pretty sure theres more than 4.
Well first of all, fuck you smartass.
But also yes, you're right
I wouldn't even try to defend OP, but I once heard someone say that if you have more than four apples, then it is also definitely true that you have four apples.
That's true in a very literal sense, but there's a whole branch of linguistics called pragmatics that's concerned with things like why it's usually safe to conclude that when someone says they have four apples, they mean that have only four apples. When there's any ambiguity I talk like a mathematician and use phrases like "at least four apples" or "exactly four apples".
OP treating his statement as a correction requires that he’s not using this interpretation. If he were to use this defense, so could the teacher, so he’d just be changing how he’s wrong, not that he is.
What if there's a worm in one of them?
Like, you think you habe more than four apples.
Then you find out that most of them have worms.
In the end, you are left with two apples.
So now, it is not true that you have four apples.
As a teacher, this type of response is a great jumping off point for the discussion of curriculum vs truth, what is the extent of reality vs what is going to be on the assignment / exam etc.
It's also a great way to stick it to the know-it-all who is trying to undermine my credibility, and has the added bonus of perking up the rest of the class.
This is the 'senses' argument, or the 'moons of Jupiter' argument.
Holy butt munch Batman! Why are we taught lies!?
Because if we weren't then no class would ever learn anything, as the teaching would move at a glacial pace and cover material that isn't relevant until you start on your PhD.
There is that ice that turns all other water into ice!
I mean, all ice turns "other water" into ice, as long as it's cold enough
I identify as degenerate matter
Edit: Whoops, someone already commented that elsewhere in the thread. Oh well.
Thanks to Lemmy's Hot algorithm though, we see your joke first!
It’s only a matter of opinion.
My ass can make at least 3.
You just need more spicy food to make it 4.
Taco Tuesday leads to Plasma Wednesday.
My earth science teacher denied plasmas are a thing when I mentioned it
This was 8th grade
I Immediately lost all respect for her and if present day me were around for it I'd have taken her idiocy to the union rep to recommend she prove she actually has the education she claims to have had.
There is a point in everyone's education where they realize that their teachers are actually just adults, who are just old children, that went to school a couple years longer than you.
Mad respect to teachers though. I specifically remember my computer science teacher to be the coolest and most knowledgeable guy ever.
There are a lot of great, brilliant, committed and dedicated teachers.. but also, unfortunately, some pretty bad ones too
A couple years longer, but also, a long time ago and were taught from books from even earlier.
plasma is a kind of rifle not a state of matter, go play fallout DUH
My 6th grade science teacher tried to explain that Chernobyl was foretold in the book of revelations.
This was a US public school. In the 90s. In a blue state.
My history teacher taught us conspiracy theories and Vietnam War movie quotes. On jfk we spent two whole lessons on umbrella man, lessons on box cart hobos, missing frames of the z film, back and to the left...
Decent state school in the UK in the 90s. Kinda reassuring the world was just a crazy back then
Middle school teachers in Texas only require a generalist certification, a Bachelor's Degree, and completion of a teacher training program to teach core subjects. That cert (which also exists for elementary school teachers) requires only a basic understanding of each core subject area. There are certifications specific to each core subject (I have Math 4th-8th, also Math 8th-12th, along with a Master's in math), but there is no guarantee you're going to get a teacher certified in their field. As such, you get teachers who don't understand their subjects at a very deep level or how what they teach connects vertically to their student's prior education in that subject and what they'll learn in future grades.
It is a big reason why students to come to my high school classes hating math, I think, because it was confusing to them being taught by teachers who only had a moderate understanding themselves and probably taught them lots of memorization tricks and mnemonic devices instead of helping them understand their origins and why they work.
That's exactly why i hated maths when i was in school, i did not understand it. The teachers just tell us to memorise the formulas but i did not understand what is the concept of those formulas in the first place. Now as an adult i admire maths, it's the only language that works anywhere in the universe, math is beautiful! I really wanted to understand it but i just don't have the time and energy. Someday, if i have children, I'll get them interested in maths at an early age. I want them to see what i couldn't, the beautiful world of mathematics.
Everyone know plasma is only in space science, duh
My daughter had a science assignment from her second grade teacher to record and draw the moon every night for two weeks. I emailed the teacher and asked if it was sufficient to use a moon phase tracking website. She responded saying that, as the assignment states, the children needed to observe the moon directly. When I responded back asking if she really intended the children to stay up late enough, or get up super early due to the shifting times of moonrise and moonset she lost it, telling me the moon should always be visible before the kids bedtime. Ignoring weather, what lunacy...
RESPECT MAH AUTHORITAH!
Actually, my 5th grade teacher told us to draw a 1 2 3 triangle.
Sheepkids were all drawing skinny triangles
You're probably the kind of person who complains that they don't teach complex numbers when first introducing square roots in school.
“This is a triangle. It has three sides and three vertices.” [proceeds to give a collegiate trig course to the dismay of kindergarten students]
I pretty distinctly remember being introduced to square roots at the same or nearly the same time as complex numbers. Obviously we didn't do the whole Complex Numbers Extended Cinematic Universe, but I think my class did learn to solve quadratics with complex roots in middle school.
I mean I did go to Catholic middle school, but I don't think the math education was that weird.
Yeah advanced placement math in catholic schools gave me the same experience. Similarly I think kids can handle introducing negative numbers as you teach them subtraction.
Preferably you want to note it's existence on the way past. But leave it there.
It's one of the maths areas that is complex enough to wow them, while still simple enough for some to research on their own.
You could also wait for the first smart Alec to ask about negative square roots, blow their brain with a quick simplified answer, and move on.
We already have Calculus and Stochastics, so please no.
Yes, I am the kind of person who gets upset when teachers pretend things don't exist and then gaslight students who know those things do exist and want to ask about them.
You sound like the kind of person who thinks it's wokeism to take issue with saying Columbus discovered the Americas when he A) Never landed on them, B) Didn't even think it was the Americas himself and went to his death bed swearing it was Indonesia, and C) WAS PRECEDED BY LITERAL MILLIONS OF INDIGENOUS PEOPLES WHO HAD BEEN LIVING THERE FOR THOUSANDS OF YEARS.
I agree this to some extent. I had a teacher who said conduction(thermal) does not happen in liquids and gases. Even according to textbook, fluids does convection and radiation but no mention of conduction, and there was an excersise question:
Conduction occurs in _______.
a) Solids b)Liquids c)Gases d) All of the above
The answer in teacher's manual was (a) and I(and my friend) disagreed on that and argued. The teacher actually belived it happens only in solids and she was against me. I even wrote the "wrong" answer as per teacher on exam and lost 1 mark in that exam. And finally we got redirected to a senior teacher who said I was correct but the manual for teachers said so because they thought that shoul be introduced in higher classes only. It was pretty unacceptable to me as they don't NEED to say the wrong answer and they can simply say conduction occurs in fluids as well. It bought more problem than what it would have been if real answer was given. Even the teacher belived fluids don't conduct and and spread the misconception to students(which was reinforced by her when we argued).
I belive there should be a small mention of theese things for 1) The sake of avoiding misconception AND 2) For enhancing the curiosity of the students.
A single sentence mentioning of complex numbers in 10th grade by my favourite Math teacher bought Great curiosity in me.
One more thing to add, I have never seen it mentioned that conduction occurs in fluids explicitly in later classes but it was kind of assumed everyone knows. I wonder if there are students in my age who still belive It doesn't.
WAS PRECEDED BY LITERAL MILLIONS OF INDIGENOUS PEOPLES WHO HAD BEEN LIVING THERE FOR THOUSANDS OF YEARS.
That's a very pedantic way to look at it. When teachers talk about the discovery of the Americas, there's an obvious implied "by the Europeans, for the purpose of permanent settlement" attached to it. Answering the question "who first visited Japan?" with "The Japanese" is completely useless, as an analogue.
Now, if you were to talk about how the Scandinavians settled bits of Canada at least 500 years before Columbus was born, that'd be much more interesting.
How about Bose-Einstein condensate?
And QGP
Yeah, you know me!
"There are actually 72 different states, but let's focus on the first 3"
Aang: "There are three jings?"
King Bumi: "Well, technically there are eighty-five, but let's just focus on the third."
Yep, this was me, but it was pointing out the particle wave duality of light. Needless to say I was mocked by the teacher and students.
I disagree. In physics, you choose the simplest model that works for a particular purpose. If it is enough to assume that there are three phases, then that's the simplest model that works, and therefore the "correct" one to use. A model that has four phases is, then, bloated.
Did the same thing to a science teacher when they said, "light only travels in a straight line" thing. It DOES only travel in straight lines, but refraction is a thing, and geodesics are never perfectly straight.
When talking about normal refractions, it can be argued that thoose are still two peices of straight lines just like reflections.
But there was some experiment which light bends in curved path in a solution of varying concentration from top to bottom. So there was a gradient of optical density(higher at bottom) and caused smooth curving of light
Edit: Oh it was just sugar solution http://physicsed.buffalostate.edu/pubs/StudentIndepStudy/EURP09/Sugar/sugar.html
Edit 2: Found this too which is much better demo https://m.youtube.com/watch?v=rnNjV3fh-4M
When I was TAing gen chem we had a cute lil red 40 UV-VIS spectrometry lab. I got done explaining absorbance and a student raises her hand and asks, "But then what is reflection?" Like lay off kid I'm just an undergrad.
Another time when I was TAing quant one of my students was confused by the hydronium-hydroxide thing and asked if there were any other structures for water. I told him that there were loads and that it was a question for the professor who confronted me a couple days later telling me not to confuse his students lol
The approximations, assumptions, and historic artifacts we use to make science digestible to students can be frustrating, but also kinda fun. It makes it feel all secret and wizardry.
My high school taught the quantum mechanical model of the atom instead of whatever simplified model most high schools teach.
I found out this was a huge advantage taking university chemistry because I was like "cool this is all review I'm gonna ace this," but everyone else in the class was like "what the fuck is going on this isn't what they taught us!"
I may have messed up the curve that quarter...
Four states of matter are observable in everyday life: solid, liquid, gas, and plasma. Many other states are known such as Bose–Einstein condensates and neutron-degenerate matter but these only occur in extreme situations such as ultra cold or ultra dense matter.
Yup!
Ahh yes. Good ol' Michael Reeves. Awesome.
Which one of his videos is this from?
The teacher is a high school student?
4 is the worst possible answer there is.
You either accept a simple model (fitting the audience/context) or your being pedantic about it, then the answer is anything >=5, but definitely not 4.
Is that that one man child on youtube edit: oh right I forgot you cant ask questions on lemmy
News at 7
