Tom Rocks Maths S2 E12

Season 2 comes to a close with stories from my (rather eventful) trip to China, a new video series with BBC Maths Guru Bobby Seagull, and the number of calories needed by a Charizard per day to survive. That’s all on top of the usual puzzle and fun facts about the numbers 0 and 1. Plus, music from the Red Hot Chili Peppers, System of a Down, and Limp Bizkit. This is maths, but not as you know it…

Tracklist:

  • 00:00 Opening
  • 00:13 Bowling for Soup – Normal Chicks
  • 03:25 Limp Bizkit – My Generation
  • 07:05 Red Hot Chili Peppers – The Adventures of Rain Dance Maggie
  • 11:44 News
  • 18:00 Enter Shikari – Arguing with Thermometers
  • 21:22 Puzzle
  • 24:09 System of a Down – Shimmy
  • 25:59 Atreyu – You Gave Love a Bad Name
  • 29:22 Pokemaths: How many calories does a Charizard need per day?
  • 38:13 Midtown – Get it Together
  • 41:30 Billy Talent – Nothing to Lose
  • 45:02 Funbers 0 and 1
  • 51:36 The Story So Far – Right Here
  • 54:02 Puzzle Solution and Close

Residencia de Estudiantes, Madrid

This week I had the honour of speaking at the Residencia de Estudiantes in Madrid, which has previously hosted Albert Einstein, Marie Curie, Salvador Dali and Igor Stravinsky amongst many, many others.

IMG_20191112_145038

Ahead of the event I was asked a few questions by the organisers, and here are my answers.

Without revealing all your talk: could you give us an idea about how maths can help to be better at sports? 

From calculating the perfect placement of a penalty kick in football to maximise your chance of scoring, to identifying the best location on Earth to try to break a world record, maths can be used to help to improve our performance in almost any sport. The difficultly lies in writing down the correct equations, but once we have them, maths has the answers.

Can you tell us any real example of this maths application?

My favourite example is one that will be featured in my talk: if attempting to break a world record in rowing, the best place to do so is on the equator. This may seem counter-intuitive at first, but as I will explain, by changing the location to the equator you can increase performance by up to 8%, which for an elite athlete is an incredible boost!

In your opinion: what makes maths so useful in different sports context?

Maths can be applied to anything. This is one of the main reasons that I love the subject and travel the world championing its versatility. Given a situation in any sport, you can always use equations to describe what is happening. This might be how a tennis ball moves through the air, or the aerodynamics of a swimmer gliding through the water. Once you have the equations, maths allows you to solve them for the optimal solution, which can then be translated into improved performance by changing your technique appropriately.

You also explain that the mathematical results in sports may vary, how?  In which way? What should athletes take into account?

The ideas discussed in my talk are aimed at professional athletes who are already performing at a very high level and therefore need to resort to other approaches to improve performance beyond increased practice. For amateur athletes, whilst the same ideas will still be applicable, they are much more likely to benefit from practice!

What is your personal experience with sports? Have you ever used “math tricks” for optimise your scores?

The idea for the talk came from wanting to combine my two main passions: mathematics and sport. I play football regularly and as the designated penalty taker for my team have ample opportunity to try to hit the mathematically calculated perfect position for a shot. I also run marathons where my knowledge of the history (and mathematically predicted future) of the world record helps me to appreciate my accomplishments in the event.

IMG_20191112_145340

How did you become a math communicator? 

My first taste of maths communication came during my undergraduate degree at Oxford, where I joined the maths outreach group “Marcus’ Marvellous Mathemagicians”. The group was named after Marcus du Sautoy and performed interactive talks and workshops on his behalf in schools across the UK. The next opportunity came during my PhD when I spent two months working with the “Naked Scientists” team in Cambridge to produce a weekly science radio programme for the BBC. I enjoyed the placement so much that I agreed to join the team full-time upon completion of my PhD. After one year of working in radio production, I began to realise that my true calling was in video, and “Tom Rocks Maths” was born.

How are outreach, teaching and research connected in your professional life?

As someone who came from a state school background and worked extremely hard to get to Oxford, I have always had a passion for outreach and the drive to make university accessible to all. My maths communication work is an extension of this, allowing me to not only to visit schools in deprived areas to try to inspire them to consider higher education, but also to encourage the general public to engage more with the subject of maths and to no longer be afraid of numbers.

The teaching role fits perfectly with maths communication as both roles require the ability to be able to explain difficult concepts in ways that can be understood by a given audience. For a public lecture, the mathematical ability of the audience is perhaps less than that of a class of undergraduates, but the need for clear communication remains the same. In this way, I find that each role complements the other perfectly, with many of the topics that my students find difficult providing inspiration for future video ideas.

What do you enjoy most in your outreach talks? 

There is nothing I enjoy more than being able to present to a live audience. Whilst I enjoy all aspects of my outreach work – YouTube, television, radio, writing – nothing beats the thrill of speaking to a room full of people who want to hear what you have to say. The small interactions with each individual member of the audience, whether through eye contact or answering a question, remain with me long after the event and act as one of my main motivations to continue with my work.

You are not the speaker one might expect when thinking about a maths communicator, what kind of reactions have you find in this sense? Do you have any anecdote regarding this? 

There are two ways of looking at this: first, the notion of a stereotypical mathematician is outdated and from my experience not representative of a large part of the demographic; and second, I hope that by putting myself forward as a public face of mathematics I can help others who may be thinking that they can’t be a mathematician just because of the way that they look.

In terms of anecdotes, I think it best that I point you in the direction of the comments on my YouTube videos…

In particular, what are the reactions with “Equations stripped”? How did you come up with the idea of this series?

The “Equations Stripped” is possibly my favourite of all of the things that I do because it helps to tackle the idea that maths should be serious. The concept of the videos came from thinking about this opinion and trying to come up with what I thought was the best way to present the subject as anything but serious. The result is me talking about maths in my underwear!

My role with the “Naked Scientists” also played a part, as the name would often lead to listeners (or even guests) suggesting that we should all be naked when recording the show, and of course being a radio programme no-one could prove or disprove the theory! I always thought that we should have had more fun with this concept, and when “Tom Rocks Maths” was launched Naked Maths seemed like the way to go!

The Maths of Data with Hannah Fry

Hannah Fry (University College London) talks about her work on the mathematics of data and her favourite problem of modelling the behaviour of people in crowds.

Interview recorded at the Isaac Newton Institute 25th anniversary celebrations.

STEM for Britain Competition

On Wednesday March 13th I’ll be presenting my research to MP’s at the Houses of Parliament in the final of the STEM for Britain Competition. You can find my research poster on modelling the spread of pollution in the oceans here.

Read coverage of my entry by the Oxford Maths Institute, St Edmund Hall, St Hugh’s College and the Warrington Guardian. The press release from the London Mathematical Society is also copied below.

Dr Tom Crawford, 29, a mathematician at Oxford University hailing from Warrington, is attending Parliament to present his mathematics research to a range of politicians and a panel of expert judges, as part of STEM for BRITAIN on Wednesday 13th March.

Tom’s poster on research about the spread of pollution in the ocean will be judged against dozens of other scientists’ research in the only national competition of its kind.

Tom was shortlisted from hundreds of applicants to appear in Parliament.

On presenting his research in Parliament, he said, “I want to bring maths to as wide an audience as possible and having the opportunity to talk about my work with MP’s – and hopefully show them that maths isn’t as scary as they might think – is fantastic!”

Stephen Metcalfe MP, Chairman of the Parliamentary and Scientific Committee, said: “This annual competition is an important date in the parliamentary calendar because it gives MPs an opportunity to speak to a wide range of the country’s best young researchers.

“These early career engineers, mathematicians and scientists are the architects of our future and STEM for BRITAIN is politicians’ best opportunity to meet them and understand their work.”

Tom’s research has been entered into the mathematical sciences session of the competition, which will end in a gold, silver and bronze prize-giving ceremony.

Judged by leading academics, the gold medalist receives £2,000, while silver and bronze receive £1,250 and £750 respectively.

The Parliamentary and Scientific Committee runs the event in collaboration with the Royal Academy of Engineering, the Royal Society of Chemistry, the Institute of Physics, the Royal Society of Biology, The Physiological Society and the Council for the Mathematical Sciences, with financial support from the Clay Mathematics Institute, United Kingdom Research and Innovation, Warwick Manufacturing Group, Society of Chemical Industry, the Nutrition Society, Institute of Biomedical Science the Heilbronn Institute for Mathematical Research, and the Comino Foundation.

WordPress.com.

Up ↑