Anon describes experience
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School nearly managed to kill my curiosity.
Nooo you can't learn about this physics stuff, you haven't learned the math yet.
Yes, that's a great question, hold it until next school year.
No, I can't explain that, it's not part of the subject matter.
I had one really good high school science teacher. He pushed the school to start a class with the curriculum of "what do y'all wanna learn." I have never cared more about learning than trying to wrap my head around special relativity and the constant speed of light, or building rube goldbergs on the lab tables in the back. Imagine: kids want to enjoy learning! Fucking WOW! (little bit of spite there at the end)
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Did I write this fucking greentext and then forgot or something, because this exact same thing happened to me, except they took my yugioh cards, not pokemon csrds
If I didn't learn to shut the fuck up and keep my head down, it would have happened to me, too.
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I had an 8th grade social studies teacher/football coach tell us black people had an extra bone in their leg and that's why they were so good at sports. He was pretty well liked teacher tbh, we watched Oliver Stones "JFK" in his class. During lectures he'd come around and sit on the front of his desk to seem more relatable. He ended up on the school board eventually.
dam, that teacher probably invented a new more racist theory of why the NBA is majority African American
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Man... This sucks. I can't believe how many lemmings have had similar experiences. I'm just remembering one now where I was excited about math, went ahead in the curriculum to fractions, and answered everything in ratios. Instead of the teacher seeing the simple mistake, I just remember them being "wrong". How deflating.
Kids need connection before correction. I'm sort of glad my kid is glued to a screen doing adaptive math. It sucks in its own way, but better than unfeeling correction. Though, at least in my district, there's a big emphasis on empathy development so I think the teachers try to model that.
Are fractions not ratios?? I continue to be perplexed by the oddity of bad teachers' thinking
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in case you still care: the periodic table is arranged primarily by the chemical properties of its elements (mainly electronegativity, i.e. how much energy it takes to add/remove an electron to/from the atom) and also by their mass.
I do friend, I ended up looking into a few years later/have other teachers explain it but I never had that spark about it again
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The answer would still not be 0 as 0 is clearly still well defined within that system. NaN, undefined, etc. would be acceptable answers though. Otherwise you define:
for x > y, y - x = 0
Which defines that x = y
Resulting in the conditional x > y no longer being true
Also x/0 isn't NaN. It's just poorly defined and so in computing will often return "NaN" because what the answer is depends on the numbering system used and accidentally switching/conflating numbering systems is a very easy way to create a mathmatical fallacy like the one above.
Also x/0 isn't NaN
you clearly haven't read IEEE 754
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One day I'm going to frame a coloured drawing I still have from year one. The following event is also still ingrained in my mind: We had to colour in a picture with several animals, one of which was a small spotted reptile in a puddle of water. Clearly a salamander.
The teacher crossed it out in red pen and screamed that I am old enough to know lizards are green and there is no such thing as a black and yellow animal on this earth.
I know this is about reptiles and amphibians, but uh...bees, wasps, and hornets would like to meet this teacher and have a...pointed...conversation with them before the spotted salamander walks all over the afflicted areas.
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This is always the case. Whenever you deal with any educational institution, they don't want you to give them the right answer ever. They want you to give them the answer that they told you that you should give; whether it's right or wrong
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I had a similar experience with square roots, writing both the positive and negative answers. It's wild for a teacher to actively reject correct answers because "that's not what we learned today" (the negative answers, in my case).
That's bs and also reminds me of a joke about two mathematicians at a bar:
::: spoiler longish math joke
Two mathematicians are in a bar. The first one says to the second that the average person knows very little about basic mathematics. The second one disagrees, and claims that most people can cope with a reasonable amount of math.
The first mathematician goes off to the washroom, and in his absence the second calls over the waitress. He tells her that in a few minutes, after his friend has returned, he will call her over and ask her a question. All she has to do is answer one third x cubed.
She repeats "one thir -- dex cue"?
He repeats "one third x cubed".
She says, "one thir dex cuebd"?
Yes, that's right, he says. So she agrees, and goes off mumbling to herself, "one thir dex cuebd...".
The first guy returns and the second proposes a bet to prove his point, that most people do know something about basic math. He says he will ask the blonde waitress an integral, and the first laughingly agrees. The second man calls over the waitress and asks "what is the integral of x squared?".
The waitress says "one third x cubed" and while walking away, turns back and says over her shoulder "plus a constant!"
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It's just a greentext. It's fake.
Also gay.
Mostly it's a fetishization of being the minderstood smart kid with scenarios that aren't true but feel true.
Pretty fake. Pretty gay.
I don't really like the slur I've been using here, but authenticity requires it. Oi moi.
Maybe this instance is fake, but this does happen: my primary school teachers went as far to refuse that negative numbers exist.
She got angry if someone hinted at them.
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Are fractions not ratios?? I continue to be perplexed by the oddity of bad teachers' thinking
wrote last edited by [email protected]I think I used ratio sytax and did it a little differently (A:B vs A/(A+B)) So if someone ate 5 of the 8 pizza slices, it was expected to be expressed as 5/8. What I did was express it as 5:3, 5 eaten and 3 uneaten.
For as salient as this memory was, she was an otherwise sweet and wonderful teacher. I still remember her fondly despite my genuine dismay at trying and getting a red marked sheet back.
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Ah yes, the American "educational' industrial complex, I know it well. It's also fond of literally leaving behind and moving on from and kids who are struggling, like happened to me in math. Then I got in trouble because my abusive, alcoholic mother thought I was slacking off. Therapy is your friend. So are antidepressants to keep me from killing myself, but that's only tangentially related.
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No Child Allowed To Be Ahead
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Also x/0 isn't NaN
you clearly haven't read IEEE 754
Have you?!?! IEEE 754 defines NaN, but also both a positive and negative zero (+0, -0) in addition to infinities such that x/+0 = ∞, x/-0 = -∞ and the single edge case ±0/±0 = NaN
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I know this is about reptiles and amphibians, but uh...bees, wasps, and hornets would like to meet this teacher and have a...pointed...conversation with them before the spotted salamander walks all over the afflicted areas.
I'm pretty sure she didn't consider those to be animals, only "bugs"
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Have a look through the history section. The concept of periodicity substantially predates the quantisation of the atom. The modern table certainly considers atomic orbitals to be key, but the groups were absolutely created based on common properties.
The table that does it that way is a complete mess but I guess it was a good idea and got some things right.
They first started doing it with valence shells in 1864, Mendeleev had a pretty close one based on atomic weights in 1871 and correctly predicted that there were missing elements based on valences + weights. The atomic numbers which determine the valences appear to have been discovered about 40 years later.
I guess you are correct but I think the question was about the modern table.
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Had a similar experience around age 10. Learned that cucumbers generally have a higher water percentage than seawater, 97% to 96.5%. Tell that to a friend of the same age, he says that can't be true because all the oceans have more water than all the cucumbers in the world, we begin debating and then start fighting about it and a teacher comes by to stop us and asks what's going on. I explain and the teacher immediately looks at me like I've lost my mind, pulls my friend to the side and asks him to leave, takes me to a room and sits down to try to explain how I'm wrong and that I can't start fights over things that anyone can prove is untrue. A week after I'm sent to a kind of mental health meeting, she immediately understands and looks it up, sees that I'm right, tells me to keep away from talking about "stuff like that" with friends and others my age and also teachers and parents of other kids because it doesn't matter if I'm right or not, just that I have to think about how others perceive me...
I'm not still mad about it, but can't deny that it feels wrong and weird.
wrote last edited by [email protected]I told my friend that modern tanks fire cannon balls and when he told me I was full of shit, I doubled down on my fact-based superior knowledge that obviously surpassed his meagre ramblings.
That I still remember this is a testament to my genius.
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School nearly managed to kill my curiosity.
Nooo you can't learn about this physics stuff, you haven't learned the math yet.
Yes, that's a great question, hold it until next school year.
No, I can't explain that, it's not part of the subject matter.
wrote last edited by [email protected]In my school, the teachers would stop to listen to me retell complete sci-fi bullshit from the Discovery chanel.
They thought I was smart, because I liked watching that...haha...
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My parents got called to school more than once because i was "disruptive" and kept doing things like wandering around class talking to people or not turning up after breaks. I was bored. My parents said, if I've done the work and it's all correct can't they give me something else to do? So they made me answer the same set of questions again once I finished them.
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Had a similar experience in what I think must have been my second year of primary school.
I was asked to go through a math problem that was written out, something like "4 + 7 = ?".
I said "Four plus seven equals eleven".
The teacher said that was wrong and said "Four add seven is eleven".
I'm like, what is the difference? She says, we aren't onto "plus" and "equals" yet
Six year old me spent an unreasonable amount of time trying to figure out how their was some difference between plus and add. She just could have said "they are the same, but please use these words to describe them in our lessons".
The other children are not familiar with that concept yet. Saying that will confuse them!
They have to be taught step by step.
