A very special Oxplore livestream as I’m joined by 3 Oxford undergraduates to discuss the biggest of BIG questions in celebration of Oxplore turning 50. Featuring gems such as ‘can we develop artificial intelligence without it controlling us?’, ‘what would happen if al of humanity were immortal?’ and ‘what was the best era or time period for humans to live in?’ Watch the video below and join in the discussion @letsoxplore.

# Tom Crawford, and Rockin’ Maths Matters

Esther Lafferty meets Dr Tom Crawford in the surprisingly large and leafy grounds of St Hugh’s College Oxford as the leaves begin to fall from the trees. It’s a far cry from the northern town of Warrington where he grew up.

Tom is a lecturer in maths at St Hugh’s, where, defying all ‘mathematics lecturer’ stereotypes with his football fanaticism, piercings, tattoos, and wannabe rock musician attitude, he makes maths understandable, relevant and fun.

‘It was always maths that kept me captivated,’ he explains, ‘ever since I was seven or eight. I remember clearly a moment in school where we’d been taught long multiplication and set a series of questions in the textbook: I did them all and then kept going right to the end of the book because I was enjoying it so much! It was a bit of a surprise to my teacher because I could be naughty in class during other subjects, messing around once I’d finished whatever task we’d been set, but I’ve loved numbers for as long as I can remember and I still find the same satisfaction in them now. There’s such a clarity with numbers – there’s a right or else it’s wrong. In English or History you can write an essay packed with opinion and interpretation and however fascinating it might be, there are lots of grey areas, whereas maths is very black and white. I like that.’

‘My parents both left school at sixteen for various reasons but they appreciated the value of education. My mum worked in a bank so she perhaps had an underlying interest in numbers but it wasn’t something I was aware of. I went to the local school and was lucky enough to be one of the clever children but it wasn’t until I got my GCSE results [10 A*s] that the idea of Oxford or Cambridge was suggested to me. I would never have thought to consider it otherwise.

‘I remember coming down for an interview in Oxford, at St John’s, arriving late on a Sunday night and the following morning I took a stroll around the college grounds – I could feel the history and traditions in the old buildings and it was awesome. I really wanted to be part of everything it represented. I thought it would be so cool to study here so I was very excited when I was offered a place to read maths.

‘Studying in Oxford I found I was most interested in applied maths, the maths that underpins physics and engineering for example. ‘Pure’ maths can be very abstract whereas I prefer to be able to visualise the problems I am trying to solve and then when you work out the answer, there’s a sudden feeling when you just know it’s right.’

In his second year, Tom became interested in outreach work, volunteering to take the excitement of maths into secondary schools under the tutelage of Prof Marcus Du Sautoy OBE as one of Marcus’s Marvellous Mathematicians (or M^{3}), a group who work to increase the public understanding of science.

‘I went to China one summer to teach sixth formers and it was great to have the freedom to talk about so many different topics. I spent another summer in an actuary’s office because I was told that was the way to make real money out of maths – it was a starkly different experience. I realised I was not at all cut out for a suit and a screen!’ Tom smiles. ‘I am a real people-person and get a real buzz from showing everyone and anyone that you can enjoy maths, and that it is interesting and relevant. I love the subject so much and I think numbers get a bad press for being dull and difficult and yet they underpin pretty much everything in the whole universe. They can explain almost everything and you’ll find maths in topics from the weather to the dinosaurs.

Take something like the circus for example – hula-hoops spinning and circles in the ring, and then the trapeze is all about trigonometry: the lengths and angles of the triangle. Those sequinned trapeze artists are working out the distances and directions they need to leap as they traverse between trapezes and its maths that stops them plummeting to the floor!’

Having spent four years in Oxford Tom then spent five years at Cambridge University looking at the flow of river water when it enters the sea, researching the fluid dynamics of air, ice and water, and conducting fieldwork in the Antarctic confined to a boat for six weeks taking various measurements in sub-zero temperatures. You’d never expect a mathematician to be storm-chasing force 11 gales in a furry-hooded parka, but to get the data needed to help to improve our predictions of climate change, that was what had to be done!

Tom also spent a year as part of a production group known as the Naked Scientists, a team of scientists, doctors and communicators whose passion is to help the general public to understand and engage with the worlds of science, technology and medicine. The skills he obtained allowed him to kick-start his own maths communication programme Tom Rocks Maths, where he brings his own enthusiasm and inspiring ideas to a new generation alongside his lectureship in maths at St Hugh’s.

A keen footballer (and a massive Manchester United fan) it’s no surprise Tom has turned his thoughts to football and as part of IF Oxford, the science and ideas festival taking over Oxford city centre in October, Tom is presenting a free interactive talk (recommend for age twelve and over) on Maths versus Sport – covering how do you take the perfect penalty kick? What is the limit of human endurance – can we predict the fastest marathon time that will ever be achieved? And over a 2km race in a rowing eight, does the rotation of the earth really make a difference? Expect to be surprised by the answers.

**Esther Lafferty, OX Magazine**

The original article can be found here.

# Oxplore: Do we see colour the same?

Livestream debate with researchers at the University of Oxford discussing the BIG question: do we see colour the same? Featuring an incredible trick with colour perception, a multiple choice question for you to try at home, and a discussion of the dress – is it blue and black or white and gold?

# The Tragic History of Mathematicians

The second puzzle in the new feature from Tom Rocks Maths – check out the question below and send your answers to me @tomrocksmaths on Twitter, Facebook, Instagram or via the contact form on my website. The answer to the first puzzle can be found here.

Below are portraits of four famous mathematicians from history that have all died in tragic circumstances. Your task is to match up the mathematician with one of the following causes of death:

- Shot in a duel
- Pushed overboard from a ship
- Suicide
- Lost his mind

Bonus points for explaining the work of any of the mathematicians shown. Good luck!

WARNING: answer below image so scroll slowly to avoid revealing it accidentally.

Answer:

a. Hippasus – Pushed overboard from a ship for his discovery and subsequent proof that the square root of 2 is an irrational number (cannot be written as a fraction).

b. Cantor – Lost his mind after discovering that there are more one type of infinity. For example the positive integers (whole numbers) are countably infinite, whilst the real numbers are uncountably infinite.

c. Boltzmann – Suicide. He is most famous for the development of statistical mechanics which explains how the properties of atoms determine the physical properties of matter.

d. Galois – Shot in a duel after being involved in a ‘love triangle’. Fortunately he wrote down all of his work/thoughts the night before which now forms the basis of Galois theory.