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Meaning of Life in 2D

Audience:

Tags: shapes

What do these questions have in common? 1. What number's square equals its sum with itself? 2. What is the product of the slopes of two perpendicular lines? 3. At what temperature are Celsius and Fahrenheit the same? 4. How many squares (of any size) are on a chessboard? 5. At what angle should a projectile be launched in order for its range to equal is maximum height? They all have numerical solutions, even though the questions themselves contain no numbers. In this video, I consider this particular type of question with respect to 2D shapes.

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4.51 Overall score*

140 Rank

10 Votes

5 Comments

Comments

6.5

Good job hand picking and also with the visualizations. It seems to be a lot of work, but it was worth it

3.2

Yes but they could run a little slower.

4.5

This video has some very beautiful diagrams. However the motivation is unclear.

Some of the equations display very fast. This seems like more of a list of equations than a lesson. There is no pause or chance for the viewer to answer.

Interesting visuals but does not really teach the viewer anything.

3.5

The way you defined the criteria for “meaning of life questions” at the beginning was clear and made me intrigued to learn more!

I also liked the way you had some animations of the shapes!

However I believed the video could have taught viewers how to approach the problems, before showing the equations on the screen. I felt that there were times when you said “here is the equation for…” but didn’t explain why or where it came from.

While watching, here is what I believe could have improved it for me:

Decide on a target audience and focus on their level. For example, if the video was for younger students, try not to show notation and terminology which might intimidate them if they aren’t familiar. If the video is for older audiences, leave out the easier examples.
Sometimes answers to the problems were given by showing equations on the screen, but I believe it could be useful to teach HOW and WHY students might approach similar problems so they can calculate it by themselves. Perhaps focus on a smaller selection of interesting problems, but add more explanation.
I would recommend having one clear goal for the video. For example, the segment at the end about shapes within shapes was quite interesting. Perhaps you could focus on a topic like that but explain it with more details.

It is a fun viewpoint to deal with these meaning of life questions, but I do not see this really contribute to student understanding of a particular topic.