I dunno. Math asks me to just accept it’s normal to have 60 watermelons and is trying move bulk orders of melons on a regular car. The goal is to figure out the problem and not accept that the person who is a wholesale watermelon dealer in denial is commiting tax evasion.
Or to discover that the melon seller has a regular job in ag and gets a bunch of melons on the side from the field and sells the harvest at cost to make up the part of their paycheck that was paid in perishable food.
Should we shame the seller for breaking the law or sympathize for being forced into that situation? People don’t have the energy to care; they just came for a maths question.
but… this is not the math you see at STEM, this is the math you see at high school at best. There’s no deeper meaning in actual STEM math problems, they are way too abstract or specific. There’s no watermelons, it’s just some a, b, n1, nk… maybe some physics formulas that apply to velocity, mass… I read 0 problems in my uni math and physics courses where they used real world examples.
I see your point but that’s for high schoolers, not STEM students or alumnus.
I dunno. Math asks me to just accept it’s normal to have 60 watermelons and is trying move bulk orders of melons on a regular car. The goal is to figure out the problem and not accept that the person who is a wholesale watermelon dealer in denial is commiting tax evasion.
Or to discover that the melon seller has a regular job in ag and gets a bunch of melons on the side from the field and sells the harvest at cost to make up the part of their paycheck that was paid in perishable food.
Should we shame the seller for breaking the law or sympathize for being forced into that situation? People don’t have the energy to care; they just came for a maths question.
Sorry, dude, what you said must have been very interesting, but at some point I just stopped reading to optimize a watermelon workflow instead. Weird.
I don’t know how i got here, but I seem to have purchased 7 watermelons.
I wrote a melon API to facilitate the melon management and shipping
but… this is not the math you see at STEM, this is the math you see at high school at best. There’s no deeper meaning in actual STEM math problems, they are way too abstract or specific. There’s no watermelons, it’s just some a, b, n1, nk… maybe some physics formulas that apply to velocity, mass… I read 0 problems in my uni math and physics courses where they used real world examples.
I see your point but that’s for high schoolers, not STEM students or alumnus.
My physics dissertation was actually about how many watermelons you can fit in a 1996 Honda Accord.