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Besondere Bäume im Park<br />
Viele Arten von Zypressen Scheinzypressen<br />
Lebensbaum Mammutbaumarten<br />
Weißtanne Weißfichte<br />
Blaufichte Kugelfichten<br />
Zwergfichten Eiben<br />
Sadebaum Wacholderarten-Kriech-Säulenwacholder...<br />
Kirschen, Kirschpflaumen, Reineclauden, Äpfel, Zier- Trompetenbaum<br />
äpfel,<br />
Rote Roßkastanie Flügelnuß<br />
Robinie Goldregen<br />
Weigelia Kerrie<br />
Pfeifenstrauch Deutzie<br />
Großes Johanniskraut Drei Arten von Linden<br />
Roteiche Rotbuche<br />
Drei Arten von Ulmen Eschen<br />
Einige Arten des Ahorn (Japan., roter A., Feldahorn...)<br />
Arbeitsgruppe Biologie<br />
„Fractal geometry will make you see everything differently.<br />
There is danger in reading further. You risk the loss of your<br />
childhood vision of clouds, forests, galaxies, leaves, feathers,<br />
flowers, rocks, mountains, torrents of water, carpets,<br />
bricks, and much else besides. Never again will your interpretation<br />
of these things be quite the same.“<br />
(by Michael F. BARNSLEY, Fractals everywhere, second<br />
edition. Academic Press Professional 1993)<br />
Introduction:<br />
Andrej Sorgo: Learning as a fractal?<br />
Crazy, is it possible to think about process of learning as<br />
building a fractal? Why not?<br />
In the process of learning students starts from some<br />
amount of knowledge. After an iteration (lesson, reading,...)<br />
their knowledge arise for some amount. We can check this.<br />
In our case students must write daily report (R). Next day<br />
after the lesson they must improve their document (R1).<br />
This R1 was now basis for next iteration. In the case that they can not add something new to the text or<br />
change it, does simply mean, that lesson (iteration) has no effect.<br />
We can express this with equation:<br />
R --------------> R1<br />
|____________|<br />
You can check progress they made comparing their texts.<br />
15
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