Due to the density of the paper I believe the best route for me is to talk about where students fail. In my starlogonova models one of the biggest problems I have is to get my models to predict or to reflect actual trends. I often see a disconnect for instance with the predator prey model. How does on translate for instance the predator prey relationship of sardines of South Africa’s Cape Horn as they migrate to the gathering of predators i.e. (Black tip sharks, Common Dolphins, and flying birds) ? How can I get these models to show the Okavango wet season where Zebras and wildebeest surge through the plain and travel to the river where an armada of crocodiles feed all season? (Animal Fights Netflix).
The implied fudge factors for this mathematical equation can vary anywhere from the ocean currents to the rains no coming at the particular time of a normal season causing a shortage in wildebeest birth. What type of algorithm can be made for this? In addition how can we translate this to a geometric or calculus side and promote inter disciplinary learning and build a better student?Another Issue I can definitely state is the low math i.q. I have even though I’ve passed and excelled in numerous math courses. They don’t teach this in schools enough. The common application of the math we are learning or how to translate that. How much of this is time based and how much of this is student /pto driven? One of my biggest fears for this class is that I do the work but miss the essence of the class. In my opinion it is as in any language to be able to recreate and reteach in an easier way then one learned. I just hope and pray that this is not my last chance to use this system and full explore it