Being active in the classroom leads to more information being retained, improved test scores, and overall healthier lifestyles. So next time your teaching why not try ‘stand-up’ instead of hands-up! Live interview with BBC Radio Oxford.

# 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.

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.

**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!

# How long is a lightning bolt?

A new record flash stretching all the way from Texas to Kansas was discovered recently in data from the GOES-16 spacecraft, though the record may soon be broken… Live interview with BBC Radio Oxford.

# How many worms are there on Earth?

Scientists at ETH Zurich have calculated the number of worms in the top 6 inches of soil across the Earth, and the answer is more than the number of stars in the observable universe… Live interview with BBC Oxford.

# Tom Rocks Maths S02 E10

Episode 10 of Tom Rocks Maths on Oxide Radio sees the conclusion of the million-dollar Millennium Problem series with the Hodge Conjecture, a mischievously difficult number puzzle, and the answer to the question on everyone’s lips: how many people have died watching the video of Justin Bieber’s Despacito? Plus, the usual great music from the Prodigy, the Hives and Weezer.

Image credit: Lou Stejskal

# ‘Super-deep’ diamonds reveal clues to life on early Earth

Super-deep diamonds found in Brazil act as time capsules from the early years of the Earth’s formation and could give important clues to how life began on our planet… Live interview with BBC Radio Oxford.

Image credit: Suzette Timmerman

# Tom Rocks Maths S02 E09

Tom Rocks Maths launches into Hilary Term on Oxide Radio – Oxford University’s student radio station – with the continuation of the million-dollar Millennium Problems series, an explanation of how Tom’s PhD research can be used to help clean-up our oceans, and conspiracy theories aplenty with Funbers 11. Plus, music from Kings of Leon, Biffy Clyro and new Found Glory. This is maths, but not as you know it…

# Where do camels come from?

It may sound like an easy question but the answer will surprise you! Live interview with BBC Radio Oxford.

Image credit: Thurner Hof

# Caterpillars see using their skin

Possibly my favourite science story of 2019 – scientists at the University of Liverpool conduct 3 experiments to show that caterpillars of the peppered moth see using their skin. Live interview with BBC Radio Oxford.

Image credit: Arjen van’t Hof, University of Liverpool