Any skep makers?

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As regards explaining IT to bee keepers:
I've demonstrated some ..............water containers don't hack it as regards peer reviewed papers,........... ..The maths in my papers is o level algebra, the physics is somewhere between o and A level. Surely something someone with HND Applied Biology, BSc, MSc (distinction), PhD (cell biology and cytology) can wrap their heads round unless they flunked maths completely, became maths phobic and think research is only done with microscopes. Perhaps something in common with a troll on the BKA forum.
perhaps this is applicable
Ma X. 2016 A Meta-Analysis of the Relationship between Anxiety toward Mathematics and Achievement in Mathematics J. Res. Math. Educ. 30, 520–540.
The more a microscope magnifies an object, the smaller the part of it that can be seen at any one time. The smaller the area the more difficult it is to decide exactly what the object is; so one uses the lowest magnification needed to see the detail required. (Cognitivism does not reject decomposition and contextualization)
 
I bet you use algebra all the time without realising it...
 
My love of physics started when made to do an experiment in lunch time detention.

So much of "the people we become" is due to our experience at school. I loved physics at O'level but hated it at A'level. I had a physics teacher (Dr Smith) who, I always remember, would write on the board with one hand and, before you had a chance to copy down what she wrote, she'd be rubbing the board clean with her other hand. I think she hated being a teacher really.
Thank heavens teaching is different now and the old "chalk and talk" methods are frowned upon. My wife is a physics teacher now (doing her M.Sc in Astrophysics and intermittently working for the National Space Centre). The way she teaches is completely different - plus, I think the resources that students have nowadays is much better than when I was a kid.
I was always more into maths
 
Err no.

Tax in my case is a percentage. That's arithmetic. I am not incapable of doing arithmetical calculations at all. But start introducing letters and formulas and I am stuffed. Chemistry was also a closed book to me.

Numbers and writing I am quite competent at. Just not the other stuff.

PH
 
Lost me.

Anyway my inability with algebra makes no odds to the bees and talking of arithmetic see my new thread.

PH
 
So much of "the people we become" is due to our experience at school. I loved physics at O'level but hated it at A'level. I had a physics teacher (Dr Smith) who, I always remember, would write on the board with one hand and, before you had a chance to copy down what she wrote, she'd be rubbing the board clean with her other hand. I think she hated being a teacher really.
Thank heavens teaching is different now and the old "chalk and talk" methods are frowned upon. My wife is a physics teacher now (doing her M.Sc in Astrophysics and intermittently working for the National Space Centre). The way she teaches is completely different - plus, I think the resources that students have nowadays is much better than when I was a kid.
I was always more into maths

This experiment was paper tape attached to a cart on the table accelerated by a weighted string running over a pulley. The ticker machine put dots on the tape at a fixed pace. Measuring the distance between the dots gave you the velocity. The difference in distance the acceleration. I was messing about in class (bored), The class didnt finish the number of runs the teach wanted to do, so I was told to finish it off in my lunch break for the class(class finished at lunch time).

Well the teacher got the result for runs he wanted plus a lot more. So from there on in I liked how maths, physics and the real world worked
Why on earth they could not have coordinated teaching differentiation at the same time, as that would have made the dull esoteric teaching of calculus real.
 
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This experiment was paper tape attached to a cart on the table accelerated by a weighted string running over a pulley. The ticker machine put dots on the tape at a fixed pace. Measuring the distance between the dots gave you the velocity. The difference in distance the acceleration. I was messing about in class (bored), The class didnt finish the number of runs the teach wanted to do, so I was told to finish it off in my lunch break for the class(class finished at lunch time).

Well the teacher got the result for runs he wanted plus a lot more. So from there on in I liked how maths, physics and the real world worked
Why on earth they could not have coordinated teaching differentiation at the same time, as that would have made the dull esoteric teaching of calculus real.

In my case it was atomics. She wrote on the board with one hand and erased it with the other. In those days, we didn't have mobile phones with cameras on them - so we were stuffed!
 
Many PhD students it seems, after 3 ( short years) research and collecting resultsdo not have a clue on how to represent them statistically and in an understandable format....:
Just for a change Hoppy I agree with you.
Some students are having such serious trouble doing this that they resort to ad hominen attacks on anyone who dares to criticise their work.
Rather than get all abusive Mr. Mitchell you could try explaining to people what on earth you are on about. Cos it's double dutch to many who read your posts on this forum.
I can sum your recent research papers theories up in one fairly short sentence.
Be interesting if you gave that a try.
 
Perhaps Derek could leave them blank for you to colour in!

You are a dear.
Here's one I did earlier today, do you think it's pretty enough ?

color41.gif
 
Bloody wind......Seems Paynes Poly hive roofs aren't immune either. I was lucky it went along the edge, if it had split along the top it would have been a difficult repair. Nice crumbly poly beads underneath the skin!


composite.jpg
 

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