The Power of the fx-991EX – It’s Not JUST Solar

I read the Casio Twitter feed and FB feed every day, just to answer questions and see what followers might be saying. Recently there have been some kudos shared about the fx-991EX solar powered scientific calculator that got me curious. In particular. that the fx-991EX does engineering problems so well and they would be lost without it (someone said he uses it in all his higher-ed courses). This was intriguing to me since I assumed engineers, with their complex calculations, would more likely use graphing calculators like the Prizm or ClassPad or even engineering software.  Naturally, I set out to explore some of the ‘engineering’ capabilities of the fx-991EX, since I hadn’t really spent too much time with this aspect of the calculator.

As I refreshed my memory of the menu and capabilities of the fx-991Ex, it kind of boggled my mind how
much this solar-powered scientific calculator can do, and with it’s QR code capabilities, it can even show graphs and printable spreadsheets and tables. (See my previous posts about Graphing & QR code capabilities). After looking a little more closely at all the menu icons and what each does, I understood why this one calculator would in fact be sufficient for engineers, or really anyone. I spent some time playing around with different features that I had not previously explored, and have shared a couple of my explorations in the video below.

For those of you who have not experienced or explored this powerful little calculator, I suggest you do. If you are at NCTM San Antonio this April, stop by the booth and get some hands-on experience, or just explore some of the videos, or download the free 90-day emulator trial and give it a go.  You can access our Quick-Start Guide to get you on your way.

The STEM Around Us

NCTM Innov8, the new team-based conference that NCTM is sponsoring, is going on right now in St. Louis, Missouri. Our team is there of hqdefaultcourse, supporting math teachers with our technology and a great team-building session based on the Wheel of Fortune and the probabilities of winning (session is Friday, November 18 at 10:45 am in Room 265/266). St. Louis brings to mind the very famous St. Louis Gateway Arch, something math teachers attending will probably be exploring and trying to mathematically represent – is it a parabola? (In fact, it is NOT a parabola, but rather a flattened catenary). (Cool 3D mathematical model here).

This idea of looking at real objects and connecting mathematics to them is something math teachers do often. It makes complete sense, and, as I have been teaching a geometry course for Drexel these last several weeks, I have really deepened my appreciation for this idea of looking at our constructed world to find the mathematical connections and relationships. What I think we tend not to do with students, and what we should do much more of, is go beyond the obvious “shape” explorations and function fitting to explore the STEM connections.

What I mean is after we identify the inherent shapes and/or functions in ‘real-world’ objects, start asking questions that get students thinking about the why behind those shapes. The why questions lead to investigation and research by students into science, technology, engineering, and math applications that would take them much deeper into understanding the world around them. And, I wager, this type of questioning will engage students in learning and applying what they learn in a much more relevant and interesting way.  Giving them purpose for learning. And, as a result, we might have more students going into STEM fields.

Some examples:

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Why, for example, are most buildings polygon shapes, particularly triangles and rectangles? Why don’t we see more circular or cylindrical shapes for buildings, besides the grain silos or water towers? Is there a reason? This is where engineering would come into play – are certain shapes stronger from an engineering perspective?

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Why are science and medical tubes cylindrical? Is their a scientific reason for these shapes/containers? Why not use a prism shape, so then you could set the vials down on a table versus having to store them in special holders so they don’t roll away? Is the shape somehow connected to the way molecules or blood cells behave – i.e. science factors that might determine the tools used.  2791136-image-of-the-motherboard-without-a-pc-processor-closeup

Look at all the different shapes on a computer motherboard – there are cylinders, rectangles, squares, networks of curves/lines of wires, prisms…so many things going on. Students could ask whether certain shapes provide better conductivity? Or heat control? How does the height of a component impact it (notice the different heights of the cylindrical components). I don’t even know the questions to ask here, but this is a great example of where technology comes into play.

I feel that if we allowed students to explore beyond simple things like fitting a function to a curve or identifying shapes in a picture, and really focused on STEM applications and reasons behind the use of those specific shapes, we would be encouraging students creativity, curiosity, and developing research capabilities in order to find solutions. It would be so engaging and really get students interested in those STEM careers, but more importantly, a better understanding of the STEM around them.