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Bronium

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  1. Bronium

    Drawing a proper graph

    By Bronium,

    I know how I talk about insignificant details not making a difference and these details might seem insignificant but AXIS INTERCEPTS MATTER. God damn it. The only time I go on facebook, people are helping each other with their homework (posting answers to hard questions). Which is fine. I'd rather them cheat than not do homework at all. At least they kind of care about their grades right?*
     
    But there is one thing I will not stand for and it's bad graphs. I love drawing graphs. So many things can be told with a graph ever so quickly. It's just such an easy way to talk to people. And when people get graphs wrong, I just hate it. It's like when you get all A+s and you score the lone B+. It sticks out so bad, I wish I got all B+s.
     
    Either way, we're doing conics right. And we're doing these type of questions x2-4x-4y2-8y-16=0 and we're supposed to graph them. Easy enough, right? So eventually you'll get two asymptotes, one of them being y=-0.5x.
     
    Now, I don't care what the whole graph has been dilated/translated by. That asymptote is the asymptote of the whole graph. The line of that asymptote must go though the fucking origin. It doesn't have to be to scale (sometimes it's just impracticle) but you got to draw the line through the origin. Otherwise it simply is misleading and that's bloody irritating, god dammit. Can't people have some decency and draw an accurate graph?
     
     
    *Facebook depresses me.
  2. Bronium
    Now, it's no secret that I abhor tests, at least, the way their conducted these days. One reason is how a percentage of the marks pretty much comes down to wording, rather than actual knowledge. I mean, it's awful. They want us to write the answers using a particular method using exact phrases. And really, this was confined to English.
     
    But then I realized that it was creeping. Creeping into my beloved sciences. The first to fall was Biology.

    Oh how interesting Biology seemed. With all it's molecules and genetics. Ahh, but it did not last. I mean, there was literally a question asking me to define some term. That was when I thought it couldn't get any worse. Then fell Chemistry.

    I mean really. They asked why I couldn't use Lead (II) Nitrate as a precipitate in gravimetric analysis. And I stated that it was very soluble and would not be filtered (I expanded in my real answer). I lost the mark. All because I didn't compare Lead (II) Nitrate with Lead (II) Chloride. I should have said Lead (II) Nitrate is more soluble than Lead (II) Chloride and thus cannot be filtered.The essence of the answer remains the same and yet I lose marks. It's like they want to cut marks.
     
    And I thought there was one fortress that could not be infiltrated. One subject that could stand tall in the face of oppression. Rise against the wave of words, fighting back with numbers! But it too has fallen to the system. What is this subject you ask? Why it is maths.

     
    They actually wanted me to use certain methods just for marks no matter if I got the right answer. I mean, they want to use the first principle and not the rules for god sakes. Do you know how long that takes? Yeah, maybe I'd have to remember it later, but I can quickly revise over it. I know what it is. These tests are at least meant to help people decide how knowledable you are. But if there is a percentage of the marking scheme pretty much based on how you write your answers, you aren't helping anyone.
     
    Anyways, rant over. I just needed to get that off my chest.
  4. Bronium

    I hate awards.

    By Bronium,

    So, I got an award that I didn't want (it was for science, if you're wondering). Which is great you might say, but really, it's not. I mean, I doubt my employer will care about a certificate that I got in Year 11. But it gets worse (or better if you like laughing at mild annoyances). I now have to get up at 8am in the morning to go to school ( I had planned to skip it) to get a photo taken.
     
    Life is a cruel, heartless bitch.
     
    Also, that was sarcasm. Just in case that wasn't clear. I mean, I don't care for the award, but I feel that I have to state that this was sarcastic, through and through.
  6. Bronium
    There was a question and it went along like this:
     
    From the graph:
     
    a)i) Pick the top speed:
    ii) When it happened:
    iii) The position at the time:
     
    And the answer that I got (and so did the teacher) was 8.5ms-1. The answer from the graph.
    But the thing was, that the graph was from a table of values (given to you) and from those values the top speed could be worked out to be (distance and time was given) 11.5ms-1.
     
    Now, a person wrote 11.5. Which was technically wrong. I mean, it did ask from the graph. Yet, it bugs me because if you think about it, he had the more correct answer as the graph was well, wrong.
     
    I won't get into the details because it requires the table of values and I don't have the test paper with me. But technically, the graph was drawn wrong (or inaccurately) and without the phrase from the graph, my friend would've been right.
     
    If my friend had drawn a graph, he would've drawn a more accurate version and then he'd be right.
     
    Now, I think he would've gotten the mark. See, he was technically more right than the question. I mean, take it like if you were asked to you g = 10ms-2 and you used 9.81ms-2. I mean, your answers were more accurate than what was being required, but because of the constraints of the question, you're wrong.
     
    And this mind you, pretty much makes the rest of the question impossible to get correct and he lost 8 marks in total. Which in the end he got around 60 percent. Now, these tests aren't important, next year they will be and vitally so. And I don't want to fucked out of a grade.
     
    Either way, you know what I would have done. What about you?
  7. Bronium
    Note 1: I was going to write a reason for the options in the polls, but I'll leave that up to you.
    Note 2: I was not going to mention how I'm going to more regular, but then I realized that's a cry for attention, but I felt like writing that humorous comment (in my opinion) as a note,but I felt that the initial mention of being more regular was still a cry for attention, but then I thought that this analysis of my thought process unnecessarily takes up so much space and I thought that was funny.
    Note 3: I feel I might not make a regular posts, because I'm really lazy.
    Note 4: This blog entry is what made me write this. If you use you tube and you're against this policy, I suggest you tell them you're not for it.

     
    I my honest opinion, I'm more for anonymity. I always liked it. I mean, I knew that in the back of my head, I could probably be tracked down if the internet (or a portion of it) pooled it's resources to find me, but the chance of that happening is negligible. And I like that. I like how my name and reputation can change across different website, because I fuck up at one site. It's always a comfort. That I won't be an outcast on the whole internet. I mean, again, it's unlikely that's going to happen to me, but on principle, I don't like it.
     
    But the more important reason why I love internet anonymity, and I'm sure you can relate, is the total ability to express your views without repercussion. See, I'm not much of a talker (unless I'm in my comfort zone). Put me in a place without any friends and won't speak a word, lest I have to. But on the internet, it's different. I can speak my most liberal views without my community thinking I'm crazy. I can speak my most socialist ideas (which aren't all that socialist) without my dad (a die hard capitalist. Inhumane, almost) cut my education. I can be open about my atheistic views (which isn't forcing them down someone's throat, but just not caring who knows) without having to worry about how my mum feels (she still thinks it's a phase and that I'll snap out of it). Without anonymity, if the real world knew me, I'd lose all that.
     
    And that's the largest reason as to why I like the anonymity.
     
    The internet is my home. Now, I'm not saying I actively participate in real life. I'm not that detached from it. I still interact with people for my 8 hours a day ( 7 of which are compulsory) But I spend a majority of my waking hours (possibly the whole day) online, or at least on the computer. I think I spend about 11 hours on a weekday and my whole day on the weekend. Yes, health wise this is bad, but that's for another blog. My point is that I spend most of my day on the internet. And without it, I've lost my home.
     
    And I understand that internet anonymity can being it's faults. Trolls are aplenty and those who won't normally be open about their opinions of others (due to being a social outcast) are brutally honest, which you may think is awful (I could debate that). And maybe if they suffered real world consequences the total amount of trolling might decrease. But I don't think that's worth the loss of freedom of speech. And less face it, people won't say what they think all the time. even on the internet. Hell, I got some opinions that might get me hated on this forum. And that's because I know I have a set reputation amongst forum users. Imagine a forum where anonymity wasn't the case. Hell, imagine bronies. How you would be outed as that weird horse fucker. I mean, you would be outed immediately, and imagine the first brony. The cult following of the show will would have never caught on.
     
    All in all, I'm for total anonymity. Maybe it'll hurt those who can't stand trolling, but I say if you can't take trolling, then don't post your opinions on the internet. If you can't help but post your opinions, don't be on the internet.
     
    Either way, that's my opinion, what's yours?
  8. Bronium
    This problem is, I can't view the leaked video, even though I have the platinum membership. I mean, this gives me free access to everything, right? I mean, nothing new comes out of the membership and really, it looks like a scam, but you wouldn't do that, right?
     
    Source: Season 3 episode 1 LEAKED
  9. Bronium

    I'm just bored now

    By Bronium,

    It's been a week. A whole bloody week. I haven't gone to school in a week. And I just want to go back. I just want to sit at my desk and just study. I don't even particularly care how I do it. Book or teacher, either way works. I just need a good environment, which happens to be the school's library.
     
    I mean, I have to go through 6 more days of this. 6 more days. I can't go for that long. I've got nothing to do. I'm just stuck here, with no one to talk to about anything that I find interesting. I mean, what can anyone do in 2 weeks? Do we really need two weeks? I'm pretty sure we can all agree that 1 week is more than enough. I wouldn't even want the week, hadn't it been for all the tests I've had. I've bored as hell.
     
    I mean, I've got my maths book, but with no one to talk to about it, it's kinda losing it's flavor. Probably the biggest reason I read the Specialist Maths book is so I could talk about it with someone. I mean, I've got my maths tutor (bless him, I wouldn't last the week if it weren't for him) but even then, he already knows what I got to tell him, so this look of awe my friends have is missing, and I miss that look. Not for bragging rights (though I have to admit, it's pretty good) but just to replicate that feeling I got when I learnt this stuff.
     
    But wait, to top this week off, my chemistry class was cancelled. Because she was teaching the Year 12s for their bloody exams.
    ...
    I hate exams. They don't let me study, they ruin lives, they're pointless, and now they take away the time I get to study. I mean, come on. Give me a break. And it's kinda unfair to the Year 11s. I mean, Year 12s get the better teachers already. And they kinda got the cooler topics to study. And let me tell you, from what I've done in the specialist maths book, it's much easier and way more fun. Do they really need the extra benefit of more class time? Really?
     
    So, what's a down on his luck maths student supposed to do? Anything you guys would do with a week of nothing? I mean, I'm not up for anything. But as long as it's fun and quick, I'd give it a shot.
  10. Bronium
    You know, a friend asked me "Wouldn't you be devastated if we got all science wrong? They'd have to re-write every physics text book!"
     
    Now, I'm not sure if they can re-write velocity and speed. I mean, it's not really theoretical. It's kind of giving a quantitative measure to something qualitative, but I presume their talking about more theoretical stuff like particle physics.
     
    And would I be devastated? Well, maybe initially (I even doubt this). But I'd get over it. And you know what? I'd even be a bit excited. I mean, imagine all the new research we could do? All the interesting discoveries that we'd make? I mean, sure we make interesting discoveries now, but still. It's like a whole new world. Well, the same old world, but seeing it with new eyes.
     
    But that's not what I wanted to talk about. I mean, from the whole neutrinos faster than the speed of light thing(which was an error in the measuring equipment, I think), people liked the idea of going to their science teachers and saying "Nuh, uh!"
     
    What we'd so is pretty much well known (this'll sound like a joke at the end of this).
     
    What I'm going to talk about is how science sometimes does get it wrong and what that means to me. Yes, science does get it wrong. Yes, but really, what it comes down to is, what is science?
     
    Science is the collection of human knowledge. It's what we know, or at least think we know. And what we know changes, because we realized that what we knew, isn't what we know. Science is about change. It's how we change what we know. Without change, it's not science.
     
    And if science changes, the thing that science changed from was wrong.
     
    And even then, the science wasn't really science. I mean, by my definition Aristotle's whole element thing was science. And we wouldn't even consider that science anymore.
     
    Even so, "science" gets it wrong. And you know what? I'm okay with that. Because that's what makes it great.
  11. Bronium

    What is happening with me?

    By Bronium,

    Did I write about sarcasm? I can't remember. If I did, I've gotta delete this. If you can confirm that I haven't written about sarcasm, please tell me so I can delete<<<this.

     
    I'm so confused. So. Very. Confused.
     
    I don't get sarcasm anymore. I mean, I get sarcasm. I know what sarcasm is. It's not like I don't know what sarcasm is. And I can do sarcasm. This ketchup is great! See? You know that's sarcasm. I can do sarcasm. No doubt about that. But when someone else is sarcastic, I lose grip on it. I just can't detect it.
     
    Tell me a sarcastic joke and klablamo, I think you're being serious.
     
    You're going to kill yourself? When's that gonna happen? Another thing is that I can't respond properly, but that's another thing.
     
    I just can't get it. It's beyond me. And what's even worse is that it's gone into real life. I can't detect sarcasm in real life anymore. And sometimes I fake it. Yes, I fake. But still, I know I'm faking. But recently, I didn't fake.
     
    I didn't fake. I know, it's embarrassing, but I need to tell someone.
     
    I actually thought my friend hated me. Which may have been my insecurities playing on me but I don't think it is.
     
    I mean, my friend said that they were going to get this god awful pizza from the canteen, and I was frankly shocked. And then my mates that my friend wasn't serious. And I said he definitely was serious. They say he wasn't. Then I tell them he forgot to inflect, and then they tell me they were being very sarcastic. I refused to believe them, so I asked another person, uninvested (is that a word?) in this heated discussion. And they agreed with my friends. Now, I had to agree. This was an unbiased person. I could not not agree. I mean, what's the point in asking an outside party is you're going to disagree with them the moment they disagree with you? And then I asked them if they're sarcastic. I asked them that at least 4 times. They all kept on saying no. Either way, I've lost the power to detect sarcasm.
     
    You know how big a problem this is going to be? Half the time my generation speak sarcastically, half the time they don't. What am I supposed to do? Flip a coin? I mean, what if I ask a friend if there's a test tomorrow and they reply, "Yeah...there's a test". I have to ask "Is there?". I really don't know if they're being sarcastic or not. Then I'd get into this cycle of if he's (it has to be a he, since no girl friends) being sarcastic and it'll never stop.
     
    You know, things were going too well for me. I knew it. I didn't have a girlfriend. I didn't spend any money. I had no job. Everything was going smoothly. Everything was going according to the plan. In fact, I'm living with my mother. That's how good life is. I aspired to live with my mother from my birth, and so far, it's being going well. I've had a few rough weeks sometimes, yes. Sometimes I had to live (if you can call it that) by myself. But I've been dependent on her my whole life. You can see how amazing my life was, yes? Life was going swimmingly.
     
    Then I had to lose my sarcasm.
     
    How will anyone understand me? How will I understand them? So, on this very important issue, which my whole teenagehood (I'm just making them up now) depends on, does anyone have some serious and non sarcastic advice I could use?
  12. Bronium
    I'm not sure why you did this. I mean, come on! Christ. This is the worst.
     
    Okay, let me tell you what I'm talking about. Now many of you will know sine, cosine, tangent. Fairly simple stuff. I mean, I get cosine and tangent. I mean, that makes sense. But where in the world did sine come from? If you know, leave me a hint. I've too lazy to bother with google.
     
    But here's the real kicker. Secant is the reciprocal of cosine...come on now. What were you thinking! How....why? Trig is hard enough for those who don't study. And now you mess up the balance! Why could secant be the reciprocal of sine? Was that so hard? And this wouldn't so bad if they didn't call the reciprocal of tangent cotangent. I can't even make a system to remember the stuff now. I actually have to do tedious piles of homework to get those into my head, so I can use them without having to pause for a think. D
     
    o you know how long it took me to begin to write states in Chemistry (which actually has a point, as much as my friends tend to disagree) naturally? Too bloody long. I mean, I understand. You came up with something really fantastic. But did you really have to ruin it for the rest of us? People like you make me sick *spits*.
     
    What was I talking about again? Oh yeah, Couldn't you have called sine^-1 secant. Would that have been so hard? No one would have blamed you. In fact, many teachers would love you for it. It's just so so annoying. I am a fan of your graphs though. Really, I'm a fan of anything that has an asymptote. It sounds like a cruel joke. You make make them move to infinity, and they still won't touch what they want. Either way, people like you make me sick.
     

     
    If any of you know why they named sine, sine and why they they name sine^-1 secant, write it in the comments.
  13. Bronium

    Success is not proof

    By Bronium,

    Oh boy. This is the absolute worst. The Britta of my school career. And I'm using Britta correctly. It's means a small mistake. But I digress.
    Today I was at a maths tuition class. Not because I need help or anything. I just really like to talk about maths. No one really wants to talk about maths, outside maths class. You know what we need? A maths bar. Just a bar where fellow math lovers can just talk about maths. This is a million dollar idea. Shotgun. Anyway, we were doing partial fractions.
     
    Now, don't get me wrong, I love partial fractions and I love doing them. Really algebraic. Love that stuff. But something struck me.
     
    Now here's the first type of partial fraction.
     
    v/(x-a)(x-c) = A/(x-a) + B/(x-c).
     
    Which makes sense. If you times coefficients together, A(x-c) + B(x-a) = v. Great. Lovely. Your on the ball fella.
     
    But then this hit me in the face. Not the arm. not even the crotch. Right in the money maker. Okay, it doesn't make the money, but it might. I could be a late bloomer.
     
    v/(x-a)^2 = A/(x-a) + B/(x-a)^2
     
    And I don't get it. I mean, I can apply it sure. 1,2,3 done. It's nothing. But I where I have a problem is that they don't show how they came to this (if you know how, please leave a message in the comments). I mean, shouldn't it be
     
    v/(x-a)^2 = A/(x-a) + B/(x-a)
     
    I mean, that's how it would look had it been in the previous equation. I just don't get it. So naturally, I asked my teacher "Hey. Could you ummm, tell me how that works? I don't mean how to apply it, just can you prove it?"
     
    And then he gives me an example and works it out. He just gave an example
     
    And this ladies and gentlemen, is not proof. This is evidence. Now, I know some of you science nerds might say "You can't prove anything! Everything is subjective! You can only ever have very good evidence! Give the man a break!". And I'll agree. I'm with ya on that one. But see, the thing is. That's in the real world. This is maths. You can prove stuff here. You know, without doubt that 1 + 1 = 2. There's no denying it. It's true. You can say 1 = 2 and 2 = 1. but you're just giving a different name to a thing that already exists. Like calling a dog a cat. It's a dog. It's not a cat. You may call it a cat, but we all know that it's a dog.
     
    And you know what? Evidence is fantastic, it's great. Nothing better than evidence. Except proof. And maths is the only place where you must have proof. It's the only place where you can have proof. You can't say "Well, I can't tell you how I got there, but let me tell you, I applied this method, and got pretty darn close to the correct answer." It's just not right. You gotta prove it. Otherwise, you aren't a mathematician. It's like saying all numbers add to two because 1 + 1 = 2. It's like saying Aristotle was right, just because you can drop a pen and a feather, and the pen falls down the fastest.
     
    Back to the story.
    I say "this isn't proof! This is evidence! This isn't right. I want mathematical proof of this!" And he just kept of giving me examples and I just kept on complaining. And then he realized what I was saying. I sighed a sigh of relief. Finally, I was going to get me answer. And here's the kicker. He didn't know. Come on! How can you teach this stuff, when you don't know it! That can't be right. I mean, how do you know it's right, yourself? You could be ruining a whole generation, giving them the wrong information. And you don't even know it!
     
    Don't get me wrong, I love this teacher. Great teacher. Fantastic teacher. And love the book. Amazing book. Really gets you excited about maths. Always gives me explanations. But not this time. Not. This.Time.
     
    Either way, to summarize ( just realized to summarize is TL;DR. So, if you couldn't read "to summarize", TL;DR:TL;DR), success is not proof. It's evidence. Great in real life, not so good in maths.
     
    Either way, I'd love for someone to help me out here. I know there's gotta be a maths nerd among the 40 or so viewers of this blog.
  14. Bronium

    The holidays have begun

    By Bronium,

    And I'm rejoicing. And not because school is over, oh no, I'm pretty disappointed that it's over. Cause learning and stuff. Really, if you read my other stuff, it's pretty obvious as to why I'm sad.
     
    Oh no my dear friends, it's because I need the break. Now, I know I have said that students don't really need a break and it's a tad hypocritical of me to say I need one. But see, it's not the actual studying that's tiring me out. Oh no, it's the tests.
     
    All these god damn tests. Honestly, I think I've slept an average of 5 hours a day over the last 4 weeks, just because of all the bloody homework I have, and all the bloody tests I have to study for. It's god damn ridiculous.
     
    I seriously need this break. I've been catching whatever sleep I can, in recess and lunch, in the car on the way home (I fear I might fall asleep on the road) and in English class.
     
    I'm really looking forward to taking a break. It sounds so great.
     
    Either way, I've gotta set some goals for myself, during the holidays, since I'll be bored as hell.
    Do an exercise of all my subjects a day, everyday, no matter what. I need this brain stimulation. I really do. I need the re-invigoration from all the tests. This one really isn't work. Think of it as a hobby.
    Get more sleep. I'm aiming for 7 hours a day.
    Eat more chips. I really like chips.
    Talk more about chips. Chips are great.
    Watch the LotR trilogy and Star Wars 4 through 6.

    Those are my main goals, really. Not to hard to obtain, me thinks.
     
    And I just realized. I have a practice exam in two weeks. Right at the end of my break.
    ...
    And people ask why tests suck. What? They don't? Everyone says tests sucks? This is news to me.
     
    Seriously, what were they thinking when they thought this up?
    "Let's give everyone a break! But we'll stress them with a compulsory practice exam, right at the end of their break. It'll make the destroy the purpose of the break, and it'll just make students hate school even more!"
    "Great idea, Jim! You're now a principle! Ruin school some more!"
    "Why thanks Jim-3!"
    "Wait! Why am I Jim-3?!"
    "Jim-2 was already taken!"
    "By who?!"
    "Youre replacement!" *pulls lever*
     
    See what's school is doing to me? I write these unfunny shorts now!
     
    Argh, I'm just so tired.
     
    So, anyone else have start their holidays? (Sorry adults). And are you looking forward to them?
    Or have your holidays finished? How were they?
     
    Forced discussion all the way!
  15. Bronium
    I hate this. I just don't get it. Why is it that schools are so repulsed by the idea of group work? I mean, they talk and talk about how we should feel a togetherness in our school community and we should work together to achieve things but I mean...has school ever actually done anything to achieve this? Beyond the gimmicky stuff? I mean, I don't think they have. I mean, there are doing the opposite really.
     
    I mean take for example the fact that we can't discuss answers amongst ourselves. It's really irritating I love talking about answers, especially to questions that require you to explain. It really helps me understand the process which gives us the answer, which in turn, helps me understand the answer. I mean, I love collaboration. It really helps me learn, especially when it's among peers. But there's this stigma against "copying" each other. We have to ask the teacher or, god forbid, give our books in for correction, to see if we're right. And I don't like that because I'm not part of the process. When I'm talking to my friends, I'm taking part in the discussion.. And the best part about it is, that we get on the wrong track. A lot. That's a good thing though. It's not efficient, but it's a hell of a lot better. We find our errors in our approach, and then we correct ourselves, getting us back on track, making sure not to make those errors again. Frequently, I learn most interesting things from being wrong. I find I come across a problem. And to see where I've gone wrong, I have to have new information. So I learn. And schools seem to hate us doing that. They want us to go in one direction, that's the one and only right direction, ignoring any mildly interesting questions (they really don't like us asking hard questions) on the wrong paths. I mean, when you're with a teacher, she never goes off on the wrong path (if she knows her stuff). Always in few quick pen strokes, you get your answers. And even if you're part of the process, nothing new is learnt.
     
    Another thing is that we have study centers, which are cubicals. Miniature cubicals. It is the absolute worst. I can't even see my friends so I can't discuss for shit.
    And really, how did they think this is going to help me study? Even the students know this. I mean, no one does into that study center. I shit you not, the tonnes of times I've passed that place, I've only seen 1 or 2 people throughout the year. It's pretty clear the room is useless. Just remove the whole cubicle system and give us some desks for gods sake.
     
    Another thing is that I get the most out of learning when I'm with my friends. See, I learn in small chunks, eventually leading up to this one eureka moment, where I finally get everything (maths in school is essentially this, where the final piece is calculus). And sometimes, people contribute these chunks to me. I takes ages to think up of a chunk, whereas someone already thought it up because it was intuitive to them. An open transfer of chunks helps us learn because we can exchange chunks, leading us all to that one eureka moment. Atomizing us doesn't do that. It just makes the process longer.
     
    And can I say, I hate my librarian? She's always shushing us. And I'm gonna say it. No one reads in the library. No one. We're studying. That's the only reason we are there. I have no met one person who actually goes to the library with the primary intention of reading. Sure they may read, but they've always went their with their books to study. I'm not slagging reading or anything. Just that the building is being wasted. And what an amazing environment they have. I mean seriously, it's so open and the tables can easily accommodate 6 people (even if they force the 4 to a table rule). Argh. Sorry. Just a little rant there. I just hate my librarian so much. Such a bitch.
     
    Again, another reason why school just doesn't work. Stupid, stupid schools. Seriously, how hard is it to fix this? I mean, there's nothing to change, except our mentality? And the worst thing is, the young teachers are the worst when it comes to this. They still think traditionally, and it's making their life and their students life difficult. Seriously, young teachers. Come on. be more lose. Come on.
     

     
    I've been getting more and more hostile against schools as of recent. It's probably because they've been working me to the bone. I'm just too tired. Oh well, people are worse of than me. I don't really have any basis to complain, really.
     
    Well, either way, just asking any adults out there, does this atomizing climate carry on to the work force? Or have we had to common sense to collaborate?
     
    Oh and sorry about being late. Wasn't going to do an entry, but I gotta stick to one a day.
  16. Bronium
    Honestly, I just can't do deadlines. They're the worst thing in the world. Give me a deadline and I'll give it in, but I'll have you know that 6 hour paper was done 7 hours ago. I mean, I just can't do it. I keep on saying "You know what? I can do this tomorrow. No biggie. It's just a day." And when you extend a deadline, I'll just say the same thing. "You know what? I can finish this tomorrow. It' s doable".
    But it's not that bad. My best work is always soda driven.
     
    And I've noticed two trends. The older and older I get, the later and later I begin the work. And the older and older I get, the more effort I put into my work. I'm not sure why. I mean, it's setting me up for disaster. Eventually, I'll reach the point where I finish my work, is the time where I hand it in. It's just do crazy.
     
    Oh and another thing. We have this thing called a period zero, where we start school 45 minutes early, depending on your time table.
     
    Who thought that would be a good idea? I mean seriously. How does it help anything? It's so crazy. I mean, I got 3 detentions because I come late to period 0s. I mean, I just barely make it to Period 1 as it is. It's insanely stupid. And they even know that it doesn't help. The amount of people who come late or don't come at all, is humongous, relative to Period 1. They have clear evidence and they just won't change. It's annoying as hell. Damn tradition! Damn conservatism! Change, god dammit!
     

     
    I wanted to write something a tad more...light hearted today. I've been treading this artsy pretentious line lately, and I want to come off it.
  17. Bronium
    A lot of people (see teenagers) seem to confuse pessimism for realism and optimism for delusion. Which infuriates me. Especially when their "realism" or their "delusion" changes their behavior.
     
    Now, I'm not saying that optimism can't be delusional and pessimism can't be realist. But when you start to have your behavior affected by the two, then you're treading onto the verge of delusion. Let me give some examples.
     
    Optimism as realism:-
    Complete understanding of a topic, makes you optimistic about the test. Doesn't mean you won't study, just means that you feel that you'll do well on this test.
     
    Pessimism as realism:-
    Realizing that you aren't going to do well on this test, as you don't know half of the topics for the test. Doesn't mean you won't study, just that you realize you'll do badly.
     
    Optimism as delusion:-
    You think you know all your work, enough so that you won't study for the test.
     
    Pessimism as delusion:-
    Thinking that you're going to fail the test, so you see no point in even trying to study for the test.
     
    As long as you're ideas are founded on evidence, you're being realistic. If being pessimistic or optimistic changes your behavior, you're being delusional.

    Fairly short post, but I had a test today and one next week Friday.
    This is really just a PSA, rather than anything. I'll try to do two of these short ones tomorrow.
  18. Bronium

    Why theory is taught

    By Bronium,

    Recently, at school, a friend of mine told me he didn't like chemistry. This wasn't all that surprising. I mean, different people like different things. Would would have guessed? But, since I'm a big fan of chemistry (I'm into the little things in life), I had to ask was there any justification for this, or is it just this innate distaste for the subject (which is completely fine).
    He told me that he disliked chemistry as it was just theory, not founded in anything. He even went as far as to say chemistry shouldn't be taught in schools as we don't know if what we're teaching is trie. And I dislike this statement. For a few reasons.
     
    1) Chemistry is founded upon evidence. We aren't Aristotle, you know. We had experiments to support our theories. It's not like we just decided that this sounds interesting, so we'll make it like that. For example, he said "How do you know there's a nucleus in an atom? We can't see it. There's no way to actually prove that it exists. Well, while we can't really prove anything (except in maths) we can put forward substantial evidence that there is a nucleus (See Rutherford experiment). To be fair to him, I had learnt this in Chemistry Year 11, which he was not apart of, for reasons that should be obvious.
     
    2) A lot of people lack perspective. Perspective of anything. Think about it. We live for such a short amount of time. 70 years is a tiny fraction of the total lifespan of the Earth, much less the universe. That we can't see anything big nor small. We just can't comprehend it. It's crazy. And this lack of perspective really infuriates me. It causes many people to simply not understand things. I mean, how can you say there isn't any other forms of life on other planets? There are so many planets out there, that it's incredulous to say that there wouldn't be any life. The universe is so vast, yet many can't comprehend it. When my friend says how he can't see it, it doesn't mean it doesn't exist. It doesn't mean it can't be there.
     
    3) Fine. I'll admit, some theories taught in Chemistry have imperfections. There are some flaws. I mean, look at metallic bonding. It can't explain a few thing. One example would be the almost random boiling points of metals. But it's a foundation for further understanding. It allows us for future progress of our understanding. Like before, remember Neils Bohr and his whole orbiting electrons? This was the model at the time. That an atom was like a miniature solar system. And guess what. He was wrong. But what he had learnt had helped us learn more about the atom. I mean, imagine trying to learn about the atom with no knowledge. It sounds impossible.
     
    In summary, I think chemistry should be taught in schools. It's not a perfect, nor wholly accurate model by far, but it's the best we got, and we should teach that, in hopes that we get something better than what we got.

     
    P.S: Don't think my friend is dumb (and I have to address the word theory as well, but I'll get into that in another entry). He is fairly bright boy. I mean, I think he'll have a lot to contribute to the scientific community.
  19. Bronium

    Schools uniforms

    By Bronium,

    I'm trying to stay within topics that relate directly to school, or my school experiences, but as the holidays are fast approaching (I know, I'm crying inside too), these kind of topics might dry up, so you should probably expect more of blogs related to gaming and such.
     

     
    Well today, I got in trouble for wearing the wrong socks. Yes, you read that right. Socks.
    ...
    What do socks even do? I mean, they're just socks. And they weren't even a different type of sock! I was just wearing a different color, that's all. And boy, was I annoyed. Especially as they pulled me out of Chemistry. I was so frustrated. Couldn't they have come a period early and pulled me out during English? But anyways, what's with schools attentiveness to clothing? I mean, I don't understand it. And I don't understand uniforms. They seem so pointless. And I'm sure there are many of you out there that can relate. I mean, I've never met an argument that sufficiently justified uniforms, though that could just be me, living in an echochamber. It's like I'm a middle aged, middle class conservative in England, only ever reading the Daily Mail.
     
    I mean, I've faced a few points such as:
    It makes the school more orderly.
    The child doesn't have to worry about what they will wear to school. So less bullying.
    Helps make sure everyone stays together during an excursion.
    Builds a sense of community.

    Just a few things. These probably aren't all the reasons we have uniforms. And they aren't the best ones. Just what I can think of the top of my head. And don't worry, there is a larger point to this blog post.
    I'm not sure how it makes school more orderly. I mean, year 12s have casual dress, and they seem to be fine.
    Honestly, I don't agree with this one. I'm one of those kids who didn't get bullied all that much throughout my school life (I was very lucky). Course, there were some people who were mean, but even then, they had to stretch it a bit, to find something to beat me down with. I mean, they had to be downright racist (confusing me as an Indian, even when I corrected them) just to insult me. See, people will always try to bully you. They'll look for anything that you might feel insecure about. If it isn't your taste in clothing, it's going to be something else. And I've found the best way to deal with a bully is to just ignore them and make them feel worthless, rather than give them an excuse to find something else to insult you with. Though I do agree that we'd have to think less about what we wear. Though really, thinking of it, I don't really think about clothes that much.
    I've been on excursions where I've been in free dress. It made no difference as to how lost I was (how I comically worded that? [i need at least one self reference])
    People don't have to dress themselves similarly to each other, to feel part of a community. I mean, look at us! We're a community and we don't even know what we even look like. I don't see how appearance affects our sense of community.

    Now, a few points of my own.
    School's primary function is to teach. And while I understand clothing does matter as to how well we reach that goal (warm clothes in winter, loose clothes in summer), it doesn't mean we all have to wear the same clothes.
    Oh boy, how expensive are these uniforms? I think, one set costs about $400. And I have to buy 3 sets and but new sets every year. That means I have to spend $1200 dollars on clothes, per year. The worse thing is that I have a $30 jacket that keeps me nice and comfy. It fills out the same function as the $100 jacket that was mandatory. You know what? It even does it better. And I can't wear it at school.
    Just for a touch of irony, I always hear in our weekly assemblies as to how we should express our individuality. Now, in fairness, school does a pretty good job with the whole expression thing, but they fail awesomely when it comes to clothing.
    How strict they are with their perferences. I mean, do white socks really differ from grey socks? And does my shirt always have to be tucked in?

    And really, I don't mind the whole uniform thing. It doesn't get in the way, and it's not too much trouble after a cold winter.
     
    But what annoys me is how the only reason it's there, is because we can't be stuffed to change it. And I don't get it. Why? Why won't school change?
     
    School seems to stagnate, because that's how society thinks it should be. It just lies there, ever so still, as the winds of time erode the soil it was built on. It's our fault really. People think that school shouldn't change as it will cause change within society itself. And not a small change, no, radical change. It'll change how we think. And I think we're a bit scared of that. That somehow, all our traditions and moral codes are outdated.
     
    But we shouldn't fear change. We should embrace it. And shape it, so it's better for us and better for the world.
     
    To quote a D&D god here " Change is inevitable, but it takes the work of the faithful to ensure that change is for the better".
     
    Told ya this entry had a point.
     

     
    Just asking, but every time I watch a show that involves some sort of teenager. they seem to wear whatever they like to school. Is that true where you live?
  20. Bronium
    This will be the
    you want to watch. Trust me. You want to watch the whole thing. It's entertaining and it's fascinating. 
    Since it's a fairly long video, I'll break it up into parts and address each of the parts individually. And then I'll put the parts in parts, cause this'll get too long otherwise.
     

    See, the problem with schools is that fact that they utilize on type of intelligence. Academic intelligence. And they only focus on that. The arts focus on other aspects, but since it's not academic intelligence, it's not given priority. Which I feel, is one of the reasons why school kids get left behind. I'll talk about this later on.
     

    I'm not much of a fan of this. I mean, I don't think I've actually lost my ability to imagine. And I think it's because I've been fairly lucky to have great teachers. I've never been discouraged against asking questions, and I've always asked insane, seemingly pointless questions, just for the hell of it. I mean, I still imagine a lot. I'm fairly sure I'm not the only one who still pretends their in Hogwarts. I'm not sure how school destroys our ability to imagine.
    I mean, it gives me restrictions, but don't mistake that as trying to restrict our ability to imagine. Restriction inspires novel ways to get around said restriction. I mean, take his paper clip example. The "smart" kids made the paper clip, not a paper clip. And I think that's breaking the rules. When does a paper clip, stop becoming a paper clip? A real genius would keep the paper clip as it is, and see how you could use said paper clip in intuitive ways, so as to get around the restrictions caused by the paper clip being a paper clip. Restrictions inspire creativity and school gives a good level of restrictions to inspire creativity.
     

    We have this idea that being intelligent is about knowing you unit circle or your special triangles (but seriously though, learn that stuff. It helps a lot). And while this is one form of intelligence, I believe there are other forms. Like interpersonal intelligence, knowing how to communicate with another, is a form of intelligence. And some people are fantastic at that. Yet there aren't any classes that try to tap into that kind of thing and properly utilize it. Many types of intelligence gets left behind, simply because it isn't considered to be important. And see, the reason why art classes aren't considered to be vital, is because they don't tap into academic intelligence the way maths does. And it's a shame, because it utilized other forms of brilliance.
    I'm an optimistic person. I think people are really amazing at a few thing and generally shit at others. And a lot of people who don't do well at school have a different kind of intelligence. And this intelligence isn't being utilized. And you can understand why most people don't find school helpful. It's designed to help those who are already intelligent academically. And statistically, there are a lot more people who aren't like that.
     

    I think I wrote about this before. Schools seem to stagnate. They seem stubborn to change. They want to work in the ways of the past, at the time of their foundation. Yet society has changed. The world has changed. It has moved past the education system. And it's about time schools tried to catch up.
     

    I get so riled up when people talk about ADHD. I hate how it's given to so many people, in an effort to make them "focus". Society is trying to make kids who don't have academic intelligence, something they're not. They realize that because they don't have it, they can't teach them. So they just use some other sort method as to replace that academic knowledge, and it just wastes time. Schools are trying to standardize everything. And it's not working.
     

    Please don't misunderstand me. I'm not saying that academia isn't useful. I'm now even saying that it's impossible for someone to learn the same things we learn today. I'm just saying, the way we teach these things need to differ for different people. And it's unfortunate we don't do that.

     
    This is a fairly long piece. And I think I'll address the rest in Part 2.
  21. Bronium
    Just a bit of background knowledge. Specialist Maths is essentially the more mathematical side of physics (don't mistake it for physics though) and it's the subject that the spiritual successor to Adv. Gen. Maths
     
    Today, a very strange thing happenstance happened. Now, I'm sure many of you (at least the younger ones) can relate to this. Normally, a teacher takes away your phone when you use it in class. But today, the teacher took my textbook. I know, weird right? It's like I'm in the evil timeline. Or the bizarro version of my school. They even have their own anti-teachers (That one was for you guys!). Anyway, to provide some context, here's how the whole thing went.
     
    "You shouldn't be doing that now. This is Adv. Gen.".
    I replied saying "Well, I'm doing Adv. General"
    "No you're not, you're doing Specialist"
    "Well, Specialist is essentially the spiritual successor to Adv. Gen"
    "Yes, but it's not Year 11. You're in Year 11 and not Year 12"
    "Does it even matter?"
     
    And really, does it matter. Does it matter that I'm in Year 11 and not Year 12? I still have the ability to do Year 12 work. It's not like I was constantly raising my hand up, asking the teacher question and disturbing the class. No, I was disturbing the class talking how fun Spec.(pronounced Spesh) was. But anyways, back to the topic at hand, why does it matter?
     
    And I can't seem to think of a reason as to why it matters. And I can't think of a reason as to why it should matter. I honestly feel I have the ability to do Year 12 Maths Methods, Specialist, Chemistry and I'm already doing Year 12 Bio. But nope. I can't. I feel like I'm wasting my time, doing Year 11. But because the school system feels like we should be put out in "the Class of [X]", I can't. And that pisses me off.
     
    Why? What's the problem with me doing my subjects according to my ability. Is it really that hard to organize? If I'm skipping content, shouldn't it be up to me to catch up, considering I'm the one who said I can do it. I don't see why the school system doesn't do it.
     
    And the whole jump a kid a whole grade doesn't count. I mean, they might be fantastic at 4 of the 6 subjects they do, but on the last two, they might fail miserably. If I'm bad at English, but me back a year. If I'm great at Chem, put me forward a year. It's not such a hard system. And let's pretend your school only makes kids jump a grade if they feel like their great at all their subjects. What about kids who are fantastic at 5 or 4 of their subjects? Why are they kept behind?
    School is tailored to meet the traditional view of what a school is, and it doesn't fulfill it's primary (or what I think it's primary) goal, that is to learn.

    There are a lot of problems with the school system and everyone knows this. Yet people still to be apathetic to it all. It's arguably one of the most important investments society makes, and people don't seem to care about it at all. They don't care that their money is being wasted, or that potential is being thrown away and buried. I have suggestions for schools, and I have written many of them to principles, school councils and many other sources. Yet none of my letters seem to make it pass the automated (at least, it might as well be) message of "We will consider you suggestion".
     
    See, I'm an international. And I'm a student. My opinion alone counts for nothing. The government is coming for your votes and not mine. I'm meaningless to them. But together, we can make a difference. Together, we can make our voices heard. So speak out! Speak out against your government. Rally your friends, rally your congressmen and make our schools a better place. Schooling affects you, whether your 14 or 40. So help us, and we'll help you.

    Sorry guys for the double topic. I just got very riled up. Anyways, it's a short post today, but 7 hours of homework isn't giving me all that much free time. Sure, I only got 1 hour from school. But sometimes, when I do Spec, I lost track of the time.
  22. Bronium

    How do you guys study?

    By Bronium,

    Well, I was reading my school manual today (interesting stuff they got there) and I came across a section called "Optimum Studying Conditions".
     
    Now, it's pretty long, so I'll paraphrase it.
    A quiet environment. This means no music and no talking to friends/family.
    No distractions. No computer or electronics. Just your calculator, your pencil, your paper and you.
    Lots of natural light. Try to study in the daytime.
    [This isn't really a studying condition, but I'll put it in anyways". Study in short bursts. Never in long stretches.

    I do pretty much the exact opposite of what they say.
    I have my music playing through my headphones. Ranges from classic to rock. It's pretty weird during the transitions. I find this helps me keep awaake during my homework. I don't shut my brain off and go all robot like, but instead, work slowly through my problems, thinking. Though, occasionally, I do tend to write the lyrics of the song I'm listening to.
    My computer is right next to me. And it's always on. I find that I get bored by repetitive homework, so when I do get bored, I play a little game on Kongregate, and get right back into work. Had Kongregate not existed, I'd probably just read a book. And when I get into a book, the world just dissolves around me.
    I study at 3am...not that much sunlight surprisingly. Why do I study so late? It feels calmer.
    I study in 5-7 hour stretches (with many 5 minute breaks). It's just that, I like homework. I get into it, like when I get into a good game. Time flies, and I"m just working.

     
    Anyways, I was wondering, how do you guys work/study? I'm not sure as to whether it different for everyone and or whether I'm just a black sheep - Sorry, that's offensive - black swan.
  23. Bronium
    Now, as some of you may know, I've recently started doing the Year 12 textbook for Specialist Maths. Now, since I'm in Year 11, I don't need to do it. It's not like someone is forcing me to do it. It's just fun to learn the maths taught in that book.
     
    Now, as some of you may know, I was doing it during my Adv. Gen. class. And I was perplexed. I didn't have the help of teachers, and while it wasn't beyond me, there was notation that I just didn't get. So, it was a bit of a problem for me. So, there I was, with a face full of confusion, and my teacher comes up and says,
    "Don't look so confused! It'll put everyone off!"
     
    And I wondered, when does something being hard put people off, even before they tried it? Sure, you may rage quit half way through, but you at least try it. For instance, take Dark Souls. It's hard as fuck. But it's enjoyable as hell. And while you may rage quit it later on in the game, it's still something you tried. It being hard didn't put you off. While I'm not too sure if that's true for everyone, I'm told the game looks fairly enticing. I mean, even take something that's a more distant goal, such as becoming a fantastic tennis player. It's going to be bloody hard, but no one's really moaning about how hard it'll be. But speak one word as to how hard Year 12 Chem will be and everyone cracks a shit.
     
    When it comes to school, hard work seems to be universally hated. And I don't really see the reason behind this. Sure, Specialist is hard (not really, but let's pretend it is) but it sure as hell is fun.
     
    And I'm not really sure where this stems from. I can only assume that since people associate work to be tedious, and hard work to be even more so, that they hate anything that's hard, even if it's one question.
     
    But, I don't really know where this stems from. Where do you guys think it comes from?
     
    Really short post today. Was playing D&D for 7 hours.
  24. Bronium
    Well, from yesterday’s entry, I started to think "what makes a good teacher?” I tried to think about what made school the magical place that it is. What made me excited to go to school, and to love Mondays, and not be a sour face, like pretty much everyone else? And what I constantly kept landing on, wasn't what I expected, yet I half knew. It wasn't that my friends were in almost all of my classes. I wasn't that I liked the free periods I have. And it definitely wasn't the 7am wake up to go to class. No, it was that going to class was fun.
     
    Now, I know that's a bit of an umbrella. I mean, I always rave about how school is fun! How is that going to help anyone? So I decided to try and be more specific. What makes school fun? What makes almost all my classes fun to go to? I’ve been thinking about it ever since yesterday and I think I've got it. It wasn’t anything that was considered to be fun. Nor was it the actual subject I’m studying. No it's that the teachers talk and teach us like we're their peers. And not like little children, to look down upon.
     
    Now, let me clarify, I'm not saying that students are smarter than or as smart as teachers. That's definitely not I'm talking about. What I am talking about though, is how teacher would treat their students as a friend, rather than, you know a 6th grader. And I don't mean personal, best friends. Just a friend you can talk to at lunch. I just want a bit of looseness. To be able to make a few math jokes once in a while, or to say "fuck" and them not give a crap. Because let's face it. They probably use it once in a while. I want it to be like I'm talking to a friend, rather than just another authority figure.
     
    It lets me be more open. To ask more question, and to give answers when the class is being brain dead (can we say 8am classes?).
     
    And I think this does happen. But not soon enough. Teachers are friendlier to students in Year 12 and 11. I even saw some students drinking coffee with their teachers before class. And I think that works great. I see better discussions in class in Year 12 classes (I'm doing Year 12 Bio) than I see in my year 11 classes. And I think, due to that, the kids are having a better time and learning more.
     
    See, I think teachers should start treating kids like that from Year 7. To show them that we think they're mature. That they're adults. I know, we may already say their adults, but how often do we treat them like that? I remember my favorite classes, and the classes I would consider more beneficial, had teachers that I could treat as a friend, rather than just another authority figure. I had more fun in those classes, and I’ve learnt a whole lot more. I even respected them a lot more. I didn’t speak as much, because I knew that I wouldn’t want to make my friend’s life unnecessarily harder.
     
    So schools, stop making teachers these authority figures we have to listen to. Stop putting them on a pedestal. Let them drop down a notch. We're teenagers. We're going to rebel against authority. If the teacher doesn’t step down, we’re going to pull them down.
     
    So, any future teachers out there. Treat your class like you would your friends. Let them swear once in a while. Let them get away with that comment, that their mum won’t let them get away with. Let them make a few jokes. And reap the rewards as the best teacher, as voted by students and teachers.
     
    Also, I’ve noticed that the older teachers already kinda do this. And normally, they’re the best teacher teachers I’ll ever have.
  25. Bronium
    I hate the practicals we do in science classes. It's just so boring, and let me tell you why, since you seem to be slightly interested.
     
    Before I begin, let me tell you that I love doing my own experiments, especially when I design it. The joy I get from using the data I acquire from my experiments to find patterns and further my understanding, while measurable, is a fair bit of joy. The thing is, the way experiments are conducted in schools, just bore the living daylights out of me.
     
    The problem, I see with practicals, is that they're there for the sake of it. I'm not sure if it's because of tradition or if it's just to bore us or just to make people hate school even more, but there's no need for it, at least in the way they're being used now.
     
    We conduct the experiments after we have finished the theory of the subject and I see no reason for this. I mean, how will conducting this experiment nurture our understanding of the subject? It really doesn't. At least, it doesn't for me.
     
    Some of you might say "But Channa (because we are on first name terms now) maybe their conducting the experiments to simply just confirm the theory we learnt!"
     
    That'd be all fine and dandy if that was true, but (wait for it) it's not.
     
    Here's why:
    The experiments are very rough. There are many possible errors that could occur (half the class rinse their burettes with tap water for god's sake) and possibly sully our results. Now, if we trying to confirm or maybe provide evidence for the theory we learnt, we would need at least some fairly accurate results. But if we have such a large margin of error, how are we supposed to use this as evidence for our results? What if there was another independent variable? Clearly, we aren't trying to provide evidence for our theories, otherwise we'd try to have a small margin of error.
    If we have some unexpected results, we are to just brush it off and not use our results and just believe that the theory is right. I mean, I agree, the results are most likely to be wrong, but still, at least we could try again. I mean, our classmates may have got the "correct" results, but I mean, shouldn't we try ourselves? I mean, if we didn't do it ourselves, we might have taken the books word, rather than just listening to our classmates.
    We have a tiny set of results, that in no way would provide evidence for the theory. I mean, I reacted HCl and CaCO3, which made a gas, and once we reacted that gas with lime water, it was found to be Carbon Dioxide. But I don't agree that's enough evidence that Acid + Metal Carbonate [insert arrow] Salt + Carbon Dioxide + Water. I mean, the HCl or the CaCo3 could have been a special case or something. It's not good evidence. Sure, with many sets of results between many different Acid and Metal Carbonate reactions, we would have a better set of evidence, but that one reaction alone, isn't enough to justify as good evidence.

    The pracs do practically nothing. They have no use.
     
    Now I'm not saying take away all experiments, that's just not right. It gives the wrong impression of what science is. People actually did experiments to find out the theory. And I say, why don't we do that in class?
     
    I mean, before we start the theory, why don't we try to do the experiments that led to the theory? Of course, some of it's dangerous and some of it is just not practical under a school budget, but the ones we do now, can be shifted forward.
     
    And using the results we get from our experiments (which will have to be modified), we can work out the theory.
     
    I feel that this makes better use of practicals and it's generally more fun, mostly because there's still this general air of mystery surrounding the theory.
     
    Course, the teacher will guide you, but you would probably do most of the working our by yourselves and it helps kids learn more about the subject at hand, rather than just simply copying down the notes on the board and memorizing them a day before the tests.
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