for the MOOCs, I feel a bit behind on my review of Udacity's College Algebra course. Perhaps I'm a bit dissuaded by the ambiguity in the assessments. I wanted to get through 15-17 lessons this week but as of Sunday morning I am only at 10. So far it has been quite tedious to encounter many things that I've found to be redundant. I suppose that's a decent indication that I already know this stuff well and for those that haven't seen this material before, a little fastidiousness is probably a good thing. Back to the ambiguity for a second. There are many questions in quizzes and video breaks that are missing information. One question asked something along the lines of "Which of these is correct:" and showed various arrangements of what seemed to me like the same square root. So I checked all boxes and lo and behold I am wrong? Nope, I'm right, but the question didn't specify the principal square root. Well, that makes a difference, teacher, you need to mention that. Another question made me spend 10 minutes looking at a Google map of Manhatten just to find out that Grand Central Terminal is located at 42 street and Park Avenue. I'm sure many students will scoff at such pursuits and skip the silliness, but I must be either a glutton for punishment or a pathological time waster. Perhaps I am both.

I've started to spend one hour a day working through R for Dummies as a review of what I learned in the Coursera MOOC Computing for Data Analysis. I'm hoping to spark some inspiration for studying some data and actually start doing some science.

German lessons are getting tougher. I never realized just how abstract the sentence structure and nuances of nominative and accusative case are in comparison to what I know in English. So my use of Duolingo has slowed to a couple minutes of practice per day while reviewing some general rules to get a better feel for when to use eine versus einen versus ein, etc.

I didn't get as much done as I would have liked this week -- I'm still trying to learn enough on the Difference Engine to explain it -- as I was feeling a little ill and fatigued. Hopefully the upcoming week will be better.

Monday, July 8, 2013

The Week Ahead 7/8/2013

I've decided to start using some of this space as a bit of journal keeping for what I'm working on week after week. I also want to start following up and making a week in review post on Sundays.

On the MOOC front, I was recently interviewed by Laurent Boinot of The Good MOOC on my online education experience. I can't overstate how important Laurent's efforts are in getting the word out about free education resources. It's the great people like him that will open the eyes of employers to the many prospective workers that can't afford to attend a traditional college or university.

I finished Udacity's Visualizing Algebra course a few days ago and I really liked some of the approaches that the professor, Chris Saden, took. I got a corny kick out of the joke $\log j + \log a + \log m = ?$ in one quiz (Hint: $\log a + \log b = \log ab$). This week, I am jumping into the College Algebra course. It looks like this one might take me 2 weeks to finish as there are 30+ lessons with a review quiz after every 3 lessons.  So 2-3 lessons per day seems like a good pace. That still leaves time to finish reading Charles Babbage and The Countess and to pause, ponder and share some interesting bits I find from the class.

I've become fascinated with the history of computing machines so I compiled a YouTube playlist to learn some more. The Difference Engine is incredible. It seems like a trivial problem. Nearly everyone knows how to add two numbers together like this:
$$\begin{align} & \;\; 853 \\
+ & \;\; 358 \\
& \_\_\_\_\\
&1211 \end{align}$$
But how do you construct a machine to carry the 1 when the sum of two numbers is greater than 9? That is where great number theorists like Babbage shined. It's all in the algorithm. I'm trying to learn more about it so I can put a post up with my best explanation.

I'm also looking forward to taking a break from the technical and reading Christopher Hitchens' Letters To a Young Contrarian as soon as it's available at my local library. I put in a request a few weeks ago and I'm still waiting to set my eyes on a copy.

Friday, July 5, 2013

Word Problems

"Adam is driving 35 miles per hour to the east while Jane is walking 4 miles per hour to the west. If they meet after ..." "Why doesn't this make any sense to me" I pondered as I watched my high school freshman math teacher, Mr. Plesa, lecture about word problems.
Throughout high school, I had a very difficult time parsing those sentences into numbers and vice versa. But why? Was it the learning disability akin to dyslexia but for numbers, dyscalculia?


Why did every word problem look like this to me?

Well, I don't think I have or had dyscalculia (nor Julia Gulia for that matter). Chances are, I was just "rubbish" at math. Even though I was being taught by one of the best teachers I had ever known, the gaps in my mathematical skill set were just too numerous to comprehend these problems.

Take a look at this problem from Khan Academy:
If you don't know where to start to solve a problem like this, then don't fret. Like Michael Jackson said, "You are not alone"(That's your earworm for the day, enjoy it).
There's a few ways to approach this problem and all start with working with the basic equation of motion, $\mathrm{distance = rate\times time}$. Which means that $\mathrm{rate = \frac{distance}{time}}$ and $\mathrm{time = \frac{distance}{rate}}$

Take, for instance, the solution steps from the Khan exercises:


I still have trouble making the problem less abstract by thinking about it this way.
Contrast this to the Udacity approach (via their Visualizing Algebra course) of setting up a table; remembering that $\mathrm{time = \frac{distance}{rate}}$ and we are using $t$ as the variable for distance traveled by train:

We are given that the total time is $\mathrm{8 \; hours}$,  so we can set up the equation as:
$ \mathrm{(time\; by \; train)+(time\; by\; car)=(total \;time)}$
$$ \frac{t}{40} + \frac{304-t}{24} = 8$$

The prime factorization of 40 is $2^3 \cdot 5$ and of 24 is $2^3 \cdot 3$, so the least common multiple (LCM) is $2^3\cdot 3\cdot 5 = 8\cdot 15 = 120$.  So we'll multiply the entire equation by 120 to get rid of the denominators and leave us with much easier to work with integers:
$$  \frac{t}{40}\cdot 120 + \frac{304-t}{24}\cdot 120 = 8 \cdot 120 \Longrightarrow$$
$$  3t + 1520-5t = 960 $$
And now we can solve for distance traveled by train, $t$:
$$ 560-2t = 0 \Longrightarrow$$
$$ 560 = 2t \Longrightarrow$$
$$ t = 280 $$

So we find that the distance traveled by train is equal to 280 miles.  We got to the same answer but took a slightly different approach. (If you don't believe me that $t$ has the unit $\mathrm{miles}$, try working out the equation with the units as a challenge.)

Perhaps somewhat strangely, I find it much easier to start tackling problems like these with the table method. This, despite the fact that the Khan approach seems less complex to me with regards to the actual algebra (There are no fractions so no need to bother finding a LCM). Yet, by using the table method, I can instantly begin working on the problem without having much difficulty in translating the words to an equation. Please let me know which one you find easier to conceptualize.

Wednesday, July 3, 2013

5 YouTube Channels (+3) Every Physics Enthusiast Should Subscribe To

Let's pretend for a minute that you're a person who likes learning about science and physics and math but you've yet to stumble upon the gold that some great YouTubers are leaving at the end of that double rainbow. (Dude, that's sooo 182 Fryeeday's ago...(don't laugh, but I did the math (it's what I do *shrug*))). 
It's (Friday Friday)$\times 91$ = kill me
Never fear! I am here to show you the new wave of Mr. Wizards, the Bill Nyes of the 2000's, the new Mythbusters on the block.

  • Veritasium - That's Latin for truthitude, kids. The producer of the channel, Derek Muller, makes high quality videos clarifying some misconceptions regarding scientific observations that the average person may have. He also explores some really cool phenomena such as the electrical properties of a flame: 
  • Numberphile - That's Greek for number f**ker, boys and girls (and consenting members in $\mathbb{R}$). More great production value, this time from Brady Haran. He runs quite a few excellent channels and I'll mention another one shortly. Numberphile presents the many intriguing properties of numbers, derivations of equations, the history of mathematics and maths in popular culture:

  • Minute Physics - That's Uncle Ben's for all the physics you can eat in a minute. Okay, so most videos are longer than a minute. In that sense, it's the dollar store of YouTube physics channels. Henry Reich composes  visually brilliant and scientifically enlightening videos on a wide range of physics topics; from quantum mechanics to those age old bar arguments:

  • Sixty Symbols - That's ... hmm, I don't have a joke here. The name comes from the Standard Model of particle physics and there being a lot of symbols (like 60 of them) to represent the names and properties of quantum particles. This is another Brady Haran production and it is simply amazing. The channel asks experts in the physics field some often difficult questions. The answers can be nothing short of mind-blowing in their elegance:

  • Smarter Every Day - Destin likes high speed cameras,NAY, loves them. He loves high speed cameras so much that he takes video of high speed cameras with a video of a high speed camera recording a DSLR camera shutter. I'm not even stretching the truth that much:

He also likes shooting things. Incredible videos.

  • Dr Physics - I've got a fever, doctor ... and the only prescription is ... more derivations of spherical cows in a vacuum. Dr. Physics explains the mathematics behind many physical models. Whether you're a physics student or just someone who wants to understand Einstein's special theory of relativity better, you need to check out this channel:

  • Vi Hart - Okay, by now you're sick of my punnyness. Vi has been making spectacular videos exploring the relations between mathematics, geometry, music and nature for years. Her channel is a must see for everyone:

  • The Worldwide Center of Mathematics - This is simply one of the best resources you will find for mathematics education. The Center of Math offers lectures on mathematical topics ranging from calculus and linear algebra to statistics and probability. Check out their website for great low cost digital textbooks as well:

Now, go subscribe to all of these and keep yourself edutained for the entire summer.

The Quadratic Formula : Derivations

The quadratic formula $x = \frac{-b \pm \sqrt{b^2 -4ac}}{2a}$ is a thing of beauty, but how is it derived? Well, it requires quite a few steps and some understanding of a squared binomial which I hope I can explain.  The first thing to note is the expansion of a squared binomial using alpha and beta as our terms: $$(\alpha + \beta)^2 = (\alpha +\beta)(\alpha +\beta) = \alpha ^2 +2\alpha \beta + \beta ^2 $$

Next, let's look at a quadratic equation:
$$ax^2 + bx + c = 0$$
How do we solve for $x$ from that? We can't use our basic algebra toolkit of using arithmetical operations alone. We have to think a bit more outside the box...

Start by subtracting $c$ from both sides and factoring out an $a$ from the left side:
$$a(x^2+ \frac{b}{a}x) = -c$$

Dividing both sides by $a$:
$$x^2 + \frac{b}{a}x = \frac{-c}{a}$$

Now this is where the box starts to look a bit fuzzy (as dirty minds chuckle). Fortunately we remembered that we can do something called completing the square. To do this we must think about how we can take what we've worked out so far and get it into the expanded version of the squared binomial form that I introduced earlier. So let's make an initial substitution:
$$\alpha^2 = x^2  \Longrightarrow \alpha = x $$

The next substitution we'll make needs a bit of prep work. Let's focus on the left side of the equation and multiply our $\frac{b}{a}x$ term by $\frac{2}{2}$ and see what we get:
$$\alpha^2 + \frac{2}{2} \cdot \frac{b}{a} \alpha \Longrightarrow \alpha^2 + 2 \left(\frac{b}{2a}\alpha \right)   \Longrightarrow \alpha^2 + 2 \alpha \left(\frac{b}{2a}\right) $$

Wait a minute! This $2 \alpha \left(\frac{b}{2a}\right)$ term looks awfully similar to that aforementioned 2nd term of the expanded squared binomial, $2\alpha \beta$. In fact, our next substitution can define the value of $\beta$:
$\beta = \frac{b}{2a}$  so that must mean that $\beta^2 = \left(\frac{b}{2a}\right)^2 = \frac{b^2}{4a^2}$

Now we can add $\beta^2$ to both sides of our equation and complete the square:
$$\alpha^2 + 2\alpha \beta + \beta^2 = \frac{-c}{a}+\beta^2$$
We can "unexpand" the left side now to get:
$$(\alpha + \beta)^2 =\frac{-c}{a}+\beta^2$$
Taking the square root of both sides, being careful to note that there is a negative result and a positive one (hence the $\pm$):
$$\alpha + \beta = \pm \sqrt{\frac{-c}{a}+\beta^2}$$

This might be looking a bit confusing now so let's substitute back in our original terms now that we should have a clear idea of what we did with completing the square:
$$x+\frac{b}{2a} = \pm \sqrt{\frac{-c}{a}+ \frac{b^2}{4a^2}} \Longrightarrow x = -\frac{b}{2a} \pm \sqrt{\frac{-c}{a}+ \frac{b^2}{4a^2}}$$

Well that kind of looks like the quadratic formula but not quite...
Let's try simplifying that radical and see where that gets us. Creating a common denominator by multiplying $\frac{-c}{a}$ by $\frac{4a}{4a}$ and rearranging terms:
$$x = -\frac{b}{2a} \pm \sqrt{ \frac{4a}{4a} \cdot \frac{-c}{a}+ \frac{b^2}{4a^2}} \Longrightarrow  x = -\frac{b}{2a} \pm \sqrt{ \frac{b^2}{4a^2} - \frac{4ac}{4a^2} }$$
$$x = -\frac{b}{2a} \pm \sqrt{\frac{b^2-4ac}{4a^2}}$$

The next few steps may be popping out at you. Take the $\frac{1}{4a^2}$ out of the radical and we have a common denominator which yields:
$$x = -\frac{b}{2a} \pm \frac{\sqrt{b^2-4ac}}{2a} \Longrightarrow$$
$$x = \frac{-b \pm \sqrt{b^2-4ac}}{2a}$$
We did it!  We have derived the quadratic formula $x = \frac{-b \pm \sqrt{b^2 -4ac}}{2a}$ from our quadratic equation $ax^2 + bx + c = 0$

And now it might be obvious why the quadratic formula only works when $a \ne 0$ since $\frac{something}{0}$  is undefined. Well that was fun practice for my $\LaTeX$ coding skills, thanks for following!

Tuesday, July 2, 2013

Reviewing Algebra Skills with Udacity's Visualizing Algebra course : Preparing for Freshman Semester I

I've been feeling a bit of burn out from the deadline demands of the synchronous MOOCs at coursera lately and I really want to get some material on this blog.  Plus, the weather was nice enough last week for me to sit outside by the pool, relax and read some books that I've been putting off for months.  I'm reading Charles Babbage and the Countess this week which tells the story of one of my favorite people in history, Ada Lovelace (daughter of legendary poet Lord Byron) and Babbage's Difference Engine.  I'm about a quarter of the way in and so far it's slow going.  It's just laying out the history of how Babbage and Lovelace came to meet with few details about the actual mechanics of the machine and Ada's mathematical genius (what I really want to know!).  I'm hoping it picks up soon.  I have a feeling that it will.

Last week, I started to work through roughly one section per day of Udacity's Visualizing Algebra (Entry-Level Mathematics) as a refresher of what I've learned so far.  I was having a tricky time with the properties of logarithms, specifically with their derivatives and antiderivatives so I'm hoping that section will aid in that understanding at least a little bit. I was a little surprised to find that this course gave some concepts a different perspective from the ones I had seen at Khan Academy and coursera's Algebra class.  This led me to think about the derivation of the quadratic formula which then inspired me to write down my thought process. There'll be a post about this very soon.

This week, I plan on finishing the Visualizing Algebra course and most of the Babbage/Lovelace book, sharing some of what I've learned along the way.  I hope you'll join me!

Monday, July 1, 2013

Setting up MathJax for Blogger

I plan on bringing a lot of mathematical content to this blog in the future and using standard text editor symbols to display equations just won't cut it right now.  It's not as easy to read a long equation using standard symbols such as 15x^2 * 23 / 12 = exp(x* 12) and it gets even hairier when attempting to explain integration or anything beyond basic arithmetic.  So I'm playing around with adding MathJax functionality to this blog.  A quick google search led me to this great and simple solution at stackexchange.com:  http://tex.stackexchange.com/questions/13865/how-to-use-latex-on-blogspot/13868#13868
Just drop that puppy directly into the HTML template header and you should be able to use LaTeX right away.

So just as a test I'm posting the formula for the quadratic equation.

When $a \ne 0$, there are two solutions to \(ax^2 + bx + c = 0\) and they are $$x = {-b \pm \sqrt{b^2-4ac} \over 2a}.$$


That should render rather nicely so let me know if it doesn't look so pretty on your end.

Oh, btw, the equation I mentioned in the opening should look like this: $$15x^2 \cdot \frac{23}{12}=e^{12x}$$
Isn't that much more lovely?

The Math Gene : Book Recommendation

I was sitting in the guidance counselor's office at the end of my freshman year at Sussex County Technical School (high school).  "Are you sure you want to go to Electronics?  There's math there as well..." said the counselor.  I had just learned that I wouldn't be able to continue with Engineering as my major after performing badly in that class as well as my mathematics class. "Yeah, I want to do that" I said.  The truth was that I really didn't care where I went.  I just wanted to get through the next 3 years as easily as possible. I was electric!  Electric, in the sense that I chose the path of least resistance (Hey, I learned something from that class!).  The point is that I never got great grades in mathematics through high school and I had a lot of gaps in my knowledge base.  Algebra and geometry seemed foreign to me,  Trigonometry was from another planet and Calculus was just something at the outer edges of the solar system and I didn't even know what a telescope was.  Most of that was a metaphor, I probably had a fair idea of what a telescope was.  So how did I find it so easy to learn from sites like Khan Academy later on?  It was most likely the result of me being able to relate the concepts to something real.  By turning the abstract into the actual.  Keith Devlin's eloquently explains this in his book The Math Gene: How Mathematical Thinking Evolved and Why Numbers Are Like Gossip

Devlin lays his very convincing argument that the ability to understand and do mathematics is intrinsic at a young age but some of us have more difficulty with making numbers seem like a real property.  We are born with some number sense.  Infants demonstrate the ability to differentiate between a group of 1, 2 and 3 items but have difficulty with greater numbers.  Learning those concepts so one can do basic arithmetic requires being able to relate those numbers in some way such as ordering on a number line, the number balance scale, or the matrix of multiples that we all come to know early in our maths education.  As we move through algebra, geometry, trigonometry, set theory and calculus, the abstraction level rises (though I would argue that fundamental calculus is pretty easy to grasp once you understand the prerequisites well.  This causes many people, my high school self included, to give up or feel like they just don't have the knack for math.  But Devlin argues that most of us do have that ability and we just need to relate the material to something we are already familiar with.  He also adds that the kind of mathematics done by mathematicians are more about the intuition of the abstract than following any routine algorithm.  They only use formal logic proofs as a way to confirm the results of their thinking process.  Once one gains the tricky skill of understanding and formulating proofs, the process becomes much easier to follow.

The book is an enchanting journey through the evolution of linguistic constructs and how and when our ancestors brains began to gain the ability to understand abstractions.  We are the only species that we are aware of that can do this extremely well.  This is not really a book about math.  It's about evolutionary psychology and language and it's an account that I think everyone should take a look at.

Getting A Head Start on German Class with Duolingo : Preparing for Freshman Semester I


I remember when a friend of mine had invited me to play in a fairly small stakes poker game back in 2004.  I had been seeing a lot of Texas Holdem on ESPN and didn't understand much at all.  Sure I had played 5 card draw for nickels and dimes at the bus stop after school when I was little, but I had virtually no card sense.  So I thought about my friend's proposal and agreed to play.  Then I searched the internet for information on how to play this game.  My sole motivation was to not look stupid. (I'd soon come to learn that one should probably take the opposite tactic but that I'll save that talk for a later date).  I studied up, learned some basics and even won 20 bucks that first night!

As I've mentioned in earlier posts, one of the classes on my schedule is Elementary German I.  Not being one to ever venture into the unknown without doing a little preparation, I have been using a few sites recently that will help me get a head start on my upcoming classes. One of those sites is Duolingo and it's the brainchild of Luis Von Ahn.  If you've ever seen one of these

then you are familiar with a bit of his genius (and maybe slightly annoyed). He gave a talk explaining his vision for Duolingo and his affinity for solving two problems with the same idea:
So what is Duolingo?  It's a site where anyone can learn French, German, Portuguese, Spanish or Italian with certainly more languages on the horizon.  How does it offer great language learning for free?  You work through the skill tree and get some basic knowledge of the language down, then you can immerse yourself by clicking the Immersion tab on the top bar.  What you do, along with many others, is translate an article from the net and by using crowdsourcing to hone in on the best translation, Duolingo gets this very good natural translation.  It is a great symbiotic relationship where you can learn a new skill for no cost but your internet connection and a little time (okay a lot of time, it's addicting!) and at the same time you can help translate internet articles.

I've used Rosetta Stone to learn Spanish years ago and I have to say that this can definitely give them a run for their money.  I've been using Duolingo at least 10 minutes a day for the past 2 months and I have been learning quite a bit that should help me get a jump on my first year.  Do you want to learn a new language?  What are you waiting for?! GO! or should I say... gehen Sie!