Every technological innovation in Aerospace Engineering requires repeated verification, and the human resources, material, funding, and materials consud in this process are not sothing a single Doctor of Aerospace Engineering can decide.
Therefore, although Dr. Ronald felt that Mike's Multistage Rocket Booster & Recovery Theory was very good, he also felt that its implentability was insufficient because this theory was too advanced.
"This student's brilliant idea is excellent. May I ask your na?" Dr. Ronald asked humorously.
"His na is Mike—"
A group of girls below helped Mike answer the question.
"Very good, it seems Mike is very popular at school..." Dr. Ronald smiled, and then continued, "Then let us give Mike a round of applause for his idea—"
Amidst the students' enthusiastic applause, Dr. Ronald also reflected on himself.
He realized that he might have previously held prejudices against students from public high schools, believing that those who received joyful education would not understand profound Aerospace Engineering knowledge.
However, after hearing Mike's advanced theory, Dr. Ronald also realized that even in public high schools, there is no lack of smart people.
And technological developnt is often driven by these few smart individuals.
Therefore, in the following ti, Dr. Ronald truly began to explain knowledge in the field of aerospace.
These obscure and difficult professional knowledge points were very dry to outsiders who did not understand the field.
As a result, after listening to Aerospace Engineering professional knowledge for a while, the students below all beca drowsy as if hypnotized, and the atmosphere of the open class also beca dull.
However, seeing Mike and a very small number of other students listening attentively, Dr. Ronald still chose to explain an entire set of rocket launch theory in detail.
When the dismissal bell rang, Dr. Ronald's lecture also ca to an end. He clapped his hands, re-attracting the students' attention, and said, "Thank you all for patiently listening to this old man's rambling all afternoon..."
Ronald, who had beco humorous again, once again won a round of laughter from the students with his rhetoric.
Then, he continued, "Today's lecture ends here for now. If any students are interested in Aerospace Engineering, you can co to Houston Space Administration to find ..."
As he spoke, Dr. Ronald's gaze looked towards Mike in the front row, clearly implying sothing with his words.
It could also be said that Mike's previous performance earned the approval of this Doctor of Aerospace Engineering.
Next, Principal Tom, who was very satisfied with the effect of this open class, walked onto the stage and announced the dismissal.
Watching Dr. Ronald about to leave, Sheldon, who was deep in thought, suddenly stood up and chased after him.
"Dr. Ronald, I think there are still so flaws in the rocket launch theory you just explained—" Sheldon stopped him and said.
It must be said that a brain with an intelligence of one hundred eighty-seven is very useful. Sheldon, through just one extensive open class, roughly understood the current principle of rocket launch.
Moreover, he also detected loopholes in these complex theoretical formulas.
The reason Sheldon was pondering just now was precisely to think of ways to solve these loopholes.
On the other side, Dr. Ronald, seeing that it was the sa curious child who had co to him again, couldn't help but shake his head.
It should be known that the existing rocket launch theory has been summarized and practiced by countless experts. Therefore, Dr. Ronald did not believe that a child could have any profound insights.
"Oh, what have you found?" Dr. Ronald asked. Although he had a smile on his face, his attitude and tone were still like he was playing with a child.
And Sheldon, who possessed eidetic mory, quickly recounted the parts he found problematic one by one.
Dr. Ronald was also surprised by Sheldon's mory.
However, the problems Sheldon ntioned were precisely the difficult challenges that countless Aerospace Engineering experts were currently tackling.
"Do you have any solutions for these problems?" Dr. Ronald asked half-jokingly.
"This..." This question stumped Sheldon. Even if his brain was smart enough, he couldn't co up with a solution at the mont due to insufficient data and ti.
It was clear that problems that could stump countless experts would not be that simple.
"Alright, child. It's still the sa old saying, these problems are not for you to consider right now. Your current task is to grow up properly." As expected, Dr. Ronald still treated Sheldon as a child.
Being underestimated repeatedly by the other party, Sheldon finally couldn't help but seriously retort, "No, if you give ti, I will find a way to solve those problems."
"Okay, suit yourself—" Dr. Ronald smiled and shook his head, then left with the principal.
This ti, Dr. Ronald's casual perfunctory action completely ignited Sheldon's strong competitive spirit.
He decided to find the correct thod to make the other party apologize for his arrogance.
"Mike, I think we can talk. Your Multistage Rocket Booster and Booster Recovery conjecture should be incorporated into my plan..." Sheldon, having made up his mind, sought help from Mike beside him.
Since he had decided to embarrass the other party, Sheldon felt he needed to make his plan the best it could be.
Therefore, the rest of Friday was spent by Mike discussing rocket launch theory with Sheldon.
Although Mike had not specifically studied rocket launch, with his mory Palace ability, he had many advanced theoretical knowledge points to discuss in his mind.
By the ti before dinner, Mike and Sheldon had already discussed a complete plan for rocket launch and Booster Recovery.
What was needed next was a large and complex amount of data organization.
"Shelly, what's wrong?" At the dinner table, Mary, after the pre-al prayer, looked at Sheldon in a daze and asked.
"I'm organizing data..." Sheldon, coming back to his senses, said in distress, "There's too much data, my brain seems to be a bit overwheld."
There are many aspects to consider for rocket launch, and the amount of data is frighteningly large. Even Sheldon's brain couldn't handle everything.
Looking at her youngest son's mysterious appearance, Mary, feeling unable to help, could only shake her head helplessly.
And Missy, sitting opposite, curiously said, "Data? Is it mathematical calculation? If you can't calculate it, why don't you use a calculator?"
Missy's innocent words suddenly made Sheldon's eyes light up.
That's right, if his brain couldn't calculate it, why not use a tool?
When visiting large shopping malls, Sheldon loved to study the display computers in the mall.
Sheldon had long figured out basic computer usage on his own. Now, he realized what he needed.
"Dad, can you buy a computer?" Sheldon asked aloud.
"A computer?" George, who was called, thought for a mont and then shook his head, refusing, "No, that thing is too expensive. Besides, we don't need it..."
George had also visited the computers in the mall. In his impression, it was just a big-headed television that could be used to play small gas. Besides that, it had no other use.
Of course, the main reason was that the thing was simply too expensive, with even a single one costing over two thousand dollars.
George, having lost his high-paying job, did not believe his family could afford it.
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