Pedagogy X Secondary Text 2

By Lucian Green and Bradley Hunter
A botany teacher taught his class an algorithm about tree health. He determined if the tree was healthy by testing whether all the leaves attached to each of its branches were green. He drew a map of the tree trunk with the first five main branches coming from it. Next, he recursively tested whether each branch's leaves and branch's branch's leaves, etc. were green. Then, he noted next to each branch whether its leaves were green. In this way, he tested that the tree was healthy by traversing a diagram of its branches and testing whether or not each leaf was green.
Another teacher discussed an algorithm about directions with his class. He said the algorithm computed the destination aim towards by matching it with the highest heuristic value calculated by summing (wanting the goal multiplied by 0.25) and (wanting or having completed the training multiplied by 0.75). He said the heuristic encouraged thinking of reasons before conclusions. He also said the heuristic encouraged training to fulfil functions. He explained this by recommending education, because of its mercurial management of the brain. In this way, he explained the algorithm proved the correct direction to follow was the one to use one's potential.
The teacher's colleague, a neuroscience teacher, discussed an algorithm that simulated a garden game with her students. She said the algorithm simulated a three-dimensional scavenger hunt, in which the player needed to find the key before opening a door. The 'key' fitted the 'door' when the player correctly answered a question. The neuroscience teacher said the answer was correct because it matched the predefined correct answer. It was called a scavenger hunt because it explored hierarchies in nature. For example, 'What is a grandmother's female child called?' is answered by 'A grandmother's female child is called a mother,' and 'what is a mother's female child called?' is answered by 'A mother's female child is called a daughter.' Also, the scavenger hunt is called three-dimensional because the player has to exhaust all points in space to complete the game. For example, answers and questions are found on hills and in valleys. In this way, she explained the algorithm for answering chains of questions by exploring a three-dimensional setting as part of a game.
Her professor of biochemistry discussed the way a single thought is represented by a single chemical with his students. He gave the example of an 'X value of 0.01 metres' being represented by 'chemical A' being found in a particular part of the brain. He also said that the chemical was stored as part of a linear structure that encoded pieces of information like 'X,' '=,' '1,' 'x,' '10,' 'E,' '-2' and 'metres.' Then, he said that these chemicals are stored in places corresponding to the time of day on that day that they will be used. He said that we have to find chemicals matching what we are thinking. In this way, he described how chemicals are used to represent thoughts in the brain.
Another brain teacher discussed with his students the way the brain calculates additions. He gave the example of an addition '1 + 1 = 2' being represented as '1' (a 'computand') '+' (an 'operator') and '1' (another 'computand') by chemicals in the computands/operator part of the brain, and '2' (a computation) by a chemical in the computation part of the brain. He also said that the computands/operator and computation parts (collectively described as a computation part) were stored as part of a linear structure that encoded results of previous computations necessary for the computation, and successive calculations, based on its result. Then, he said that the computational chemicals are stored in a particular place so that they can be used at a particular time on the day they will be used. He said that all necessary information will be used to arrive at a particular conclusion. In this way, he described how chemicals are used to represent computations in the brain.