arctanthrope

I think equally important as teaching these things to begin with is letting students know when they’re being taught a simplified model, and that serious academic discourse of the subject is still evolving and/or involves much more nuance (which is pretty much always). some people who do pay attention in science classes nonetheless think that what they learned is gospel and never re-examine it, or stubbornly refuse to acknowledge when said nuance is relevant because it seems to contradict the simplified model they’ve cemented in their brain as the whole truth. the kind of people who say things like “I know there’s two genders because I learned it in high school biology” and apparently never considered why there would be collegiate and post-graduate studies on biology and gender (or why those are two entirely different fields of study) if we all already learned everything there is to know in high school.

I do that and I have a BS in mathematics. and in 4th grade I literally used to write “I hate math” at the top of my math homework. as much as primary education systems want it to be, computation speed is not mathematical aptitude. you can memorize multiplication tables up to 20, that’s not gonna help you understand Cantor’s theorem

you might enjoy this video (Angela Collier - the most important material in science) https://youtu.be/1eUI38MpiYo

the square-cube law is the fact that a larger object has a lower ratio of surface area to volume than a similarly-shaped smaller object; i.e. as the scale of an object increases linearly, its surface area increases as a square function, and its volume increases as a cubic function.

thermodynamically, this means an object twice the size has 4 times the heat transfer (which occurs at the outer surface), but 8 times the heat capacity (since heat is stored throughout the volume). so it’s heat loss is by raw numbers greater, but lower as a percentage of the total, i.e. the internal temperature is more stable