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Science Stars aims to excite and to encourage previously disadvantaged South African youth to develop an interest in studying Mathematics and Science subjects in schools and tertiary institutions. The magazine provides a regular source of informative, educational and inspirational articles.
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1Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
THE PHILOSOPHY OF MATHEMATICS
ISSUE 07SCIENCESTARS
2 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
3Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
CO
NT
EN
Ts
FEATURES
8 HISTORY OF MATHEMATICS
Mathematics is everything
11 Profile
Dr Thanyani Daniel Rambane
15 Careers
The love of numbers
17 Maths Centre
Maps and Mirrors
21 AIMS
Imaginary Event
27 DST
Nanotechnology Equipment
29 DST
HySA Launch
31 Prof Mike
Greathead Shield
34 Science StarS
Puzzle
37 DST
Increase in R&D
CONTENTSCONTENTS
5Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
theFOREWORD
turn run on mathematics and algorithms.
By strengthening access, quality and relevance of mathemati-cal science education and research, countries provide a more skill-intensive route to industrial growth and development. The African Institute for Mathematical Sciences (AIMS) is one of the key players in the mathematical field, with five centres on the African continent and over 750 graduates who have either gone on to do PhDs, are working in industry or have become lecturers and teachers.
In this issue you will find out more about the history of math-ematics and how mathematicians in Africa have played a role in the development of mathematics. You will also learn about all the career opportunities available with Mathematical Science as the foundation for the ever-expanding investment and career opportunities in Africa.
Welcome to this special mathematics edition of Science Stars. Mathematics underlies every modern technology from plumbing to electricity, smartphones to satellites. Its applications are found in every field including economics, health, communications, trans-port, and energy. Mathematical sciences form the foundation of innovation.Science, Technology, Engineering and Mathematics (STEM) is a crucial ingredient in developing new technologies and growth. It is not coincidental that humanity’s progress only took off after mathematics began being used to formulate the laws of nature. This has never been truer than in the 21st century: more and more of the world is run on computers and information, which in Prof Barry Green, Director AIMS South Africa
FOREWORD
Mathematics underlies every modern technology
6 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
It is with great excitement that I introduce myself as the new-est member of the Science Stars team. I am thrilled to join the world of Maths and Science. I have previously worked at a youth magazine and I enjoy communi-cating the latest news via print and online platforms. In the year to come, we hope to provide you with all you need to know about pursuing a career in Science.
Entering the world of Mathematics can be a daunting experience. In the challenge of finding X, you lose yourself in a complex series of steps and for-mulas. However, once the fear of
Mathematics is faced, it can be conquered and lead to endless possibili-ties. Personally, struggling through Maths made me question its importance after the wooden chairs and chalkboards of high school. I had my doubts as to whether finding the volume of a 3D cube would benefit my journey to work.
After paging through this issue of Science Stars, however, I’ve had an epiphany: Maths is everywhere. It is the cement that builds solid infra-structure; it is the substance that creates chemical reactions and it is even the ingredient that bakes the perfect cake. I’m sure we’ve all pondered upon the question: “Who invented Maths and was it necessary to make it this difficult?” Dive into the History of Mathematics for a historical perspective on the importance of numbers. Understand the Pyramids of the Pharaohs using the geometry of tri-angles and join in on games of Mulabalaba where your estimating skills are tested.
Science Stars has compiled this issue for the love (and fear) of mathe-matics in the hope of opening the door to a successful future. Read our Careers in Maths page to get you started in transforming the abstract and complicated subject into a life-changing career. We hope that this issue will be helpful in opening your eyes to the presence of Mathematics in everyday life, as well as encourage you to pursue a career in Maths. Initiatives like the Maps and Mirrors campaign aim to support learner sin their high school subject choices – look out for opportunities like these to ensure that your destiny is fulfilled with-out any degree changes and unproductive gap years.
Maths is everywhere.
Shani Rhoda
Managing Editor • Evans [email protected]
Deputy Editor • Shani Rhoda
Graphic Designer • Cinzia-Joey Swartz
Project Manager • Renata Williams
Contributing Writers • Unathi Kondile • Oswald Kucherera • Prof. Mike Bruton • Donovan Goliath Chairman • Madambi Rambuda
Public Relations • Bongeka Mnotoza
Sales Representative • Tinyiko [email protected]
Ambassador • Azwindinni Muronga
Copyright 2015 Roswika Media. All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or any means, electronically or mechanically, without prior permission.
Science Stars is published by Roswika Media - a member of Shanduka Black Umbrellas.
31 Brickfield Road,Upper East Side, Unit 9BCape Town
021 839 [email protected]
LetteR FROMTHE DEPUTY EDITOR
teamScience Stars
Deputy Editor
ED’S NOTE
From building schools to supporting black entrepreneurs, from making university study possible for disadvantaged students to providing work experience for young work seekers, Shanduka Foundation strives to develop South Africa’s human potential. Over the last decade, Shanduka Foundation has created opportunities for educational development, career growth and entrepreneurial advancement.
• Adopt-a-School Foundation mobilises companies and individuals to adopt disadvantaged schools with the aim of improving the academic, infrastructural, social and security environment in schools.
• Shanduka Black Umbrellas nurtures qualifying 100% black-owned businesses by providing meaningful access to markets, networks and finance through its small enterprise incubators and online enterprise and supplier development portal.
• The Cyril Ramaphosa Education Trust provides bursaries to disadvantaged students and organises vacation work in companies in the Shanduka Group.
• The Shanduka internship programme provides experiential training for selected learners and job seekers within Shanduka Group and across its partner network.
Thanks to the ongoing support of many partners in business, government and civil society, Shanduka Foundation is making a significant impact in the lives of young South Africans.
To find out more about the work of the foundation and its programmes, visit
www.shanduka.co.za/shanduka-foundation
FROM CLASSROOM TO BOARDROOM
A DECADE OF EMPOWERMENT
8 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
HISTORY
MATHS IS NOT HISTORY
If you ask me where mathematics origi-
nated, I would proudly answer “Africa”.
But first, let me prove this bold claim.
Africa is home to some of the great-
est mathematicians in history, those of
whom the Zimbabwean writer Dambudzo
Marechera spoke when he said ‘a rat that
every cat secretly admires’.
The Pyramids of the Pharaohs sing math-
ematics from their very base foundations
to their tip, and it was the Greek math-
ematician Thales who was later to use
geometry to measure the height of the
pyramids. Egyptian mathematicians made
massive contributions towards the early
development of mathematics as the art
was essential in the efficiency of their
governance. And with the introduction
of census and tax payment, mathematics
became a major tool for good governance.
It enabled the administrators to record the
value and quantity of things, hence pro-
moting accountability.
It was during this time that the Greek
mathematician Pythagoras, best known
for his famous Pythagoras Theorem, vis-
ited the land of the Pharaohs where he
received profound education on mathe-
matics, geometry and astronomy proffered
by the Egyptian priests. Armed with knowl-
edge, the knowledgeable Pythagoras went
on to establish the Pythagorean School.
Pythagoras contributed to the mathemati-
cal theory of music and he used music to
help heal the souls of the sick.
Let me whisk you away to the great
Zimbabwean countryside, just outside
Masvingo town, where The Great Zimbabwe
monument lies. Built by the Karanga/Shona
people, The Great Zimbabwe was erected
with stones alone, but for centuries has
withstood strong winds and heavy rains.
It is one of the great features which show
how magnificently the hands of great
mathematicians contributed enormously in
laying down the foundation of civilisation
in Africa.
The evidence of the ancient mathemat-
ics development in Africa includes the
Lebombo bone, a small piece of fibula of
a baboon marked with 29 clearly defined
marks found by the archaeologists in the
Lebombo Mountains lying between South
Africa and Swaziland.
The Ishango bone marked with varying
tally sequences, discovered in modern day
Democratic Republic of Congo, formerly
Zaire, is also added to the mountain of
evidence of the early development of math-
ematics in Africa. Its varying tally sequences
made it difficult for archaeologists to fully
comprehend how it functioned.
Mathematics is everything Written by : Oswald Kucherera
9Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
FEATUREHISTORY
Looking into my journey in life will help us
to learn a few things about development
of mathematics in the more recent years
in Africa. I recall my early years of infancy
when we used to meet at a certain central
place to play games such as Mulabalaba.
These games demanded good calculat-
ing and estimating skills. There were not
merely intended for aimless entertain-
ment but to provide mental exercise and
sharpen our young malleable minds in the
art of mastering numbers.
It was also interesting how various events
were used to define time. Though most of
these events are currently relegated to the
most remote areas, they used to be instru-
ments of measuring time in the daily lives
of Africans. Some of these instruments are
still widely known even in the metropoli-
tan centres whereas some have shrivelled.
They were over-taken by events in the
evolution and development of mathemat-
ics. And these are the sun, the moon, the
shadow, the crow of the cockerels to men-
tion a few. For instance, you see your full
shadow in the morning, it shortens during
the day and lengthens again in the eve-
nings. But the interpretation of the mean-
ing of these varied from place to place
mainly because of what a South African
writer Sello Duiker termed “a fruit salad of
cultures and languages”.
In Africa, various organisations and
institutions have been set up across the
continent in an attempt to develop math-
ematics, with dedicated individuals work-
ing industriously in order to realise those
goals. Such individuals are being, and have
been honoured, as we saw in 2003 where
young promising mathematicians were
acknowledged.
These awards are organised by African
Mathematics Union (AMU) and the
International Conference of Mathematical
Sciences (ICMS). Individuals from field
varying from Mathematical Physics,
Applied Mathematics and Statistics
were honoured with medals. In crafting
their most important document titled
“Mathematics in Africa” requested by the
John Templeton Foundation, AMC invited
experts with experience in primary, sec-
ondary and tertiary mathematics to weave
together this document which maps the
path forward in the development of math-
ematics.
Last but not least, maths remains the one
and only language that can be spoken by
all humans. The pastors sing it when vers-
ing and chaptering their biblical presenta-
tions. The doctors use it to give medical
dosages to the sick patients and the hunt-
er uses maths to share the game. In the
words of Albert Einstein, the great German
American scientist: “Mathematics is every-
thing and everything is mathematics”.
The universe itself is governed by mathe-
matics.For instance, the earth speed is fixed
at 300 000 km/sto maintains its gravity and
position inspace.
Have you ever wondered what would hap-
pen if its speed increased or decreased?
Without maths how will you explain and
measure love, anger, music, heat or cold.
Without maths there will be no 24 hour
day and you may as well wish for a 100
hour Sunday to delay the tedious unpopular
Monday. It is the very mission of this article
to herald that mathematics was, is and
shall always be.
Seokedzi Mothokwa is just one of the 179 learners that SANRAL’s
scholarships from 2012-2013 is helping to realize his dreams
of doing well and going on to study at university.
It’s an investment for us, for him and for our country. Who knows what he may become – but we know
that better education means more opportunities, and that means a better
nation for us all.
At my math and science. And it paid off. SANRAL’s scholarship
programme is helping me to pay for my schooling to
pave the way for my success.
“
”
www.sanral.co.za | 0800 SANRAL (726 725)
3527
3527 BENEFICIARY AD - Science Stars.indd 1 2014/08/12 3:13 PM
11Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
Seokedzi Mothokwa is just one of the 179 learners that SANRAL’s
scholarships from 2012-2013 is helping to realize his dreams
of doing well and going on to study at university.
It’s an investment for us, for him and for our country. Who knows what he may become – but we know
that better education means more opportunities, and that means a better
nation for us all.
At my math and science. And it paid off. SANRAL’s scholarship
programme is helping me to pay for my schooling to
pave the way for my success.
“
”
www.sanral.co.za | 0800 SANRAL (726 725)
3527
3527 BENEFICIARY AD - Science Stars.indd 1 2014/08/12 3:13 PM
MATHS IS A LANGAUGE
Reach for the stars
FEATUREDR RAMBANE
When Dr. Thanyani Daniel
Rambane was only two years
old, polio attacked him. Before
he could reach the age of eight, he was
attacked again. But his disability was not
an inability. This was not an excuse for not
reaching for the stars.
Meeting him at his office in Pretoria, it
was like meeting a regular gentleman.
Probably that is an understatement; he is
a humble, thoughtful yet cheerful A-list
mathematics genius.
When one hears him speak, one starts to
imagine the golden generation of hard
working black students born in the 1960s
who punched above their weight in the
middle of the political unrest, immersed
themselves in the black consciousness
movement of the 1970 but yet took plea-
sure in learning. They did not allow the
circumstances of the day to be a barrier
for their dreams or their future.
During his schooling days, and before
he could be called Dr. Rambane, he out-
matched with his classmates. To save his
time and less envy and anxiety among his
classmates, he was promoted from standard
three to standard five. And later on in his
life, he would finish his PhD in Mathematics
in record time.
Now 50-year-old Dr. Rambane says, “Once
I focused on Maths, I realised that this is
what I wanted to do”.
He was not good at number crunching; he
was a rabble-rouser across all the subjects.
In fact, he dominated his classes for the
most part of his primary and secondary
school days. He was only beaten to the first
spot once, when he was in form three.
Dr. Rambane had turbulent days in primary
school, which forced him to initially enroll
in Soweto where he was born, but due to
polio, which attacked him twice by the time
he was seven years old, his father decided
to send him to Venda where he would con-
tinue with his studies there.
Due to his preserved disability, a decision
was made that he attend a special school,
but being “a regular guy with regular
friends”, he ran away from that school in
order to go to hang out with his friends at
Dr. Thanyani Daniel Rambane
By : Francis Hweshe
12 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
DR RAMBANE
a regular school.
At that time, due to the Soweto Uprisings,
he had transferred to Venda without fin-
ishing standard three. Upon enrolling in
Venda, they made him repeat standard
three, but due to his genius, in a single
year of hard work, he was promoted to
standard five.
Dr. Rambane says his high school days
were a breeze as he snatched top marks
in all subjects. In fact, when he wrote
Matric, he obtained a flawess mark of one
hundred percent in Maths. But that year,
the paper leaked and they were forced to
rewrite it. This time around, despite know-
ing all the answers, “I deliberately left
the last question worth about five marks
unanswered,” to avoid getting hundred
percent.
Dr. Rambane was not just an academic
genius; he loved sport, hence he was
referred to as the “minister of sports”. His
job was organizing sporting activities with
other schools from across the country. In
addition, he was a chess captain and mas-
ter debater. He is still a big fan of table
tennis, something he cultivated growing
up.
After Matric, he enrolled at the Medical
University of Southern Africa (Medunsa),
but dropped out after a year because
medicine was not his calling.
In pursuit of his dream, he then enrolled
at the University of Venda for a BSc in
Maths, Biology, Physics and Chemistry.
In his second year, he decided to discard
biology and in the third year dropped
chemistry in line with what he wanted to
achieve.
In his third year, he discovered that phys-
ics was becoming harder, such that in
order to pass it, he focused more on the
subject and less on Maths which was his
favourite subject.
In his final year, Maths became even
harder and for the first time in his life, he
failed the subject.
But the failure inspired him to rewrite the
subject and he passed, graduating with his
Bsc degree and further went on to do an
Honours Degree in the subject.
Despite the racism of the time, he enrolled
at the University of Potchefstroom which
was “in transition” to study for his PhD in
Maths.
But Maths was taught in Afrikaans.
13Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
FEATUREDR RAMBANE
Unmoved at an Afrikaans university he
insisted on getting the notes in Afrikaans”.
In the library he found a book, which could
translate Afrikaans to English. He then
used it to translate all the Afrikaans Maths
formulas into English.
In the end, his translations were then bor-
rowed by his Afrikaans lecturer as a blue
print to teach English speaking students.
In his third year, his lecturer even asked
him to teach applied Maths to Afrikaans
Honours students. “I taught them in
English,” he says.
When his lecturer went for a sabbatical
in the United States, he continued study-
ing instead of taking a break like other
students.
True to form, he was the first student to
finish his PhD Degree in Maths in about
three and half years, setting a record at
the university.
Currently Dr Rambane is the chief train-
ing and development officer at Statistics
South Africa. He has been with the organ-
isation for the last four years. His duties
involve travelling across the country train-
ing the entity’s staffers.
Previously, he was a lecturer at Tshwane
University of Technology (TUT) in the
Maths Department for three years. Before
then, he worked for 14 years in a similar
department at the University of Venda.
His advice to students is that they should
not allow themselves to be told by teach-
ers that Maths is a difficult subject.
He believes that even if one aims to be a
musician in life, it is better to “sing with
Maths in your head” than to regret or miss
opportunities later in life due to a failure
in the subject.
“Nobody should dictate to young people
that Maths is difficult. Don’t listen to
teachers who say Maths is difficult,” he
adds.
He also believes that the current crop of
teachers teaching Maths were not the
brightest in the subject and do not find
teaching a respectable profession.
“When I teach Maths now, I tell people that
Maths is a language that tries to explain
physical phenomena,” he highlights.
Dr Rambane dons his trademark silver
dreadlocks and loves reggae music. He even
believes that in the composition of this
music, Maths is applied.
For him, Maths is applied in our every day
living. Instead of fearing the subject, he
believes students should change their atti-
tude and embrace the subject due to the
opportunities that are available.
His philosophy is: “A fact will remain a fact even if it is ignored”.
111919 ARC Roswika Media.indd 1 2014/08/29 9:59 AM
15Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
The love of numbers
CALCULATING A CAREER IN MATHS
CAREERS IN MATHS
Is your love of numbers, equations and
solving problems steering you towards a
career in Maths but you’re not sure how
to apply your passion to an everyday job?
Maths, even in abstract forms, is present
in all industries – including the obvious
finance and engineering industry, the med-
ical field and in the ever-advancing cyber
world of technology.
What steps should you take when you cal-
culate the profits and losses of the various
career paths in Maths? Science Stars has
compiled a brief guide to entering the
world of Maths to ignite your numerical
genius.
Maths is all about the step-by-step appli-
cation of problem solving skills, and
we suggest you take this mathematical
approach to summing up your options.
The most obvious career in Maths would
be, well, a Mathematician. The job speci-
fications? Solve problems using numbers,
data, structure, space, quantity and models.
Sound a bit daunting? Keep reading for
more options.
The other inevitable link to mathemat-
ics is the field of finance. Involved with
the way money is accumulated, managed
and spent, a career in finance relies on
a strong mathematical foundation. Add
the love of numbers to the principles of
accounting and you might have a future as
a chartered accountant.
Maths often exists as an interdisciplinary
field of study. When you add biology to
maths and divide your passion between
the natural world and the abstract world
of numbers, you get the sum of biomath-
ematics.
This career will require you to model
natural and biological processed using the
problem-solving skills that mathematical
techniques possess.
Futuristic thinkers might find a career
as a robotics engineer interesting. This
career combines Maths, Engineering and
Computer Science to design and produce
robots. If the thought of creating metallic-
skinned humans does not appeal to you,
you might want to explore more options.
Next up, we have more options in the
world of Engineering. Agricultural,
Architectural, Automotive, Biochemical,
Chemical, Electrical and Energy
Engineering all rely heavily on a good
understanding of the financial language.
With the recent advancements in the field
of Nanotechnology, you might want to con-
sider a career as a nanotechnology engi-
neering technician.
The above-mentioned careers are
merely a fraction of the sum of all
the possibilities that exist in the
equation of life. The best way to
choose your career paths in Maths
is to decide where your pas-
sion lies – whether it’s Finance,
Engineering, Technology or
Biology – Maths is sure to solve
your career problems.
Written by : Shani Rhoda
16 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
DST
platform for scientists and engineers from
all over the world to gather and reflect on
the current status of, and developments in
advanced materials, with a focus on prac-
tical applications.
“South Africa is now at the forefront of
innovative programmes to provide decent
service delivery to impoverished communi-
ties,” said Pandor, citing a sanitation proj-
ect underway in Cofimvaba in the Eastern
Cape that has attracted international
interest from respected partners such as
the Bill & Melinda Gates Foundation. The
project aims to solve sanitation problems
in this rural area by using alternative tech-
nologies.
Another project, the wireless mesh net-
work, brings Internet connectivity to rural
areas in Limpopo, Mpumalanga and the
Northern Cape, narrowing the digital
divide and enabling micro-enterprise
development in poverty-stricken areas.
Pandor added that government had
worked hard over the past 20 years to
connect knowledge generation to econom-
ic development. One of the government’s
main post-1994 goals has been to shift
South Africa’s over-reliance on a resources
economy to value-adding and knowledge-
intensive activities.
“Over the past twenty years we have built a
system that connects local government, big
business, start-up entrepreneurs, venture
capital, research organisations, higher edu-
cation institutions, further education and
training colleges, and Sector Education and
Training Authorities (SETAs).”
Human capital development was also high
on the government’s economic growth
agenda, as more and more students, espe-
cially black females, are encouraged to
choose science, engineering and research
careers.
Highlights:• Social problems need to be addressed to
drive innovation;
• Global scientists and engineers gathered
at the International Symposium;
• Programmes aimed at improving service
delivery;
• International interest is drawn to South
Africa’ s impoverished communities;
• Improved sanitation and narrowing digital
divide can aid innovation;
• Research and entrepreneurial start-ups
are supported;
• Efforts made to draw females to the stud-
ies of science, engineering and research.
SOUTH AFRICA SEEKS DEVELOPMENT THROUGH
SOCIAL CHANGEThe forefront of innovation
The Minister of Science and
Technology, Naledi Pandor, says
investing massively in innovation
can help solve some of the most critical
social problems facing the world today.
Speaking at 7th International Symposium
on Macro- and Supramolecular
Architectures and Materials Gala Dinner in
Johannesburg, the minister said the South
African government had taken the lead in
creating an innovation system to benefit
its people.
The International Symposium acts as a
17Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
MAPS AND MIRRORS
Maths Centre, a non-profit organ-
isation funded by external
donors, hosted the first ‘Maps and
Mirrors’ advocacy campaign for the Shell
Rally to Numeracy Project in the Karoo on
Thursday, 4 September 2014.
This primary school intervention project
benefited 7 schools and was made possi-
ble by generous funding from Shell South
Africa. The project was officially launched
in February this year. Teacher development
and learner progression are two pillars of
the Maths Centre intervention model.
Other key objectives of the project are:
• To ensure the Maths curriculum is cov-
ered in each grade,
• Identifying teacher gaps and improving
teachers’ conceptual as well as content
knowledge in Maths.
As part of this project, the Maths Centre
has staged the Maps and Mirrors Advocacy
Campaign. This campaign aims to create
awareness for learners – starting as early
as grade 7 - to understand how industry,
business and schools are linked with the
goal of shaping their futures.
Learners are encouraged to take a look
in the “mirror”–paying attention to their
strengths, abilities and interests - and
then use these as a basis to create a “map”
for their lives. Maps and Mirrors is, in a
sense, a replacement for the traditional
career counselling and information days
by providing a more holistic programme
for learners to engage with their future
careers.
Furthermore, this campaign also aims to
assist grade 9 learners in making the right
subject choices for grade 10. May mistak-
enly select Maths Literacy as they perceive
pure Maths to be difficult, not realising
the great long-term benefits of pure
Maths. We wish to demystify this notion by
exposing them to fun Maths and Science
activities on the day.
Maps and MirrorsThe Aim
The aim of the Maps and Mirrors Advocacy
Campaign is to prepare senior phase learn-
ers for FET by assisting grade 9 learners
with making the correct subject choices.
The campaign will also introduce learners
to the programmes that exist at tertiary
study institutions as well as opportunities
in the world of work.
MAPS AND MIRRORS A Journey for Learners in Grades 7-9
18 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
MAPS AND MIRRORS
The ConceptMaps
The aim is to help learners map out their
journey towards achieving a good Matric
pass by:
- Providing career guidance
- Goal setting and planning
- Encouraging time management
- Advice on drawing up a study plan
- Study tips for successful results
- Exposing learners to fun Maths
Science activities Mirrors
The focus is on developing leadership
skills as well as achieving personal devel-
opment:
- Knowing ‘Who am I”
- How to do self-assessment
- Motivational inserts like videos, etc.
- Health and wellbeing
- My personal development plan
The event was well attended by both
teachers and learners from various schools
as well as local stakeholders.
19Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
INSTITUTIONS
INSTITUTIONSMathematics
UNIVERSITY OF JOHANNESBURG (UJ)Bsc Applied Mathematics and Mathematical Statistics
Admission Requirements:Language of Teaching and Learning 4 (50-59%)
Other Languages 4(50-59%)
Mathematics 5 (60-69%)
Physical Science or Life Science 4 (50-59%)
UNIVERSITY OF CAPE TOWN (UCT)Bsc Applied Mathematics and Mathematical Statistics
Admission Requirements:NSC, FPS of 420
Mathematics 70% &
Physical Science 60%
NBT in Mathematics,
AL & QL to be written
UNIVERSITY OF SOUTH AFRICA (UNISA)Applied Mathematics and Statistical Science
Admission Requirements:360 Credits.
National Senior Certificate (Degree endorsement) with
at least 50% in the language of teaching and learning
Mathematics with at least 50%
Students will be streamed into the Extended
Programme depending on their Academic Point Scores
(APS).
UNIVERSITY OF THE WESTERN CAPE (UWC)Bsc Mathematical and Statistical Science
Admission Requirements:Eng HL/AL 4 (50-59%)
Another Language 3 (40-49%)
Mathematics 5 (60-69%)
Physical Science or Life Science 4 (50-59%)
30981 CSIR SP Gugu HR ol.indd 1 2014/10/20 1:24 PM
21Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
AIMS
IMAGINARY EXHIBITION AND WORKSHOP
The first ever IMAGINARY Exhibition
and Workshop held in Africa, was
hosted at AIMS South Africa in
Muizenberg from 5-7 November 2014.
The event was organised by the African
Institute for Mathematical Sciences
- Next Einstein Initiative (AIMS-NEI),
IMAGINARY and the Mathematisches
Forschungsinstitut Oberwolfach in
Germany.
The African Institute for Mathematical
Sciences (AIMS) is a pan-African network
of centres of excellence for postgraduate
education, research and outreach in math-
ematical sciences. Its mission is to enable
Africa’s brightest students to flourish as
independent thinkers, problem solvers and
innovators capable of propelling Africa’s
future scientific, educational and economic
self-sufficiency.
IMAGINARY is an interactive travelling
exhibition curated by the Mathematisches
Forschungsinstitut Oberwolfach. It pres-
ents visualisations, interactive installa-
tions, virtual realities, 3D objects and
their theoretical background in algebraic
geometry and singularity theory, in an
attractive and understandable manner.
Demonstrations for all audiences provide
insights into the theoretical background.
Learners from Muizenberg High,Windsor
High School, Fish Hoek High, Rustenburg
Girls, Cape Academy and COSAT attended
the event. Students from UCT, UWC, SU
and CPUT also visited the exhibition.
At the opening of the event, Dr Andreas
Matt, a representative from IMAGINARY
said, “we are very excited to be hosting
this exhibition in Africa for the first time.
It is also the first time that the exhibition
is being combined with a workshop to
share ideas and plan future scientific and
educational public engagement/outreach
activities with peers in Africa on maths
communication.”
The Director of AIMS South Africa, Prof
Barry Green, welcomed everyone to the
opening and said, “we are very proud to
be hosting this exhibition in our cen-
tre. Our students, local school children,
students from local universities and the
public are able to experience the unique-
ness of this exhibition.” The exhibition
featured extraordinary images and 3D
prints, and visitors had the opportunity
to talk to mathematicians, watch fasci-
nating movies, be creative at interactive
computer stations and create their own
mathematical artwork! The exhibition also
included a series of hands-on exhibits
from the UNESCO mathematics exhibition
“Experiencing Mathematics”.
A Science Slam event titled “From the Big
Bang to the Brain” took place on Friday 7
November at 2pm. The participants were
Philip Southey from UCT, Justine Nasejje
from UKZN and Savannah Nuwagaba from
Stellenbosch University. All three talks were
very interesting and Philip was announced
as the winner.
The goal of the IMAGINARY workshop
was to showcase interactive mathematics
learning tools, to work on dedicated activi-
ties for Africa, and to jointly plan future
activities. Participants in the IMAGINARY
workshop shared experiences and chal-
lenges in presenting and applying math-
ematics internationally with a focus on the
African continent. Participants were able to
network with AIMS, IMAGINARY/MFO rep-
resentatives, and other partners in the field
of mathematics and sciences; and together
they planned outreach activities in various
African countries.
22 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
AIMS
23Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
TIME TABLE
TIME TABLE12 x 12 time table, fill in the missing numbers.
We use communication satellites every day when we watch Digital Satellite television (DStv), access the internet or use our cell phones.
Navigation apps use GPS satellites to accurately steer you to your requested destination.
There are boundless opportunities when you consider a career in space.
However you look at it, there is SPACE for you!
Spacecraft are launched into space on rockets and need to be monitored along the way. SANSA provides launch support and recently assisted two Mars launches – NASA’s Mars Science Laboratory and India’s Mars Orbiter Mission.
Weather in space can damage satellites and interfere with our technology like GPS, cell phones and internet. SANSA keeps a close eye on space weather to protect our technology in space and on Earth.
Images from satellites are used to develop maps and monitor natural disasters like floods and droughts.
SAT
ELL
ITE
OPERATIONS TECHNICIAN
SPA
CE
WEA
THER FORECASTER
REM
OT
E SE
NSI
NG RESEARCHER
RA
DIO
FR
EQUENCY ENGINEER
South African National Space AgencyTel +27 12 844 0398 | Fax +27 12 844 0396Email [email protected] | Website www.sansa.org.za
C
M
Y
CM
MY
CY
CMY
K
Advertorial.pdf 1 2014/03/04 2:42 PM
25Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
We use communication satellites every day when we watch Digital Satellite television (DStv), access the internet or use our cell phones.
Navigation apps use GPS satellites to accurately steer you to your requested destination.
There are boundless opportunities when you consider a career in space.
However you look at it, there is SPACE for you!
Spacecraft are launched into space on rockets and need to be monitored along the way. SANSA provides launch support and recently assisted two Mars launches – NASA’s Mars Science Laboratory and India’s Mars Orbiter Mission.
Weather in space can damage satellites and interfere with our technology like GPS, cell phones and internet. SANSA keeps a close eye on space weather to protect our technology in space and on Earth.
Images from satellites are used to develop maps and monitor natural disasters like floods and droughts.
SAT
ELL
ITE
OPERATIONS TECHNICIAN
SPA
CE
WEA
TH
ER FORECASTER
REM
OT
E SE
NSI
NG RESEARCHER
RA
DIO
FR
EQUENCY ENGINEER
South African National Space AgencyTel +27 12 844 0398 | Fax +27 12 844 0396Email [email protected] | Website www.sansa.org.za
C
M
Y
CM
MY
CY
CMY
K
Advertorial.pdf 1 2014/03/04 2:42 PM
We use communication satellites every day when we watch Digital Satellite television (DStv), access the internet or use our cell phones.
Navigation apps use GPS satellites to accurately steer you to your requested destination.
There are boundless opportunities when you consider a career in space.
However you look at it, there is SPACE for you!
Spacecraft are launched into space on rockets and need to be monitored along the way. SANSA provides launch support and recently assisted two Mars launches – NASA’s Mars Science Laboratory and India’s Mars Orbiter Mission.
Weather in space can damage satellites and interfere with our technology like GPS, cell phones and internet. SANSA keeps a close eye on space weather to protect our technology in space and on Earth.
Images from satellites are used to develop maps and monitor natural disasters like floods and droughts.
SAT
ELLI
TE O
PERATIONS TECHNICIAN
SPA
CE
WEA
TH
ER FORECASTER
REM
OT
E SE
NSI
NG RESEARCHER
RA
DIO
FR
EQUENCY ENGINEER
South African National Space AgencyTel +27 12 844 0398 | Fax +27 12 844 0396Email [email protected] | Website www.sansa.org.za
C
M
Y
CM
MY
CY
CMY
K
Advertorial.pdf 1 2014/03/04 2:42 PM
26 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
DST
SCIENCE AND TECHNOLOGY DEMYSTIFIED AT DST IMBIZO A career in science
Saturday, 15 November 2014, was an
important day in the lives of the
Ulundi community in the Zululand
District Municipality. The community
members and learners of KwaZulu-Natal
town had the opportunity to attend the
interactive Department of Science and
Technology (DST) imbizo held at the Old
Legislature Building.
The exhibition was led by Naledi Pandor,
Minister of Science and Technology, and
Deputy Minister, Zaneleka Magwaza-Msibi.
Aiming to create a channel through which
the government can communicate and
interact with the public, the imbizo and
exhibition provided the youth with the
essential information for a career in sci-
ence.
Along with the factual aspects, the exhibi-
tion also provided learners with practi-
cal demonstrations of what a career in
science involves. Acknowledging South
Africa’s importance on the global develop-
ment of science and technology, Minister
Pandor highlighted the collaboration
between South Africa and Australia in the
Square Kilometre Array project.
Some of the entities that attended the
exhibition and showcased their work
include the National Zoological Gardens,
the Hartebeesthoek Radio Astronomy
Observatory and the UniZulu Science
Centre.
Deputy Minister, Zaneleka Magwaza-Msibi,
linked the country’s potential economic
development to the improvement of agri-
culture. Long-term sustainability of natural
resources needs to be practiced while
developing the agriculture sector and con-
nections need to be made between local
communities, government and corporate
entities to ensure equal opportunities.
The event was attended by the Department
of Home Affairs which processed applica-
tions for identity documents and social
grants. The Departments of Basic Education,
Higher Education and Training, as well as
Social Development were also present at
the imbizo. This joint effort was taken as a
step to promote studies in the faculties of
science and technology, furthermore mak-
ing this a possibility to the learners of the
Ulundi community.
27Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
FEATUREDST
MINISTER UNVEILS R17M NANOTECH EQUIPMENT
Increase, develop and enhance
South Africa’s Minister of Science
and Technology, Naledi Pandor, had
recently introduced modern nano-
technology research equipment to the
country. The equipment, worth R17 mil-
lion, was unveiled at Rhodes University
in Grahamstown and is to be used by the
various departments of the university.
Although the equipment is stationed
at Rhodes University, it is used by vari-
ous other universities in the country,
The Council for Scientific and Industrial
Research, Mintek, as well as other coun-
tries including Kuwait, Turkey and China.
Researchers in the fields of pollution
treatment, green chemistry, forensic sci-
ences, biotechnology, energy and sustain-
able development find the Time-of-Flight
Secondary Ion Mass Spectrometer (TOF-
SIMS) useful in their development strate-
gies.
The availability of the TOF-SIMS will
reduce South Africa’s dependence on other
countries for research, at the same time
improving the research and training in the
country.
As South Africa’s research skills improve,
the skills shortages will be addressed and
this will lead to an increase in competency
in the field of research.
The 2005 National Nanotechnology
Strategy had met and the technol-
ogy goals set out in the 2002 National
Research and Development Strategy, and
had also succeeded in strengthening the
South African governments focus on the
industrial sector.
South Africa is quickly becoming one of
the leaders of nanotechnology research
worldwide thanks to the National
Nanotechnology Equipment Programme.
Along with the programme came the
establishment of modern research facili-
ties in the field, as well as the Centre for
High Resolution Transmission Electron
Microscopy based at Nelson Mandela
Metropolitan University in Port Elizabeth.
Nanotechnology research facilities are not
the sole success of the field. In addition to
the research chairs and formal teaching
programme, there have been 1 100 articles
published in peer-reviewed journals, 170
postgraduate students, 20 patents have
been filed and the near future hopes to
hold the introduction of South African nan-
otechnology-enhanced to the market.
With the increasing amount of resources
put into the development of nanotechnol-
ogy, this form of engineering at the molecu-
lar scale is soon to be a massive sector of
research and production.
SCIENCESTARS“Shaping Our Youth”
“Share Your Thoughts”/sciencestars.faceb.co.za @ScienceStars2 www.sciencestars.co.za [email protected]
29Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
FEATUREDST
DST LAUNCHES HYDROGEN FUEL
Cell power generator
The Department of Science and
Technology (DST) has joined forces
with a South African technology
company, Hot Platinum, to create a 2,5kW
fuel-cell power generator in Cape Town.
The unit will be launched at the Cape
Flats Nature Reserve, situated on the
University of Western Cape (UWC) campus
in Bellville. The initiative forms part of
DST’s National Hydrogen and Fuel Cell
Technologies Research, Development and
Innovation Strategy (HySA).
The project aims to use local resources to
further knowledge on the topic, and to aid
the development of sustainable activities
in hydrogen and fuel-cell technologies.
The hydrogen fuel-cell power generator
serves two main purposes: it will reduce
the country’s dependence on imported
oil, and it will reduce the greenhouse gas
emissions which cause global warming.
The generator will make use of both hydro-
gen and fuel cells to produce electricity,
and the hydrogen will store this energy and
converts it to its useable form.
South Africa is synonymous to innovation in
terms of the global advancement of science
and technology. The increased emphasis on
these fields, and the improvement of the
necessary skills, might lead to the econom-
ically-beneficial role of hydrogen and fuel-
cell technologies in the country.
30 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
DST
GALLERY
31Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
FEATUREPROF MIKE BRUTON
SOUTH AFRICAN INVENTOR WITH TUNNEL VISIONThe Greathead Shield
James Henry Greathead, one of South
Africa’s greatest early engineers, was
born in Grahamstown in 1844. Born
as the grandson of an 1820 Settler, he
was educated at St Andrew’s College in
Grahamstown, Diocesan College (Bishop’s)
in Cape Town and Westbourne College
School in London.
Greathead relocated to England in 1859 at
the age of 15 years where he was appren-
ticed to the famous British Engineer, Peter
Barlow, and became extensively involved
in the development of the new traction
and eventually electric underground rail-
way network in London.
His most famous inventions were the
‘Greathead Shield for Underground
Tunneling’ (1869) and the ‘Greathead
Grouting Machine’ (1891), which were
extensively used for the development of
the underground railway system in central
London, Liverpool and elsewhere in the
United Kingdom. He essentially invented
the equipment that was used to burrow
the tunnels for the London Underground.
The Greathead Shield was an innovative
adaptation of a tunneling shield invented
by the legendary French-born British
engineer, Marc Brunel. This invention was
used in the construction of the first tunnel
running beneath the Thames River between
1825 and 1843. This project, which ended
in disaster and lead to the loss of 10 lives,
had been extremely costly and progressed
slowly.
In 1867, Peter Barlow proposed, as a relief
for London’s increasingly congested road
traffic, that a system of underground rail-
ways in ‘tubes’ should be constructed using
shields and lined with cast iron segments.
However, no contractor could be found to
undertake the work, mainly due to memo-
ries of the tragic loss of life in Brunel’s
tunnel. Greathead, then only 24 years old,
courageously tendered for the construction
of the shafts and tunnel using his newly
devised cylindrical wrought iron tunnelling
shield. He won the contract and construc-
tion on the Tower Subway began in 1869. It
was opened in 1870 - the first underground
tube railway in the world.
Greathead’s shield was effectively a sleeve
as large as the tunnel, which, as the exca-
vation proceeded, was forced ahead to act
both as a ring shaped cutter and a protec-
tion for the workmen. It moved forward
in one piece, unlike Brunel’s large and
unwieldy rectangular shield, which had to
be dismantled every time it was moved and
weighed over 120 tons..
Written By : Prof Mike Bruton
32 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
PROF MIKE BRUTON
The Greathead Shield was inched forward
as the working face of the tunnel was
excavated, while behind it a permanent
tunnel lining of cast iron rings was fit-
ted into place, also an important innova-
tion by Greathead. He patented many of
his improvements to tunnel engineering,
including the use of compressed air and
forward propulsion by hydraulic jacks, both
of which are now standard features of tun-
nel construction worldwide.
Greathead’s tunnelling shield solved both
the problem of expensive, slow and danger-
ous tunnelling under rivers and the prob-
lem of disruptive construction by cut and
cover methods of underground railways in
cities.
Later, Greathead was the resident engineer
on the City & South London Railway (now
part of the Northern Line), the world’s
first underground electric railway which
was established in 1890. As a result of
the electrical expertise he developed on
this railway, he was then appointed as the
Joint Engineer on the Liverpool Overhead
Railway, the first overhead electric rail-
way in the world. Greathead worked with
many famous British engineers, including
Sir Douglas Fox, W.R. Galbraith, Sir John
Fowler and Sir Benjamin Baker, all of whom
respected and admired his innovative work.
At the time, he was known as “the practical
author of the great London Tube Railway”.
Greathead died of cancer in London in 1896
at the age of 52 years, and is commemo-
rated by a 3-metre tall bronze statue by
James Butler, unveiled by the Lord Mayor of
London next to the Royal Exchange in 1994.
The recent refurbishment of Bank
Stationled to the discovery of a section of
the original Greathead Shield, found adja-
cent to the Waterloo & City Railway. This
section has been refurbished, and a brass
plate was erected as a further memorial
to the extraordinary achievements of this
great South African inventor.
33Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
MATHS
FACTS
MATHS FACTS
A clock never show-ing right time might be preferable to the one showing right time twice a day
1
2
3
4
57
8
9
10
11If you write out pi to two decimal places, when you flip it backwards it spells “pie”
In a room of just 23 peo-ple there’s a 50% chance that two people have the same birthday
Zero is the only number that can’t be represent-ed in Roman numerals
555 is used by some in Thailand as slang for “hahaha”, because the word for “five” is pro-nounced “ha”
Among all shapes with the same perimeter a circle has the largest area
Four is the only num-ber in the English lan-guage with the same number of letters as the number itself
The easiest way to remember the value of Pi is to count the number of letters in each word in “May I have a large container of coffee’
The = sign was invented by Welsh Mathematician, Robert Recorde
The signs + and – were used as early as 1489 A.D.
“Maths anxiety” is a phe-nomenon that makes people perform badly at maths simply because they tend to avoid the subject due to the negative stigma attached to Maths
6
34 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
942
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DOWNCROSSWORD PUZZLE
SUDOKUEach horizontal, vertical and 3 x 3 square should contain all the numbers from 1 to 9 , with no repeats.
1. What is this symbol called (%) ?
2. What do you call lines that intersect a
single point?
3. What is the term given to the perim-
eter around a circle?
4. What is the bigger number, a googal
or a billion?
5. If the absolute value of a numerator
is less than the absolute value of the
denominator, then the fraction is?
6. Is it possible to draw a triangle with
two obtuse angles?
7. How many straight lines can pass
through a point?
ACROSS
PUZZLE
1. What is used to measure angles?
2. What is the name of the manual calculating device which consists
of beads?
3. If the real part of a complex number is zero, then what would you
say about the complex number?
4. Expressing the equality of two ratios is called?
5. Which traingle are all three sides and all three angles congreuent?
6. What is the name of the longest side of a right angle triangle?
SUDOKU 12/11/14
35Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
ASTRO QUIZ ANSWERS
Round 3 answersASTRO QUIZ1 The reason why we have day and night on Earth is due to the __________ 2. Rotation of the Earth
2 Who was the first astronaut to perform a spacewalk in March 1965? 2. Alan Shepard
3 Yuri Gagarin, the first man in space orbited the Earth once in 1961. Two years later, the first woman in space orbited our planet … 3. 48 times
4 A combination of the following factors causes the Moon to appear the same size in the sky as the Sun. 1. Its size and distance from the Earth
5 An astronomical event that occurs twice each year as the Sun reaches its highest or lowest excursion relative to the celestial equator on the celestial sphere is called a/an________ 1. Solstice
6 If your weight on Earth is 50 kg, what would your approximate weight be on the Sun and on the Moon? 4. 1353 kg (Sun) and 8 kg (Moon)
1 Who discovered that each black hole has a characteristic tem-perature and radiates energy? 2. Stephen Hawking
2 The Square Kilometre Array is a _______ telescope. 1. Radio
3 Which woman astronomer discovered that variable stars known as Cepheids could be used as distance markers? 1. Henrietta Swan Leavitt
4 Which planet was accidentally discovered in 1930? 1. Pluto
5 What is the name of the US spacecraft that arrived at Venus and stayed there for a year in 1990? 4. Magellan
6 If the Moon revolves the Earth at a speed of 1,02 km/h, approxi-mately how long will it take to go completely around the Earth? 1. 27, 3 days
7 What are quasars? 2. Unusual galaxies
8 A combination of the following factors causes the Moon to appear the same size in the sky as the Sun. 1. Its size and distance from the Earth
7 What is the popular name for the robot geologist that NASA use for exploration on Mars? 4. Rovers
8 Which of the following will you NOT find in our Solar System? 2. White Dwarf
9 Which of the following statements is true about a comet’s tail? 3. Always trails behind the comet
10 Why the Moon is not considered a planet? It is because 3. It orbits the Earth
11 If your age on Earth is 14 years, how old will you be on planet Venus? 3. More than 14 Venusian years
12 How was Pluto discovered? 3. By Clyde Tombaugh photographing the same region of the sky
on two successive nights in 1930, seeing shifts in a point of light
9 During a total solar eclipse the Moon’s shadow causes a narrow path of total darkness across the Earth. What is this path of total shadow called? 1. Umbra
10 What do scientists think will be found in the centre of the Milky Way? 2. A supermassive black hole
11 Name the astronomer who discovered pulsars in 1967. 4. Jocelyn Bell- Burnell
12 The spacecraft Dawn is on its way to investigate two Solar System objects. Which objects are these ? 2. Ceres and Vesta
13 Jupiter has a moon that is larger than planet Mercury. What is it called? 4. Ganymede
TIE BREAKERS2. 2 Alan Leonov
3. 2 37 times
4. 1 Its size and distance from the Earth
5. 2 Equinox
TIE BREAKERS1. 2 Stephen Hawking2. 2 Refractor 3. 2 Cecilia Payne Gaposchkin 4. 2 Saturn5. 2 Surveyor
Round 4 answersASTRO QUIZ ?
?
?
?
36 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
A V O N R E P U S I T E
A C G S B U E Z I E S T
D A A R I T T E L P E I
Y I L I O S L E I L N L
A D A L P I S L M A O E
W O X M L C C X I N I T
Y Z Y L O E A I L E T A
K M I P R K P N P T A S
L O E A T S T A R S T I
I N L N O E S I S E O N
M O K G R A V I T Y R S
S M Y M O N O R T S A T
ANSWERS
CROSSWORD PUZZLE
WORD SEARCHANSWERSAstronomy in science magazine
THE INFINITE JOURNEYTO ASTRONOMY
ISSUE 06SCIENCESTARS
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37Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
DST
LIGHTING UP SOUTH AFRICA
The state of energy
Inadequate coordination, insufficient funding and skills short-
ages threaten South Africa’s energy future. These are among
the findings of a consensus study entitled The State of Energy
Research in South Africa released by the Academy of Science of
South Africa.
The Academy of Science of South Africa (ASSAf) is mandated
to provide evidence-based advice to government on matters of
critical national importance.
The study has followed the traditional Academy consensus study
methodology, in which a panel of experts, guided by the panel
chair, undertakes the study on a voluntary basis. The advantage
of this multi-perspective approach is that it is free of partisan
interest. As a result, the findings and recommendations are the
best considered outcomes in the circumstances.
This report is the result of the collaborative work of a six-
member ASSAf study panel. The study panel members were:
Professor Frederik van Niekerk (Chair), Professor Susan Harrison,
Dr Nelson Ijumba, Dr Steve Lennon, Professor Regina Maphanga
and Professor Wikus van Niekerk.
The study aimed to improve the understanding of the energy
research landscape in South Africa in order to support the South
African National Energy Development Institute (SANEDI) in
fulfilling its functions in terms of energy research support and
co-ordination. The study is seen as an important baseline assess-
ment that can inform future energy research investment in the
country.
According to the study report, investments in coal research and
development are inadequate despite the fact that coal will
dominate South Africa’s energy supply for the foreseeable future.
38 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
DST
Clean coal technologies are also not suffi-
ciently funded, carbon capture and storage
research programmes are insufficient and
the bulk of coal research and development
(R&D) is being performed by only four
entities.
Key recommendations of the study relate
to a formal coordination mechanism to
guide energy and energy-related R&D
investment, increased funding and the pri-
oritisation of human capital development
in the sector.
The study proposes that government
departments with an energy budget estab-
lish a formal coordination mechanism, in
accordance with the recommendations
of the National Development Plan (NDP),
with a mandate to steer, plan and coor-
dinate energy and energy-related R&D
funded with public money, eliminate gaps
and overlaps, taking into account national
imperatives and priorities.
It is also recommended that an Energy
Research and Development Desk be estab-
lished to give effect to a co-ordination
mechanism.
With regard to funding, the study recom-
mends that a more substantial portion of
the national R&D vote should be allocat-
ed to energy and energy-related research
in line with national priorities. At least
1.5% of the fiscal appropriation should be
earmarked for R&D support with a higher
proportion of this allocated for energy
than at present.
A recurring finding of the study is that
human capital development in energy
and energy-related research is insufficient
despite the prominence given to energy in
policy documents. It is recommended that
human capital development for energy
areas aligned with the national energy
agenda needs to be prioritised through
the establishment of more research chairs,
centres of competence and centres of
excellence.
Other findings and recommendations of the study are:
• Gas: Significant R&D is needed in shale
gas, which has the potential to provide a
lower carbon medium-term energy future
for South Africa. Research is needed on
exploitation of the resource, techno-
economic evaluations of exploitation
pathways, environmental and other risks,
risk abatement strategies and beneficiation
strategies.
• Renewable energy: Significant R&D
investment is needed to meet national
targets and the penetration of renewable
energy in South Africa should be increased
through appropriate mechanisms. Better
coordination is needed to avoid fragmenta-
tion of R&D efforts.
• Nuclear energy: The implications of
delaying the nuclear decision in terms of
the country’s capability to support (any part
of) the nuclear cycle, have to be evaluated
and compared with alternative energy sup-
ply options.
• Energy efficiency: In spite of energy
efficiency measures, the commitment to
and adoption of energy efficient measures
should be increased, inter alia by improving
awareness and understanding of energy
efficiency and effective incentives for par-
ticipation in energy saving.
• Energy economy and policy:
Comprehensive techno-economic feasibility
studies are needed to inform the national
energy R&D agenda, as well as the plan-
ning and legislative environment needed
for effective implementation on a path to
lower carbon and energy intensity.
Highlights:• Threats to South Africa’s future in ener-
gy development;
• Inadequate coal research and develop-
ment;
• Need for energy coordination mecha-
nism;
• Increased funding for energy and ener-
gy-related research is needed;
• Need for research on resource exploita-
tion;
• Options for alternative energy supply
options should be researched;
• Improved environmental legislation
should be implemented.
Celebrating Water for ALL
The Trans-Caledon Tunnel Authority (TCTA) is proud to contribute towards a system which aims to deliver a sustainable water supply across Southern Africa.
Our specialist skills, from sourcing project finance to planning, design and construction, place TCTA in the ideal position to facilitate development of bulk raw water infrastructure.
From an initial single project, TCTA now manages the following list of Projects: the Lesotho Highlands Water Project Phase 1; the Berg Water Project (Western Cape); the Vaal River Eastern Subsystem Augmentation Project (Mpumalanga); the Mooi-Mgeni Transfer Scheme Phase 2 (KZN Midlands); the Olifants River Water Resource Development Project Phase 2 (Limpopo); the Mokolo-Crocodile (West) Water Augmentation Project (Limpopo); the Komati Water Scheme Augmentation Project (Mpumalanga), the Acid Mine Drainage Project (Gauteng) and the Metsi Bophelo Borehole Project (across six provinces).
For more information on TCTA visit: www.tcta.co.za or Call +27 12 683 1200
TCTA is a state-owned entity responsible for bulk raw water infrastructure development
TCTA Career Opportunities
TCTA’s Project Naledi Bursary and Internship Scheme is a skills development intervention with the objective of ensuring a sustainable supply of trained and skilled individuals to meet its future human resource needs. The project is a response to government’s developmental agenda of creating a pool of skilled employees and to ensure that the country is competitive in the global economy.
The project intends to:• Identify deserving and capable youth from
disadvantaged communities;• Recruit candidates into engineering, project
management, finance and accounting disciplines;• Support the candidates throughout their studies by
providing academic tutoring and mentoring;• Provide specific and on-going support to the students
that enter into accounting and engineering fields through regular follow-up sessions; and
• Develop a model for increasing participation of youth into the scarce skills category.
In light of the above, TCTA offers bursaries to candidates who are planning to undertake undergraduate studies at institutions of higher learning in South Africa.
We consider applications for the following core fields of study: • Civil/Mechanical Engineering• Environmental Science/Management• Business Science (Finance)• Banking/Economic Science• Sanitation and WaterAll the above services are in support of government’s development agenda to make a better life for all. TCTA is committed to assisting government to achieve its socio-economic objectives.
40 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
AIMING FOR A CAREER IN MATHS
Making a difference
Mathematics underpins most
aspects of modern life - infor-
mation and communication
technology, genetics, medicine, finance,
demographics and planning. The African
Institute for Mathematical Sciences (AIMS)
draws bright young Africans into math-
ematical and scientific careers ranging
from software or robotic engineering to
nuclear physics, marine science, genetics,
ecology, astronomy, biomathematics, cryp-
tography, research, financial mathematics
and business.
In order to join AIMS and make these
exciting career choices, your first step is
to get good marks in mathematics in high
school and then complete a 4-year univer-
sity degree in mathematics, or any science
or engineering subject with a significant
mathematics component. You can then
apply for the AIMS one-year postgradu-
ate Structured Master’s in Mathematical
Sciences. There are no course fees for
successful applicants and full bursaries
covering tuition, accommodation, meals
and travel costsare awarded to successful
applicants from African countries.
But why choose to come to AIMS?
“AIMS gives almost guaranteed opportu-
nities and hopes of a successful future
to many young scientists across Africa.
AIMS allows you to scope a lot of use-
ful concepts about your life, your future
profession (which is not only academic)
and your social life. Your knowledge will
be diversified allowing you to choose your
area of expertise with confidence. It is
very challenging and exciting, and there is
enough support for everyone to succeed,”
says Matthews Sejeso. Sejeso is a 2013
AIMS graduate from Taung in the North
West Province who is currently completing
a Research Master’s at Wits.
Has AIMS been successful?AIMS is a pan-African network of centres
of excellence for postgraduate education,
research and outreach in mathematical
sciences. Its mission is to enable Africa’s
brightest students to flourish as inde-
pendent thinkers, problem solvers and
innovators capable of propelling Africa’s
future scientific, educational and economic
self-sufficiency.
Since being founded in Cape Town in
2003, AIMS centres have opened in
Senegal (2011), Ghana (2012), Cameroon
(2013) and Tanzania (2014). The AIMS
centres are coordinated by the AIMS Next-
Einstein Initiative (AIMS-NEI). More infor-
mation is available online at www.nextein-
stein.org.
There are now 749 AIMS alumni (includ-
ing 229 women) from 42 African countries
throughout the world contributing to cut-
ting edge research, continuing their post-
AIMS academic studies or launching pro-
gressive careers using their mathematical
science training.
AIMS South Africa is located in Muizenberg.
The main building is a self-contained
residential centre with excellent computer,
library and lecturing facilities. Lecturers and
students live and dine in the main building,
allowing for maximum contact time in an
informal setting.
The Structured Master’s is taught by
outstanding international and local lec-
turers and is formally accredited by the
Universities of Cape Town, Stellenbosch,
and the Western Cape. The programme is
taught in association with the faculty of the
Universities of Cambridge, Oxford and Paris
Sud XI. There are two intakes a year, in
January and August.
AIMS ADVERTORIAL
Financial Mathematics workshop
41Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
The programme is divided into three phases:1. The skills phase builds a common core
set of problem-solving skills: estimation,
computation, approximations, modelling,
data analysis and statistics.
2. The review phase allows students to
apply these skills in some of the most
exciting areas of science.
3. The final phase involves preparation of
a research project under the supervision
of an expert researcher. Research initi-
ated in these projects often develops into
further postgraduate research work after
AIMS.
For the past six years, AIMS South
Africa has also offered courses towards
Stellenbosch University’s (SU) Honours in
Mathematics programme with a focus in
Biomathematics. Students spend the first
half of the year at AIMS and the second
half at SU.
AIMS South Africa also has a Research
Centre (launched in 2008) which con-
tributes to research output and capacity
building in South Africa and on the conti-
nent through research activities, student
training, workshops, conferences and a
successful visitor’s programme which
enables mathematical scientists to work
together and interact with local, pan-Afri-
can and other international researchers.
The research conducted has a strong focus
on cutting-edge topics which relate to
mathematical modelling in a multi-disci-
plinary context. In particular those most
relevant to African development, espe-
cially in fields where scientists in Africa
have a competitive advantage and can do
world-leading research.
The present focus areas are:
• Cosmology and Astrophysics,
• Mathematical and Physical Biosciences,
• Mathematical Finance,
• Mathematical Foundations and
Scientific Computing.
Advancing education with AIMS
As part of its outreach and public engage-
ment programme, AIMS South Africa
also has a Schools Enrichment Centre
(AIMSSEC). The main objectives of this
programme are to advance educational
opportunities for previously disadvantaged
and rural communities, to introduce new
skills to teaching and learning mathematics
and to raise the standards of mathematics
teaching in South Africa. AIMSSEC promotes
active enquiry based learning, mathemati-
cal thinking, communication and problem-
solving skills.
To spread the benefits of this work more
widely, AIMSSEC runs professional devel-
opment courses for teachers from disad-
vantaged rural and township schools and
empowers them to train other teachers
in their areas. AIMSSEC blended learning
courses for primary and secondary teachers,
subject advisors and field trainers from all
over South Africa combine residential units,
home-study, regularly marked assignments,
online learning and TV broadcasts and
examinations for qualifications awarded by
AIMS South Africa in collaboration with the
Stellenbosch University and the University
of Fort Hare.
Since its inception, a total of 1240 teach-
ers have taken the AIMSSEC three-month
Mathematical Thinking (MT) course. This
course acts as a prerequisite for the two
year AIMSSEC Advanced Certificate in
Education (ACE) course which has a focus
on subject leader training and now has 144
graduates.
AIMSSEC runs world-class courses staffed
FEATUREAIMS ADVERTORIAL
Workshop MISG study groups
AIMSSEC
42 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
by a strong local team together with an
international team of over 50 academics
who lecture as unpaid volunteers, and this
also makes the work of AIMSSEC more
cost effective. AIMSSEC ACE graduates
make a valuable contribution as teaching
assistants.
In addition to professional development
for teachers, AIMSSEC is also involved in
research. The first major research project
being undertaken is called ‘Improving
Progress through Formative Assessment
in Science and Mathematics Education
(FaSMEd). The project, which began in
January 2014, will end in December 2016.
It is funded by the European Union under
the 7th Framework Programme (FP7) and
involves eight partners from European
countries and one South African partner
(AIMSSEC).
AIMSSEC also organises public lectures,
local teacher workshops, master classes
and special events for learners, and con-
tributes to maths clubs in schools.
What past students have to say about these programmes:“By the time I completed this course I
was enriched not just in mathematics but
teaching as a whole.” - Jacky Johnson (MT
FP 2014)
“The problem solving approach I have
been taught helped me a lot in solving
problems I never thought I could be able
to solve. Visualisation is going to help
my learners too.” - Thobeka Thelma Bobo-
Gqibitole (ACE IP 2014)
“At AIMS I gained a lot of skills and impor-
tant life experiences. For instance, problem
solving, computing, research paper writing skills
and the power of networking in academia. AIMS
changed my view of science. Before, I used to
see mathematics as a set of problems that
needed solving, but now it is a set of tools that
I can use to solve other life’s problems.” - Tendai
Mugwagwa from Zimbabwe (2003 AIMS gradu-
ate; currently a research associate at Imperial
College in London and a research associate at
the Health Protection Agency).
For more information please visit:
www.aims.ac.za
AIMS ADVERTORIAL
Examples of workshops and confer-ences hosted at AIMS South Africa include:
• Mathematics Iff Computing workshop held in
July 2014. 37 South African 3rd year or honours
students attended this workshop which taught
students programming and how to use the
software required.
Quotes from students who attended the
workshop: “The idea and the spirit behind
this workshop I must say is awesome, the way
the lecturers contributed to the workshop it
seemed like it was a calling for them rather
than a job or something they’ve been asked to
do and that kind of a spirit is very stimulating
and exciting.” “The workshop was excellent
I’ve learnt a lot and I’m starting to develop an
interest in Python language.”
• IMO Training Camp 58 contestants from
12 African countries gathered at AIMS South
Africa for a final training camp from 30 June
to 6 July 2014, the objective of the camp was
to expose as many learners to mathematical
problems and how to approach it with the best
possible solution.
• The first ever IMAGINARY Exhibition-
Workshop held in Africa from 5 to 7
November 2014, was hosted at AIMS South
Africa. The event was organized by the
African Institute for Mathematical Sciences - Next
Einstein Initiative (AIMS-NEI), IMAGINARY and the
MathematischesForschungsinstitutOberwolfach in
Germany. tive mathematics learning tools, to work
on dedicated activities for Africa, and to jointly plan
future activities. A Science Slam event titled “From
the Big Bang to the Brain” also took place on Friday
7 November.
• On the 12 to 16 January 2015 a five day work-
shop was held with academic researchers and
graduate students who worked collaboratively
on problems submitted by local industry. This
workshop was preceded by a four day graduate
workshop where the problems are introduced and
studied prior to the event.
Wavelets Subdivision class
www.maties.com
Are you creative and eager to explore? So is Stellenbosch University.
Do you see the world as your classroom and your future as yours to shape?
Stellenbosch University does. Are you driven to make a difference?
Then Stellenbosch is the place for you.
Bran
ding |
www
.gstud
io.co
.zaYOU UNLIMITED
StellenboschUniversity.What setsus apart?
44 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
MATHS ADVICE
CURING MATH ORNERINESS
Opening doors to opportunitiesWritten By : Donovan Goliath
Hello, and welcome to a brand new
year. Make sure that you fill the
pages of the new 2015 book with
your goals and work towards achieving
them. Along with a brand new year comes
a brand new word – orneriness. Orneriness
is a synonym for grumpiness. People are
constantly emphasising the difficulty
of Math, forming a severe case of Math
Orneriness, or Math Grumpiness. Science
Stars has come up with a few tips on how
to cure your case of Math Orneriness and
succeed in the upcoming academic year.
A brief lesson in history will reveal that
our country’s poor showing in Maths and
Science is not a new obstacle. In compari-
son to other countries, South Africa still
has some equations to solve in curing the
high levels of Math Orneriness. However,
more and more interest in the subject
is being generated, leading to endless
opportunities for all who pursue it.
The symptoms of Math Orneriness are
picked up at an early stage of the academ-
ic career and often remain present until
the start of a career. The ability to feel
comfortable with numbers is a crucial skill
for people at all levels in business but it
is a the fact that many people have nega-
tive experiences at school that leave them
with high levels of anxiety in dealing with
numbers. These feelings of insecurity follow
them into their careers, causing self-doubt
in their working abilities.
Understanding Math is a pitfall for count-
less adults in South Africa who experience
failure and confusion in trying to make the
world of numbers add up. The result is that
they often feel inadequate and incompetent
in both their careers and private lives. Math
Orneriness is a reality for many people. So,
how do you deal with it?
A good understanding of all the chapters
of Math is required in many fields of study.
But, where does one actually use algebra,
trigonometry, calculus, and other forms
of higher Math? For students wanting to
study science, electronics, commerce, phys-
ics, medicine or various other fields in a
college or university, the formulas learnt in
these chapters are essential.
Considering the reality that many young-
sters in ninth or tenth grade aren’t yet
certain what they want to do after school, it
is advisable that you establish a solid foun-
dation in Math before leaving high school.
Take the recommended doses highlighted
below on a daily basis and you’ll be on your
way to a healthy life of Math.
Seek out people who feel positive about
45Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
FEATUREMATHS ADVICE
Math. It is expressed negatively by lots of
people. Seek out those who love it, those
who have walked its path and succeeded,
and embark on your journey out of Math
Orneriness.
Mistakes should be VALUED, because
they actually help our brains GROW. Don’t
put someone down if they give a wrong
answer; rather focus on identifying where
they went wrong and improve their
approach.
Take the emphasis off of tests. Tests are
a part of school but it isn’t the ultimate
goal. The TRUE goals of school mathemat-
ics are that the students be able to use
math in real life and that they are pre-
pared for higher education.
Math is not “unlearnable” or a difficult
subject. It has been proven by scientists
that children with normal intelligence
CAN learn ALL the math presented in the
grade school curriculum. Do you have a
fixed mindset towards your intelligence
and learning, believing that “smarts are
fixed” and cannot be changed? Change
that mindset!
Show children that Math is a CREATIVE
subject. Learning Math is more similar to
learning music or art than it is to learning
history or biology. The basic facts of Math
(or music) are true and do not change, BUT
the way we solve math problems presents
a lot of variability!
Find good reasons to study math!
Motivate yourself by establishing where
math is needed. Find everyday applica-
tions of math. For example, basic math
such as estimating prices and totals (when
shopping), fractions (in cooking), decimals
(calculating money), and measuring skills
(sewing, woodwork) are necessary in every-
day life. Percentages, large numbers, and
basic statistics are essential in order to
understand information in newspapers and
school books.
46 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
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Which prime number falls after 31?
If a triangle has one angle of 60 degrees, a sec-ond angle of 90 degrees, how many degrees would the third angle measure?
When added together, what do the visible num-ber on a standard dartboard total?
What is the name of the longest side of a right angle triangle, opposite the right angle?
How many zeros are there in one billion?
How many feet are there in a yard?
How many square feet are there in an acre?
How many prime numbers occur from 11 to 19?
What is one sixth of 6300?
What is 0.75 as the lowest possible fraction?
How many hours are there in seven days?
What do the numbers 16, 25 and 36 have in common?
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47Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
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48 Science Stars Magazine Mathematics Issue | www.sciencestars.co.za
At Engen, we want to give you some extra encouragement during your final exams because we understand that education is the first step to a brighter future. That’s one of the reasons why we invest in subjects that will be of long-term value to our business and South Africa. For nearly 3 decades, Engen Maths and Science Schools have provided extra tuition to learners in grades 10 to 12 across the country. Engen wishes you every success for your final matric exams.
Exercise and eat correctly to combat stress.
If the workload is too big, join a study group. But make sure you actually study.
Don’t postpone difficult topics
when studying - tackle the hard
bits first.
Don’t procrastinate!
Good luck!
Studytips
Draw up a study
timetable.
Create a study environment free from
clutter and distractions.
Get a decent night’s sleep. It helps with your concentration.Use tables,
flowcharts and figures - pictures can help you remember
facts.Go over as many past papers as you can.
Get up a little earlier on the morning of an exam - it will allow
you time to have a proper breakfast and you will feel calm when you
arrive at your exam venue.
Make flashcards, use acronyms, sing jingles - anything to help you remember.
www.engenoil.com/education
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