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"Lesley Robertson" <[EMAIL PROTECTED]> wrote in message news:<[EMAIL PROTECTED]>... > "Bob" <[EMAIL PROTECTED]> wrote in message > news:[EMAIL PROTECTED] > > > > But I do think I agree with the sprit intended... don't worry about > > being too formal with the math definition; rather, show some example. > > I'd agree. If they get bogged down in logs, they'll miss all the fun > microbiology. Tell them it's a mathematical trick used to simplify > situations, and show them a bacterial growth curve in log and non-log forms > to let them see how much easier it is to ger hard data out of the log form. > Then say "As to how logs work, well that's another story - ask me back again > some time". This approach has worked for me... > Lesley Robertson OK, thanks folks. I ran the course again last friday (31st), and of 12 participants, 11 understood logs and one didnt. He did however know what powers were, so I just explained it from there, and he seemed happy enough at the end of it. One of the other participants almost put a spanner in the works later during coffee by talking to him about antilogs and inverse functions on the scientific calculator, but I overheard him and managed to interrupt before he got too far! Regards Des
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