AOPA Rod Machado article

  • Thread starter Thread starter Roger, Roger
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FDX8891 said:
Maybe if you didn't talk down to people who "know" less on this forum (like me) then maybe my ignorance would be more welcoming to your omnipotence
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Are you this rude to people in real life, too, or only with the anonymity of the internet?

No thorough understanding of any scientific or engineering phenomenon is possible without understanding something of the math that underlies it, so my "style", if you want to call it that, is one used in educational institutions around the world, particularly those of higher learning. So yes, it's not just my opinion that this is a superior method of learning, it's the opinion of teaching institutions everywhere.

Most people here seem to have some level of interest in this; I can really only think of three people who have demonstrated an overt hostility towards high-school level physics and two of them are complaining once again in this thread. I think it reflects very poorly on them.
 
I must admit, I stink at math. Barely passed it in college. In fact I couldn't even quote the lift formula right now, I do understand it though, and can quote it without using numbers (double speed will increase lift by 4 times etc). I do know from my experience that those I taught that were superb in math lacked common sense (think students from India). Not saying thats how it is for everyone, but in my 2500 hours dual given I found that each person has their weak points and each will have their strong points. Everyone likes to brag about their strong points though :)
 
tgrayson said:
Are you this rude to people in real life, too, or only with the anonymity of the internet?
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You were the one who boldly proclaimed that you have no interest in anyone's opinion other than yours, and that your method of teaching is superior to everyone else's.

I'm just being as bold as you and saying you're wrong.

I'd rather be rude than claim that my method of doing something is superior to everyone else's, which is down right arrogant. I don't care how many degrees you have or how smart you are.
 
Fly_Unity said:
I must admit, I stink at math. Barely passed it in college.
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I'm not a math person, either. I've always excelled in the verbal arena, which I find effortless. But that doesn't matter. There are many skills needed to be a competent adult and a basic set of math skills is one of them. I also find that being able to iron a shirt is a useful skill as well; it's not one that I enjoy, or am particularly talented at, but I've developed a certain degree of competence at it because it was necessary.

I also am alarmed at the anti-intellectual attitude that would identify competence at math (your Indian students) as somehow creating incompetence in other areas of life. Most likely, they are merely adequately educated in comparison with the average American, so the implication is that education leads to incompetence in the practical side of things. No wonder our education system stinks, if that's a common attitude towards education (and I think it is). "What is valued in a country will be cultivated there."

I believe the connection you draw is a myth. My observation is that people who desire to be competent will make every effort to be competent in everything they do.
 
tgrayson said:
Most people here seem to have some level of interest in this; I can really only think of three people who have demonstrated an overt hostility towards high-school level physics and two of them are complaining once again in this thread. I think it reflects very poorly on them.
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Pot calling the kettle black.
 
Hmm...

How is our educational ranking calculated? Do they evaluate folks that have been in the work force or those that are in school?

I was an excellent math student in high school and at university. I also had a solid grasp of physics.

However, I have not used any of this math or physics in the 10 years since I graduated from high school, or the 5 since I graduated from university. Therefore, my application of it at this point would be weak at best. Does that make me stupid? Not really. Should I go to my bookshelf and read my math and physics books cover to cover?

I have not encountered 1 situation at the airlines where I've been required to prove any theories through the use of equations. I have been evaluated on my flying ability, and my ability to memorize aircraft limitations.

The arrogance displayed on this thread is astounding. Not surprising...

And for the person who said that they hoped that the persons flying their family around had this sort of knowledge (loose quote, yes)... this question popped up on "the other forum"

"How do you stay proficient?" was answered by a 737 pilot (well, as accurate as it can be regarding actual job) this way:

"Zero for me. I read a little about the limitations, profiles, etc on the way to the PC."
 
cencal83406 said:
"How do you stay proficient?" was answered by a 737 pilot (well, as accurate as it can be regarding actual job) this way:

"Zero for me. I read a little about the limitations, profiles, etc on the way to the PC."
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Sounds like something the captains of 3407 or maybe 3701 might have said.

Count me as one that believes that in this business, knowledge is power. Look at the military as an example-they produce arguably the best stick and rudder pilots in the entire world, and their aerodynamics curriculum would stand anything the Pro Flight majors at Riddle take on it's head. If they believe that a solid background in aero and physics is vital to producing a well-rounded aviator, I'm going to tend to agree with them.
 
Roger said:
Sounds like something the captains of 3407 or maybe 3701 might have said.

Count me as one that believes that in this business, knowledge is power. Look at the military as an example-they produce arguably the best stick and rudder pilots in the entire world, and their aerodynamics curriculum would stand anything the Pro Flight majors at Riddle take on it's head. If they believe that a solid background in aero and physics is vital to producing a well-rounded aviator, I'm going to tend to agree with them.
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I think that that is an unfair comparison. Some of the best stick and rudder guys I know have never flown anything but sub 200HP aircraft. They tool around in little airplanes all day long, barely have a highschool education, and a working knowledge of aerodynamics. I'm not saying that the military doesn't produce some of the best pilots out there, they do. But the wash out rate is also extreamely high. Some people get it, and some don't. Thats what makes the difference between a good pilot and a great one.
 
Man, this reminds me of when I'd go to a bonfire party at Embry-Riddle.

Lots of dudes.

Plenty of beer.

Faaaaaaar too many people drunkenly arguing about whether pitch or power maintained glidepath when stabilized on approach.
 
Roger said:
Sounds like something the captains of 3407 or maybe 3701 might have said.

Count me as one that believes that in this business, knowledge is power. Look at the military as an example-they produce arguably the best stick and rudder pilots in the entire world, and their aerodynamics curriculum would stand anything the Pro Flight majors at Riddle take on it's head. If they believe that a solid background in aero and physics is vital to producing a well-rounded aviator, I'm going to tend to agree with them.
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Wait right there though. Pilot-level and engineer-level are two different things. We had guys who were great combat pilots, with just the long-ago knowledge of aero, but couldn't tell you an equation to save their life. And we had guys who did the test pilot route who were outstanding at knowing the engineering of an aircraft in terms of how it flies, but were mediocre at combat ops. Very rarely was there anyone who could do both, as they're kind of two separate things. Neither is wrong, they're just different jobs......the AF test pilot who's an engineering major, flying and the science of it is his primary duty. The combat pilot, flying is secondary to employing the aircraft as a weapon, so the brain is more taken up with weapon/tactics related stuff. So its two different disciplines, coming from two different directions which require two different sets of knowledge that are important to the individual job. And neither are wrong necessarily.

Granted I wouldn't say that my way/method of doing things or teaching is right and anyone who disagrees is wrong; as there are many ways of frying a fish, and all have their plusses and minuses.
 
Math iss very poorly taught, usually by dolts who don't particularly like math. I think most would like math if they ever benefited from a great teacher. This is the best math teacher I've ever seen. Important for this topic.

http://www.khanacademy.org/
 
WacoFan said:
Math iss very poorly taught, usually by dolts who don't particularly like math. I think most would like math if they ever benefited from a great teacher. This is the best math teacher I've ever seen. Important for this topic.

http://www.khanacademy.org/
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WOW. I wish they had something like that when I was in school. I like his approach. Working at your own pace and the teacher mentoring. Great idea. Maybe I would have paid more attention in school then. I only had one teacher throughout school that I actually liked, and his approach was similar. Mr. Verry was him name. He was also a football coach and a driving instructor. His math class was actually fun, and because of that, I did well in it. It was entertaining, if you can belive math could be.
 
mshunter said:
WOW. I wish they had something like that when I was in school. I like his approach. Working at your own pace and the teacher mentoring. Great idea. Maybe I would have paid more attention in school then. I only had one teacher throughout school that I actually liked, and his approach was similar. Mr. Verry was him name. He was also a football coach and a driving instructor. His math class was actually fun, and because of that, I did well in it. It was entertaining, if you can belive math could be.
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I'm convinced a lot of people have a bias toward math because they hear from an early age that "Math is sooo hard" and it pre-programs them to struggle. Also, girls around my daughters age hear from surprising sources that math is a more "male dominated" field, and as they are growing through puberty they will start to struggle - even gifted math students - perhaps because of societal expectation or their own view of femininity and what is expected. It's silly really.

I like Kahn - and this method of teaching is also found to be very effective with people who have ADD as well.
 
WacoFan said:
I'm convinced a lot of people have a bias toward math because they hear from an early age that "Math is sooo hard" and it pre-programs them to struggle. Also, girls around my daughters age hear from surprising sources that math is a more "male dominated" field, and as they are growing through puberty they will start to struggle - even gifted math students - perhaps because of societal expectation or their own view of femininity and what is expected. It's silly really.

I like Kahn - and this method of teaching is also found to be very effective with people who have ADD as well.
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There's a pretty cool book about this sort of thing called Inumeracy. I read it a few years back, its a good read, I'd recommend it.
 
Doug Taylor said:
I think there's a lot of truth to that.
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That's why Kristi is cool - she's a creature with boobs that also mastered math well enough to gain entry into the engineering field. A close friend of mine and I are thinking of trying to do something here to bring mathematically gifted females in town together with adolescent girls to keep the love of math alive and help create an organization that each public and private school can have as a "club" that would bring these women together with female students at the school. We are still developing this idea but we both have gifted math girls and it seems to be a need. Kristi would be an example of someone we'd like to have serve as a mentor - she is fun, feminine woman but also obviously knows math - that's a roll model.
 
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