Rubik's cube has been around for roughly two generations and it continues to fascinate. This report will focus on the different facets and historical facts surrounding the cube and what has happened with the Cube over the years. The depth and breadth to which mathematics is needed to solve the cube as well as the different overall methods that can be used to solve the cube will be summarized. The different uses of the cube and the different ways in which the puzzle has been solved through the years will be mentioned. While it may seem like a pointless toy to many, the reach and magnitude of the Rubik's Cube over the years has been and remains palpable. The Rubik's Cube was created in Budapest, Hungary by Erno Rubik. The year of its creation was 1974. Even Erno himself couldn't solve the cube until nearly a month had passed. The first prototype was wooden-colored and white but eventually evolved into the multi-color form that existed from 1975 onward. It began to be sold in toy shops, but only in Hungary, in 1977 but a worldwide distribution deal was procured and agreed upon in 1979....
The cube was created by Erno Rubik as a means to demonstrate problems with a primary focus being spatial relationships. However, Rubik himself has always regarded the cube as a work of art and that it can be used to look at all of the different parts of the human condition including intelligence, problems, simplicity, complexity, stability, dynamism, order and chaos. The traditional cube is 3x3x3 but newer cubes are 4x4x4 or even 5x5x5. (Rubik's). Over the years, a number of books have been authored that assist in how to solve the Rubik's cube (Harris).
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Size/Cooperative Learning & it's effects on participation Action Research Question Will cooperative learning have a significantly positive impact on smaller or larger classes? The purpose of this study was to investigate if cooperative learning will have a significantly positive impact on smaller or larger classes. In order to have valid results, I used both my largest and smallest classes as my sampling. I also incorporated a variety of teaching styles with cooperative
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
attitudes and values of high school students. Reforms to the high school system in the United States are also explained. Additionally, the reason why students need not be involved in the planning of reforms is elucidated. High School Students: their Attitudes and Values Of a crucial age, climbing a milestone, conscious to their fullest with no fear of prospects, high school students have interested researchers and policy makers for centuries. They
Students in these kinds of schools do not attend school longer, but they do not have a summer break that is longer than any of the other breaks that they take during the school year. Research done by McMillen (2001) indicated that there were 106 schools in the state of North Carolina that operated on the year-round school calendar for third through eighth grades during the 1997-1998 school year. McMillen
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