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Bronium

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  1. Bronium
    I don't get why everyone hates the science behind the science so much.
     
    For example, a large majority of my friends find the Curiosity landing to be amazing, yet a large majority of the aforementioned large majority seem to dislike studying the physics (among other things) that went into actually designing the bloody thing. And that puzzles me. I mean, sure, the actual landing was pretty cool, but imagine all the meticulous calculations and physics that went into actually making sure the curiosity didn't land on it's head. That's beyond cool. That's awesome. And not the whole "Dude, that's awesome!" kind of awesome but the panty dropping, gut kicking, facist dictator destroying kind of awesome.
     
    Before I go further, let me just clarify one thing.
     
    My friends love science. And by science, I mean all the cool things that come out of it (and not all the sciency science bits). These cool things include, but aren't restricted to: black holes, space ships, stars and wow that's all space stuff. Yet, they hate the actual part where they actually learn. For example, mole calculations or force calculations ( I know beofre I said I found forces boring, but I never said I didn't like learning them). They just find the whole thing stupid. I mean, someone said they found the chapter on the theory behind electricity "stupid." And he wanted to be an electrician!
     
    Now, onto why I think they're missing out on a whole lot.
     
    To really understand what I mean, pretend the feat of engineering that occurred was a movie. There are two ways you can enjoy the movie. You can just ignore and have brain farts during the more artsy bits and just enjoy the action scenes (a legitimate way to enjoy something). Or you can consider the deeper meanings behind the movie, and truly grasp what the movie was trying to show you. Similarly, you can just watch the engineering or, to really enjoy the engineering, you can use your knowledge to understand the work that had to be done to do what they did. And be blown away by how amazing it was to do what they did.
     
    I mean, imagine someone had no idea about anything, except he knew that we flew to the moon (Apparently, there are people who know less than this and live in civilized society). That person might not think much of the Mars landing, saying how it's not different from landing on the moon. The person isn't blown away like we are, because he doesn't know the facts. That's pretty much us but dilate that disappointment by a factor of 10^(-x), x>1
     
    What I'm saying is not to hate the stuff we learn in school (even if it's boring as hell) because once you apply it to something that's awesome, it just makes the awesome, awesome^2.
     
    P.S: That's how I got to love learning forces.
  2. Bronium
    This is one of those things that just annoys me. I hate that people can't seem to understand the difference between Graphical Fidelity as opposed to Aesthetic. I thought that people might have recognized the difference by now, but nope. No one seems to get it. They just pile the two together.
     
    "Woop, this has great graphix!"
    "Do you mean it looks great aesthetically or are the textures really really high resolution?" I ask.
    "What now?" they reply, almost always.
     
    Just in case you don't really get the difference, here's an these two images that, in my opinion, perfectly illustrates my point.

    The art style in this picture is magnificent. I mean just look at it. It's just so pretty (What? Wanted me to describe it is?Hey, I'm no art student). Course, this is pretty subjective, but come on. Look at it! You at least got to see the appeal in it. But then just look at the texture of the stone near his left foot. God, the resolution! Urgh! It's just so blocky! This isn't Minecraft, you know. Though in fairness, the game is rather quick, so you don't really notice the textures all that much, and the sky boxes are really fantastic to look at.
     
    Now look at this

    I'll admit, it looks fine. The textures are fine and it's nothing like Darksiders. But it's just so...boring...so bland. There's no real direction behind it. It's just there. And it's so bad. And people say that CoD's graphics look pretty good.
     
    Do you see where I'm coming from?
     
    I mean, there are my definitions, and they aren't perfect, since I'm not one to read up on it. So it's probable that they're wrong. But as far as I know, when referring to the aesthetic of a picture, you are referring to it's "beauty". And when you refer to it's graphical fidelity, it's more about the technical side of things, really. For example, the resolution on some textures..
     
    Now, before, when people used to say a picture or piece of art looks great, you would normally have both types of graphics to be at a very high standard. I mean, take a picture of a sunset. If it's professional, if you say it's good, I can be pretty sure they're talking about the aesthetic. And not the actual detail of the picture. I mean, as long as they are using a fairly decent camera, it's bound to look decent. The same goes with movies (except animation, it's a bit different in animation). But with games, it's a different. I mean, take Darksiders II for example. Fantastic aesthetic, but awful textures. And then take something like CoD. You can have a really high standard of graphical fidelity, but just can be as bland as it gets. Now, I'm not saying it's impossible to have both or to have neither. What I'm saying, it's possible to have one and not the other.
     
    Yet no one talks about the two, separately. They just pile it together, and it makes everything a lot more harder for everyone.

    Anyways, since this is a blog, we have to talk about my life, so I might as well talk about a small fight I had with my friend.
     
    We were talking about Vanilla Minecraft as opposed to the modded versions (and come on, we all know modded wins here. By a kilometer) and then he starts to talk about how great vanilla Minecraft looks. I was shocked. Vanilla Minecraft looks awful. It's just...awful. I know it's subjective, but come on. It does not look good. Especially once you start to dig.
    Here's a picture of vanilla. It's not awful. But compare it to my texture pack.


    Much better right?
     
    Anyways, Back to the story.
     
    As I was saying, I was shocked. And this isn't all that bad. I mean, it's his opinion. And in my opinion, I think the textures look bad, and the resolution of the whole thing just makes it even worse. This is a pretty wide consensus, considering most people I talk to hate the way vanilla Minecraft looks.Anyways, enough about life. That stuff's boring.
     
    Let's talk about something slightly unrelated shall we?
     

     
    When Indie mods say their awful textures should be excused as a "classic" looking game, so as to excuse it as an aesthetic choice.
    And I hate that. That they're trying to pass of their small budget as a selling point. Now, I'm not against developers taking advantage of a low budget and using it as a mechanic to help enhance the gaming experience (see Silent Hill "fog" or Spec Ops; The Line bad shooting.) but I take offence when they say it's a "classic" texture, advertise it as such, and when you come to see it, it's just low resolution pieces of crap, with no aesthetic value to it. All because they didn't have the budget. I mean, I sympathize with their lack of money, but you can't try to trick your customers.
     
    It's just trying to take advantage of the consumer, and I don't like that.
  3. Bronium

    Man, do weekends suck

    By Bronium,

    I have a confession. I'm not a fan of weekends. Now, I realize it's not really worth writing it in the body, since you already know that from the title, but I feel, a better way to increase one's wall of text count to randomly ramble and mention that one is rambling randomly.
     
    Now, I don't think my opinion would be the popular one, even among those who love school. But let me explain myself and please lay down those pitchforks, so I can stop emptying my bladder.
     
    I have a few reasons as to why I dislike weekends.
     

    The sheer boredom it brings.


    I for one, love studying. It's always an exciting time, learning new things and making new connections. The best part about it is, is that it never ends.
    Except on the weekends. Oh, how I hate the weekends. I just can't study on the weekends. It's because, like many reactions, I need a catalyst to begin my study. I can't just say "Oh, I'll just read up on my Chemistry today". No, I need something to pique my interest. And during the week, there are so many things that do that. Biology and the mathematics of it. Physics and the mathematics of it. Maths and the mathematics of it. I could go on about the mathematics of "on". But I really shouldn't.
    Yet once it comes to the weekends, I just can't pick up a book. It's just...so hard. I mean, I've read all my textbooks. What more can I do? And even worse is that, from all the studying I'm not doing, I might actually forget something.
     

    The frustration is brings when you come across a question


    But sometimes, I do have my interest piqued. Be it from a video I come across on one of the science channels I'm subscribed to, or when I observe something that looks like it just needs a graph. I mean, this is a rare occurrence, but it does still happen.
    Anyways, I set to work on my problem that isn't really a problem, but kinda is.
    I spend about twenty minutes on said problem.
    And then it hits me.
    I've got this raging question to ask. A question, with an answer that a textbook simply cannot provide. And I need an answer, or I just can't go on with this problem. Which isn't a bad thing. I mean, I can simply ask my teacher tom-.
    Then it hits me. Again. Yes. I get hit two times. I have to wait two days. Two whole days. A whole weekend, with this question on my mind.And It just kills me.
    What's worse is when I get an answer. I mean, should I keep on working on my problem? In case I made a mistake somewhere? Or should I just lay it to rest, and show it to the teacher on Monday, not wasting any more time over-thinking a simple question? It just kills me(first time was a joke. Now I'm being lazy) waiting for the answer to the question that is my answer to my question that is my problem.
     

    Lastly, and most importantly, how heavy my bag gets


    Yes, this is really that important. Yes, important enough to be bold, underlined and centered.
    When the week finishes, I always have trouble packing my bag. I mean, what should I study? Calculus had an interesting twist today, but so did physics! But I should really read up on my carbon chemistry. What do I choose!? I don't even have time to ponder this since I might miss my bus.
    So I just pack everything. And god does it hurt to walk with that bad. You haven't felt mildly inconvenient pain, till you walk up a hill, with my backpack. I swear, it'll be the death of me. I have a explanation that's jokey for this one too. But it's a bit long. So I won't write it.
    And don't get me started on the summer holidays.
  4. Bronium

    Uninspiring teachers

    By Bronium,

    As most of you might know, I'm a fan of school. Also, as most of you might know, I'm also a fan of maths. But something about Maths class today...just left me feeling bored. Which was strange. Whenever I'm in Maths class, I always feel like doing work. I mean, it's Maths, right? Why would I not do work? It's like the most fun subject ever! For those who do not know me, that was not sarcasm. For those who do know me, that was also not sarcasm.
     
    Argh. Damn you tangents. Anyways, what was I talking about? Oh yes.
     
    So, I began thinking about why I didn't feel like doing any work. And it can't be that I've already know the content. I mean, as long as I get work that helps me expand my understanding of maths(which is really hard to find. Took my Maths Adv. Gen. teacher 2 weeks to come up with said type of content), I'm totally content (That was for you guys!) with what I've got.
     
    But as I was walking home, I think I realized what was the reason as to why I was so unproductive. I think it was because of my teacher. She was just so...uninspiring. Now, don't get me wrong. From what my friends say, she does her job well. She knows what she's teaching and she can communicate what she knows effectively. At least, enough so my friends learn something. The thing is she lacks passion in her voice...like she was tired, and couldn't be bothered teaching us this stuff.
     
    To be fair to her, it was some simple stuff, which for the living day lights of me, my friends did not get.
     
    But, I mean, even if you aren't passionate about the unit circle, at least be passionate about the actual teaching. The fact that you are passing on information, that is quite novel to many of those in that class.
     
    See, I find I need passionate teachers. I need teachers who actually love what they're doing. Who love their subject and teaching their subject. I need them to be interested in what their doing. To get really excited, when kids ask good questions or when kids give answers to hard questions. Simply because they thought outside the box. I need teachers who want the best out of me, and not just the grade.
     
    Now, I can say, I've got a steller set of teachers. For every single subject I love (except Maths Methods) they've all inspired me to go beyond what I'm supposed to go, and just do as much as I possibly can. But because I've got a bad teacher in Methods, I'm just sitting there. Doing the amount of work required to get that A+(which is tiny compared to the amount of work I do for other subjects).
     
    Yes, I know it's sounds a bit high and mighty, saying working and getting an A+ isn't all that great. But it isn't for me, and it definitely shouldn't be for maths (again, for me). So yeah. Learnt a new thing today. Uninspiring teachers don't inspire me to do more work. Who would've guessed, eh?
     
    It's funny though. For my other maths class, my teacher has inspired me so much, that I've already set to work on my textbook for next year. And funnily enough, she's saying to stop that (as a joke). Because if I finish the book this year, I'll be the worst student ever, trying to tell everyone what I know and not letting the teacher...you know...teach.

    Just as a fun fact, I think if I was a teacher, I'd be a maths teacher. Maths is something I can talk about, day after day after day, helping people understand how the maths works and not just the formulas.I'd never get tired of it. It's really fun to help people with their maths. I mean, the amount of times I try to "teach" my friends maths has gotten me a fair few "Shut up, Channa!". From both the teacher and the students.
     
    Though this one 15 year old in my tuition class did say I'd be a great maths teacher, and if there's one thing I'm good at, it's living in an echochamber.
  5. Bronium
    I'm so bored in school right now. I'm ahead (as in already know the subject matter) in Chemistry, Maths Methods and Advance General and Biology. The only fun subject I've had for this week has been Physics, and even then I fear that might stop, considering we might study for a test (that counts for 10% of my grade) that's happening in a weeks time. I have English, but considering that I've spent the last 5 lessons coloring blank pieces of paper with one solid color, I don't really know what we're doing in English
     
    I even have tonnes of work to do. I mean, It's not like the teachers aren't giving me more worksheets. Trust me, 5 hours a day is more than enough. I don't mind that. When I was beginning the year, the work they gave us was more theory and more "what if..." That's fun to do.It's just that the homework they give me now..is just so...so simple. Just so...mechanical. It doesn't make me think.
     
    Which brings me to the main point of this entry. Why homework should be harder.
     
    Homework these days...just seems like punching numbers and writing said punched numbers and other numbers on sheets of paper. It's more of a mechanical process really. I just sit back, put on some loud music, and get to work on my homework. I'm not even thinking. I'm just doing it. And it's because I don't need to think. The variables are there. The numbers are there. There equations are there. It's like I'm just the scribe and the book is just there to playfully ask me questions, to make it seem like I'm part of the team.I'm not thinking at all.
     
    And even the "application" questions. They're just such bullshit. It's putting the exact same numbers, but hiding them with words. Trim the fat and you got you're good ol' variables, equations and numbers.
     
    I thought homework was about helping me. Helping me understand new concepts by shedding them in a different light and making us think beyond the questions themselves.
     
    But nope. Same old shit. Same old numbers.
     
    It's so surprising to me, as to why teachers are so shocked when kids don't do their homework. It's pretty obvious to me. I mean, the homework we're set out is worthless. Clearly, the kids don't feel that the homework their given is worth the time they spend doing it. And rightly so. Homework seems more like a tradition, rather than something of value. It seems like they just give it, because that's how it's always been. And that just sucks.
     
    See. I'm not asking for much. I'm not asking for the world. All I'm asking for, is that you put some effort into making homework, so us kids won't mind putting back some effort into said homework.
     
    So stop setting us:
    Chapter 3: Q1-19, Pg 144
     
    And start setting us:
    "So what do you guys think Kgms^-1 is really defining? You might know the equation, but what are we describing with this equation? Also, let's use Megagrams! Screw tradition! And screw tonnes!"
  6. Bronium

    What's in a nerd, anyway?

    By Bronium,

    As of recently(and I can say recently, since it's pretty much a subjective word) , I've got a fair few comments (not comments as in the comment feature, as in people saying) that I'm "pretty nerdy"(maybe they said I was a pretty nerd, I'm not too sure [still, it's a nice comment(Not according to Definitions.com, though)[Yeah, I like parentheses])]).
     
    Anyways, it got me thinking, isn't everyone a nerd really?
     
    Now, let me explain. By society's definition, I guess I would come under the term "nerd". I mean, I like nerdy things. I like fantasy, Sci-Fi(especially Sci-Fact), video games, D&D (Goliath Warden), reading. You know, "nerdy" things. I even fit the stereotype. Fat, large square glasses (even though I normally wear my small ones) and the worst skin you'll ever see. Ok, maybe not the worst if you, I don't know, seen burnt flesh. But it's pretty bad.
     
    But the thing is, I've got a different idea as to what a nerd is. But there you go, saying "Channa! You can't just make up definitions! That defeats the whole point of language! Also, why am I shouting! This isn't worth being all that worked up for!".
     
    But, I mean, nerd is such a hard thing to define. It's so specific, yet so general. I mean, have you seen some nerds? I mean, what qualifies being a nerd? Playing video games? Playing video games on a PC? Watching people playing video games? Watching people talk about video games and how they can grow and change? Some might say it's the last one. Some might say it's all of them. What I'm trying to say is that there's no real consensus on what a nerd is, really. So I'm just going to take advantage of the situation, and just make up my own definition.
     
    Now, onto my main point (finally).
     


     
    (Inspirational music starts here. Try to sync up the music with this bit)
     
    Being a nerd...isn't being simply just liking video games or movies or Sci-Fi or bad skin. It's about getting this intense joy of something. It's being passionate about something. Loving it more than anything else in the world.
     
    You can be the most jockiest, buffest, not stereotypical nerdiest person ever, and I'm still as likely to call you a nerd. Just because you really really like football. Or hand-leg ball.
     
    I think we're all passionate about something, at least, once you pass your apathetic 15 year old phase. There's this something, that you just can't help but love doing. And it may not be all that obvious. Maybe there's something stopping you from realizing that something and I'll admit, poverty can get in the way a lot of the time. But I believe it's there. I believe this intense love for something is lying inside us. Deep within us. Just waiting to be unleashed. Now, I don't have any real evidence to back this up. Really, there's no real logic behind this. But loving something is just...human. And I believe that we're all...human.
     
    And yes, you can be a sex nerd. I'll give you that . Not sure how many sex nerds actually exist, but I'm sure they exist.
     
    (End music)
  7. Bronium
    Now, I'm not saying that school couldn't be improved upon. There are dozens of changes I would make to the school system and individual classes, but even among it's flaws, I still think it's bloody fun to go to school. Why, you may ask?
    It's one of the few places where I actually can get answers for my questions and still understand what they're saying. I mean, I've tried asking questions on the internet, but two problems arise. 1) They don't know me and how smart/dumb I am. They could over simplify something to a point where it's barely answering my questions or they could use so many new words that the "words I understand:words I just learnt were a thing" ratio could look a bit like my "brohoof:posts" ratio. 2) Do you how hard it is to teach someone something in real life? It's way harder on the internet mostly because, unless we're chatting, the time between asking a question and getting answers could take up to a few minutes to a few hours. Ask a teacher and wa-bam! answer in a second with 2 minutes of follow up questions.
    It's probably the only place where I'm intellectually stimulated enough to satisfy my need for the aforementioned intellectual stimulation. I mean, besides science channels like Sci-Show and Brady's channels among other things, I have nothing to challenge my knowledge of science and maths and stuff.
    Besides English, my time table is perfect. I have 3 sciences and 2 maths. That's 20 hours of awesomeness a week. I also have fantastic teachers, who are just fantastic. Never had better teachers.
    While this is more of a side point, one that I wouldn't bring up, I have a fair few good friends at school, that I only talk to at school. They're good chaps and it's pretty fun to hang out with them (not as much chapter 6 of my Adv. Gen. Maths Text). So yeah. There's friends I guess.

     
    So yeah, I love school. What about you guys?
     
    And are people doing the like, comment and subscribe thing? I don't have anything against that. I just want to know.
  8. Bronium
    I don't think I've told you guys that I hate tests or why I hate them.
     
    Their just...bad. For a multitude of reasons.

    They don't actually measure what you learn. They try to see how much you know at the current moment. Learning, in my opinion, is sustaining knowledge. It's how much you know, years after you initially learnt it. The thing about tests is that they don't measure learning. They try to measure how much you know at a certain moment.
    And even then, they can't get that right! I mean, the margin or error for the actual knowledge a student has at the current moment, is staggering. At least, 15%. I mean, I can study for a test (and notice how I said for the test and not for learning) for 1.5 hours and get 98%. Give me that same test the next day and I might as well flunk it. And I might know the subject matter perfectly but because I crack under pressure and make dozens of stupid mistakes (like adding/multiplying wrong), I get a 70%, whereas had I corrected the calculation errors, I would've have got a 92%(I checked).
    Another thing, is how they are so vital to your future. I mean, my chances of getting into University literally hangs in the balance of 10 tests (over a year) per subject. If I do average at even 2 of them, it might make the difference between a scholarship or some crazy interest. They are so vital and yet they are so flawed.

     
    But today I realized why I hate them even more.
     
    They stop me learning. Not in that they interfere with my ability to learn things, but the school system is so obsessed with tests, that they'd rather you learn how to properly do a test than actually learn things related to your future career. For example, when I was reading this chapter on series and sequences (a really fun chapter, if I do say so myself) I was stopped and asked to revise for the upcoming maths test. I mean, the subject matter wasn't different from the subject I was doing. I mean, it was the same bloody text book. But teachers are so concerned about their students' grade that they'd rather see me pass a test than learn something new. It's not their fault really. They're just looking out for us (see 3rd point up top).
     
    It just infuriates me so much. I hate tests and I hate what they stand for and now they just mess with me some more. And the funny thing is the teachers know it and the students know it. The people that are actually vital to the learning process know that tests are stupid. Yet some one at the top just doesn't know it, and they just leave tests the way they are. It's so freaking annoying. And since no one is willing to do anything all I can do is just watch as students fail test after test.
     
    P.S: I'm not a bad test taker per say. I mean, I do alright in Maths (average around a 91%) and pretty good in my sciences (around a 97% there). It's just that most of my friends, who actually know what they're being tested on just fall by the wayside.
     
    P.P.S: Not that I'm perfect, I do get the odd 85%. I mean, that's pretty bad, but that comes from silly errors.
  9. Bronium
    The title is kinda misleading. It's not a complete graph of my life...just the level of happiness of it.
     
    Now, onto the fun (maths) stuff.
     
    What I have noticed is that around 12 months ago, I was crazily optimistic, then 9 months later I was happy but not crazy happy, then 3 moths later, I was in this not so bad "depression" and then 3 months later, I was pretty ok, And now everything seems pretty amazing.
     
    And as I've looked further back, it seems that this fluctuating pattern has occurred throughout most of my life (if I remember my life correctly).
     
    Basically a cosine graph(happiness over time), with a period of 1 year, an amplitude of an extreme mood, with a mean happiness value somewhere around a but more happier than I should be.
     
    So it's pretty much looks like this.

    Sorry for the size and the lack of scale and and the incorrect rotation. Kinda lazy...
  10. Bronium

    Acid and Base help

    By Bronium,

    I thought I might as well use the blog system for homework help.
     
    I have two questions.
     
    1) What is the strength of the conjugate of an acid/base. Does it depend on what the acid/base reacts with?
     
    2) When using Amphiprotic substances and reacting that with another amphiprotic susbtance, what is the final products gained?
     
    For example:
     
    1.1) H2PO4-(aq) + H2O(l) = H3PO4 (aq) + OH-(aq)
    1.2) H2PO4-(aq) + H2O(l) = HPO42-(aq) + H3O+(aq)
     
    There are two possible equations. Which would occur experimentally.
     
    Also, today, there was a question in class as to why H4O2+ didn't form when Hydronium ions did. I have an idea that maybe the overall charge is too largely positive that it repels positive protons, even though the negatively charged (?) lone pairs would try to attract the proton.
     
    Am I any where close to right?
     
    I mean, the only explanation my teacher gave me was that water is a bitch to learn (I'm paraphrasing here) and it's really special.
     
    Not good enough, in my opinion.
  11. Bronium
    So, I'm generally a very untidy person. But I actually am pretty organized and I'm wayyy too proud of this stuff. I mean, seriously, screw A+, screw trophies. This is when shit gets real.
     
    The front of my folder has a contents page. The first two pages were character sheets.
     
    The 3rd page is something special. I got my rulebooks online, so I don't have physical copies. Thus, I have to write everything down and take it with me to my group's session.
     
    The fifth page is okay...it's a simple quests page
     
    The next page are the people I've met. Allies, traders and villains.
     
    The last page is bloody fantastic in my opinion. I know it's shit, but it's my progeny and i love it.
     
    There are the pages.
     
    I've also got a help page, but those are specific rules for things like conditions and stuff like that.
  12. Bronium

    Maths Problems :D

    By Bronium,

    Just the one question.
     
    I'm supposed to find the equation of an ellipse (well parametric, but you can give the answer in Cartesian if you prefer) given four points (the intercepts).
     
    Whilst the question was painfully easy, the problem was that I just skipped the working out in my head and just put the numbers in the right places. Could someone please give me a guidance as to how to pursue this question?
     
    I can expand on the question if you want.
  13. Bronium
    Love that show. If you don't mind a laugh track (and maybe even if you don't) you should totally watch it. The best part is, they don't play up the nerdy thing to much. The jokes aren't "Oh, I'm a nerd, look how I'm so nerdy and do "nerdy" things" as much as "I'm an IT tech and what is this?" Just give it a shot.
     
    Either way, this episode was about Roy, a computer tech in a company, was going to take pictures for a nude calender of girls who were fairly attractive. Then Jen, who I consider equally attractive (though that has nothing to do with anything) has to butt in because "empowering women" and that kind of stuff. Which mind you, don't last very long.
     
    See the thing was, she was trying to convince some blonde women and I was thinking "maybe I could turn them around so they turn a full circle. Funny cause there's gonna be
     
    Well here I go. Let's see if this can convince a traditionally dumb blonde!*
     

     
    Basically, what I've notices is that the whole "empowering women things" tends to fluctuate between sexy and non sexy.
     
    And I pull up a graph with a sine graph, that is translated so that the minimum point in the graph is touching zero**.
     
    And I think it's because of rebellious teenagers. Teenagers who just want to be different. Now see, at this current moment, we're at the non sexy stage of the cycle. And the teens who see this will be at the sexy stage of graph when they grow up. Now, if we think about it, aren't we really trying to change the public's eye? I mean, yeah, we might piss of the old grumpy grumps if we go for a nude calenger, but the teens will think we're being funny and outrageous and totally empowering women. Ergo, for them it's not sexist. And if you think about, that's who our target demographic is. Teenage boys...err...children. We want to change their view of the world because if you think about it, they're tomorrows leaders and we're thinking in the long run, are we not?
     

     
    So what do you think? Would it convince them?
     
    *I don't think blondes are dumb. I think you're all special.***
    **I would go into further detail, but I fear the general public wouldn't appreciate my effort.
    ***In the you're really really boring and plain kind of way.
  14. Bronium
    Hey guys. I just need help with waves and galvanic cells.
     
    Physics:
    1) What causes the phases change of a wave when it reaches a fixed end?
    2) What causes the reflection of a wave when it reaches a free end and why is there no phase change?
     
    Chemistry:
    1) Why is Na+ and NO3 and other substances like that considered to be inert?
    2) Why do we need to keep the electrode in an electrolyte of the same element?
  15. Bronium
    Warning: This isn't going to be my best entry. I'm just awfully tired, and honestly, I don't really want to write an entry. But, if I begin to take breaks whenever I want to, I fear that those breaks will just become too convenient, and as with most projects I begin, it'll just fall to the way side. I don't want that to happen. I want to commit. So this entry is more of a matter of principle. So yeah. Sorry about that.
     

     
    As some of you might know, I love my maths textbook. And I've read all my maths textbooks cover to cover ever since Year 7. Which some find strange.
     
    A large proportion of the textbook isn't really used in the year, and some chapters are really just filler, with no real significance for the coming years of further study. So they see no real use of reading the textbook. Which is fair. I can understand your point of view. It provides no real benefit, and it's not fun.
     
    Well, except for that last point. I like reading my textbook because it's outrageously fun. I mean, I'm doing the Year 12 Specialist book and we only do 4 chapters out of that book. But I'm determined to finish the whole thing. Because it's pretty bloody fun.
     
    And I've wondered, what's so fun about reading a textbook? I mean, really, what's so great about it? And I've come to the conclusion that it's the fact that I've learnt from it. See, I really like learning new things, and I especially like it when I can learn new things from that new thing by connecting that new thing I learnt to the old thing I learnt. I just love that feeling. That excitement when you realize how connected everything really is. How what you learnt isn't for just the sake of learning it (which isn't a bad thing per say, just not as good).
     
    I mean, that's probably the biggest reason why calculus is so amazing. I loved how everything made sense. How it justified years of learning graphs with specific arbitrary rules (which if you look at it, aren't so specific
     
    Either way, I wondered if this translates to all aspects of life, and I'm inclined to agree. I think we have a fantastic time whenever we learn something new. I mean, maybe it's not an euphoric feeling, which is the way I feel, but I bet there's something there. It's kind of like humor really. For example, you're expecting a response to a normal statement. But the humorous response has a unexpected turn, which is something you learn. The reason why it's not funny the second time is because you learnt the unexpected response, and thus you haven't learnt anything the second time around.
     
    Course this doesn't have any scientific backing, and it's just me gushing about how fun it is to read textbooks (which you should do too). I did warn ya, didn't I?
  16. Bronium
    I've had an interesting thought on my hand, and it was mostly derived from this "
    " a company does once a quater.Essentially, a person does whatever they want, and present it at the end of the day. And it has shown some marvelous results. And what I was thinking was...how about we integrate this idea into our school system? Why don't we let kids work how they want to work?
     
    Let's tell kids "Hey! We'd like you to do whatever you want and at the end, let's have a little pop quiz, where we quiz each other on [insert things to learn at the end of the arbitrary point in time]. It has no real effect on your future, it's just a fun little party where we get to share new and exciting things we learn".
     
    I think this will be a really effective method of learning.
    Pros:
    Note: I've noticed these things for myself and among my friends. These may change among different people.
    Productivity. This, Self direction is one of the biggest motivators I've experienced, personally. I mean, for example,take making a giant castle in Minecraft. I wasn't told to make it. I just did it because it was what I wanted to do. And I did it with as much efficiency as I could. I didn't slack of one bit. Another example would be studying. Whenever I have free periods, I get at least 1 chapter of my maths book done. No help from teachers and no one to tell me what to do. I just do it. This self direction makes us so efficient as we are doing what we want to do.
    Satisfaction. This is really important. I really get this feel of satisfaction whenever I do work I want to do. Be it learning Redox chemistry or building the a factory with my bare hands (in Minecraft). I just feel really happy when I'm doing something I love.
    It helps show us what kids are good at, and what they like. This is really useful, I feel, to see what kids are good at. Thus, as they age, we can help them specialize in what they love from an earlier age, so as to flourish their talents.
    It will change people's idea of schools. School will no longer be this dull, dreary place, where tedious, seemingly pointless work is handed out to you. It'll be this exciting new world, where we are allowed the resources to do what we want, with people that we like.
    It allows us to work beyond what we have to learn. For example, let's say that they'll quiz us on the atom. I might the history of the atom, as well as more advanced things, such as writing the arrangement of electrons according to energy levels, whereas they'd just expect us to know the Neils Bohr model.

    Interesting questions it raises:
    My answers are in blue
    At what age does this free reign start to work/stop. Is it more successful at an early age, declining as time moves on? Or is it a pointless endeavor, only succeeding among the older age group.

    I feel it would work among all ages. Who wouldn't want to do the things they love, even as a baby?
    Does it only work for people who already have a direction in their life? Who at least have a rough idea as to where they are going. Or will it help them find their direction?

    I think we have to give some stimulus for this to work out, or an end goal, like the one I mentioned (the quiz). There doesn't have to be a final end goal, but many small ones. For example, instead of saying "Become a physicist who works at CERN" we should have goals such as "What is a wave?".
    How much free reign is too much free reign? Where should we stop, if we should stop at all?

    I'm going for a bit of restrictions, so as to guide the kids with some direction, to make sure they at least have a guide as to where to begin learning. Trying to learn quantum physics without prior scientific knowledge might prove to be a challenge, as that's where kids might start as they think it's cool. And then it might put them off, from seeing all the equations.
    Will there be a decline in the amount of kids who do science or maths? Will their be a decline in all traditional subjects?

    I feel that subjects like maths and science are boring because of the way they're taught (and social conventions) rather than them being inherently boring. I mean, maths and science are incredibly fun, it's just that they way maths and science is taught seemed to be more about memorizing, more than anything else. Which is boring.
     
     
    I know I don't have a Cons section, but I couldn't think anything bad. Just questions about effect of the method. Not saying there isn't anything bad, just that I get tired at 3:00am.
     
    So, what do you guys think of this idea?
     
    Also, I recommend watching the whole video. It sure is an interesting video.
  17. Bronium
    I know I said I won't make a post, but I don't want to make a habit of not doing entries, just because I'm tired. Really, that's code for lazy. So I'm going to try and make another entry today. I hope it's up to par with my other ones.
     


    I have to say, I agree with this point. While school is an economic venture, it shouldn't affect how we teach and what we teach. I abhor when we cut certain aspects of our education, simply because it's not "economically viable". Now, I understand where they're coming from, but I feel, they lack foresight. They can't seem to understand that we aren't trying to make kids memorize things, to use them later on. That's not what school is about. It's about trying to make kids understand what we are teaching, and trying to make them utilize these things in unique ways, so as to further benefit us. And see, just because drama doesn't help kids learn quantum mechanics directly, it doesn't mean that it's useless for that kind of learning. See, I'm not saying every kid should do drama. Frankly, I'm awful at acting and I'm bored to tears by it. But that doesn't mean it's useless for everyone. It could help kids think in creative ways. It could help them in ways we haven't even discovered yet. Money shouldn't come into teaching. It distracts from the real goal. We should be trying to personalize the school system for each individual (by having lots of choice) rather than forcing kids into subjects that might help in the future. And that's a big might. I mean, we can't even predict the future, for God's sake. We got to find what kids are good at, and try to nourish that.
     

    I have to say, a lot of kids these days say that they don't see why school is mandatory. Really, a lot of my acquaintances are like that. Which is a shame really. I mean, I really love school, and it's a shame that most kids don't see the purpose in it. And they're probably right. School isn't built for them. And they aren't taught properly. If school can't fill out it's basic function, what use is it for them to waste time at school?
     

    Again, I cannot say he is wrong. There's this sense common among those in schools that anything that's practical or abstract, is somehow inferior to things that are theoretical or "intellectual". And the worst of it happens when this is passed down onto the "uneducated" people. See, kids call anything mildly artistic or practical "simple". But we don't really look down upon these people do we? I mean, it's all in good fun, right? See, I think we do, even if we don't say it outright (unironically). I mean, humor has to be grounded in something we can relate to. Otherwise it'd be complete nonsense. And I think our little "jokes" are grounded in that we actually think less of jobs tradies or artists are most likely to do. And it's annoying. This apartheid is some of the grounds we use to take away funding from "unimportant subjects" and that just makes it harder for students to learn. We have to vanquish these old ideas, and bring forth new ones. We are kids of a different age. A different time. And thus, we need a different system.
     

    I definitely agree with him on this. Especially about being grouped by age. It's god awful. On the bell system, I think children should be able to do private study (not separated, just not directed by the school. They can still collaborate).They should be learning on their own and have teachers in their offices, asking questions only when they feel like it's needed. Trust me, when I have free periods, those are the times I find new questions to ask and think about my work more. It's the time when I feel motivated to work, as I'm doing something I love, by myself. That's all the motivation I need.
    I say let children dictate their learning. Tell them the minimum requirement by the end of the year, and let them be on their way. And let me tell you, they will almost always exceed expectations. If I had private study, I'd be doing Year 12 work in at least 5 subjects and not just two. But I don't particularly agree with him on separate facilities. See, I like how there are separate subjects. Gives more choice. Other than that, pretty much agree with him.
     

    I hate standardization. You're alienating more and more kids. You can't tailor kids to the system and tell that's the most efficient and effective way to teach. You have to go in the exact opposite direction. More choice. More variety. Tailor the system to the child. And what he says makes sense in relation to the plague of "ADHD". We are trying our best to make kids work for the system, using drugs like Adderall and Retilin. It just doesn't work. The more we standardize, the more kids get alienated. And the more kids need to be "cured" so as to fit the system.
     


    : I got 1st, 2nd and last age group right on the money. I guess 45% for 13-15
     
    Well, that wraps up the video. Note, this isn't a summary of what he said, nor does it address all his points. Just the ones I wanted to have a say about. I recommend you watch the video multiple times, to fully understand it.
  18. Bronium
    This is a fairly long post, so I'll get started immediately.

    Why we shouldn't cut funding for public education


     
    Just a bit of background knowledge.
    In Australia, there's this thing called TAFE (Technical and Further Education). It's pretty much just school for more practical jobs or the jobs "tradies" do. Plumbers, electricians, that sort of stuff.
    There has been some cuts as to the funding of these institutions. Now, I don't know the whole story and I'm not going to pretend I do. I'm not a taxpayer (and I doubt I will be, unless I gain citizenship) and TAFE doesn't affect me too much. I'm not planning on going to TAFE nor do I call tradesman, as I have a builder friend. So, don't trust me on too much of the issue.

    Now, me and my friend (who isn't anything like a best friend, but still a good friend) were playing some Tekkit. Anyways, we got to talking about what we're going to do after school (I know we're good friends, and this is like introduction content, but it's not something we have discussed[by we, I mean him and me(go English tricks!)]).
     
    Anyways, he said he isn't really decided, but his brother is going to TAFE and that might affect his decision, based on what his brother thinks of TAFE. And then I mention the recent TAFE cuts, which,to my surprise, he says he agrees with. I was a bit confused. I mean his brother was going to TAFE.
     
    So, I asked him why does he support the cuts if, you know, his brother is going? He then says, in times of economic hardship, we have to make sacrifices and cutting education was one of the them. Then I asked him "You mean just TAFE right? And not like public schools or anything like that, right?"
    He actually said he'd cut public funding for schools.
     
    And I didn't like that answer. Not one bit.
    See, I didn't like cutting funding for TAFE. I mean, even if I'm not going to TAFE, I don't want to have some shabby wiring.
    But I was even more annoyed when he said he'd cut education in general.
     
    Now, I understand his way of thinking. We need to make sacrifices, especially when undergoing time of trouble. But I don't think cutting education is one of those sacrifices, we have to make just yet.
     
    Now, you may say that I'm a bit biased. You know, cause I love school and I love learning, I may just want to keep schools to keep indulging me with facts. Which is true, but there's a more social and economic point here.
     
    I have two views on school. It is a place to better one's understanding of the world and it is an investment by society.
     
    See, by cutting public education, we're cutting the amount of future taxpayers and future voters who are scientifically literate, or at least, have the ability to think critically. We need those people. As a society, they are vital. And school gives us those people, or at least it tries to. It makes people better than who they already are, by giving them knowledge. Knowledge of physical world. Knowledge of the abstract. It inspires creativity (no matter what that one graffiti "artist" might say). It makes a person better. Not sure if schools are doing that now, but if done properly, it most certainly can.
     
    Another thing. School is an investment, by the community. It's them saying "Hey! I believe you have potential. Potential to make this world a better place. And more specifically, me. So I'm going to put some money into you, so as to release that potential!" See, there are people in school, at this very moment, who are going to be great. They are going to do amazing things and they are going to change this world. And society recognizes that. They recognize that we can help them, if we are nurtured. We are the ones who are going to be presidents and inventors and business owners. And they don't want us to fuck that up.
     

    Why we should always fund science


     
    So, back to my little story. I was talking to my friend about what else he'd cut. Among things like medicare (which is stupid), he said he would cut science funding. Not all science funding though, just ones that won't help us in the future. Which is even more stupid. Now, to be fair, it wasn't the first thing that popped into his head. I had to ask him, but he didn't think about his reply. It was almost instant.
     
    Now, I have two problems with this.
     
    It is incredibly shortsighted to say, that knowing won't help us ever. That's just dumb. Even if it doesn't help us directly, it could always help the understanding of other subjects, which could immensely help us. A classic example would be the mathematics of knots. You know what's it doing know? Helping us unravel (get it?) the mysteries of knots in proteins.
     
    But that's not the bigger problem I have. It's that he thinks science is about helping humanity. Which I don't agree with. It certainly does help. Not saying that it doesn't. But I don't think it's a primary focus of science. Mostly because I think that science doesn't have a goal. I think science is about finding more about universe, in which we occupy. And even beyond that, if you are inclined to think other universes exist.
     
    Now, while my second point doesn't really carry all that much weight in times of economic hardships, my first point certainly does, and if you want to have a culture that's stagnant as the ponds in which mosquitoes grow, make sure to tell me in advance, so I can get the fuck out of there.
     
    Anyways, I have a few more things to get off my chest, but it's unlikely you would want to read more. One can assume 4000 characters would be enough for the time being.
     
    Well, good night ya'll. And if you want to correct me on anything, please do. And if you're offended, who'd have guessed you'd be offended on the internet, eh?
  19. Bronium

    The phase phase

    By Bronium,

    So, as I was typing this comment to a comment about the comment's content as a comment to a blog, I started naming all the phases I've gone through as a teenager.
     
    This is what I got so far.
    The I-don't-remember-a-god-damn-thing phase: What'd you expect? A detailed analysis of my childhood? Age:0-11 years
     
    The growing up phase: The time when I wanted to be more "mature" and grown up like. Age: 11-12 years.
     
    The nostalgia-that's-not-so-nostalgic phase: The time when all I liked was old stuff. I was even one of those kids who said they wished they lived in the 1950s. Yeah...not the best phase. Age: 13-13.5 years.
     
    The apathetic-that-wasn't-really-apathetic-considering-that-I-was-apathetic-because-I-cared-about-being-mature-ergo-not-apathetic phase: The time when I didn't care about anything or anyone, because that's what society made me think. That men shouldn't have emotions.Age: 13.5-13.75 years.
     
    The caring-about-everything phase: The time when I had opinions to everything and of everyone. And this is when I started caring about politics and the like. Pretty much in opposition to the last phase. Wonder if it had something to do with me "rebelling" against society. Age: 13.75-14 years
     
    The anti-traditional phase: Pretty much against most things traditional. Traditional marriage. Traditional use of tonnes. You know. Traditional stuff. Just because it was tradition. No real reason to be actually against it. Age: 14-15 years
     
    The I-don't-give-a-damn-phase: I don't give a hoot about what you think! They actually used hoot. I know. Pretty hypocritical, but oh well. Age: 15-15.25 years
     
    The finally-found-love phase: Thought I found love. I did, but it was teenager love. I know, I know. Shut up. You probably had the same phase. Age: 15.25-15.5 years
     
    The depressed-kinda-not-really phase: Right outta the love phase. Guess you know why I was in that phase. 15.5-16 years
     
    The foolishly-optimistic phase: I love everything and every thing is going to work out just fine! Age: Current
     
    The hyphen phase: You know what's coming next. Age:Current
     
    The meta-phase: It's a reference to a reference of the future reference referencing to the past reference that referenced the future reference. Age:Current
     
    The science phase: Otherwise known as the awesome phase. Age: FOREVER!

    I wonder if it lines up with the cosine graph.
     
    Happy>Medium>Sad>Medium>Happy>Sad>Happy
     
    It's a pretty good match. Not perfect, but alas, reality never is.
  20. Bronium
    Okay. I thought it would be fun to write a blog entry without removing my mistakes and oh god is it horrible. I mean, really. It's just awful. Paragraphs and paragraphs of me just rambling on about really stupid things. It was not a pleasant experience.
     
    Anyways, I was a couple of blogs and I still have no idea as to how to write a blog post or a it's content their off. What I have though, seen is that large posts of tremendous quality seem to be getting brohoofed. I'm not sure why their getting brohoofed or if they're the two things are even related (I've only read two.What? I did say couple).
     
    So, I might just...you know...never write another one of these again...cool?Cool.
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