Principle learning as a function of instruction on excluding irrelevant variables

Cole, Henry P.; Raven, Ronald J.

doi:10.1002/tea.3660060307

Cited by 12 publications

(9 citation statements)

References 4 publications

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“…The present theory, based on a small E , could be regarded as a development complementing the classical three-dimensional transonic wing formulation (Miles 1959;Guderley 1962). Cole's (1969) review contains the most complete formulation under a set of requirements equivalent to E -~ = O(l), K = O(l), v* = 0(1) and I? * = 0(d),…”

Section: Resultsmentioning

confidence: 99%

“…(4.14) (Cole 1969;Murman & Cole 1971;Garabedian & Korn 1971). These conservation laws, to be sure, include those for slip surfaces and trailing vortex sheets:…”

Section: Equations For Unbounded C*mentioning

confidence: 96%

“…Ashley & Landahl 1965;Cole 1969).t However, the inclusion of the factors ( ? + I ) in (2.10) and (2.11) represents a definite gain; it eliminates the specific-heat ratio from the reduced outer equations.…”

Section: Basic Parameters and Expansion Proceduresmentioning

confidence: 98%

“…In passing, we note that a non-vanishing or unbounded E implies a high aspect-ratio planform with negligible sweep. It corresponds to the three-dimensional problem formulated by Cole (1969).…”

Section: Basic Parameters and Expansion Proceduresmentioning

confidence: 99%

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Transonic equivalence rule: a nonlinear problem involving lift

Cheng

Hafez

1975

J. Fluid Mech.

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The inviscid transonic flow past a thin wing having swept leading edges, with smooth lift and thickness distributions, is shown to possess an outer nonlinear structure determined principally by a line source and a line doublet. Three domains (the thickness-dominated, the intermediate, and the lift-dominated), representing different degrees of lift control of the outer flow, are identified; a transonic equivalence rule valid in all three domains is established. Except in one domain, departure from the Whitcomb-Oswatitsch area rule is significant; the equivalent body corresponding to the source effect has an increased crosssectional area depending nonlinearly on the lift. This nonlinear lift contribution results from the second-order corrections to the inner (Jones) solution, but produces effects of first-order importance in the outer flow. Of interest is an afterbody effect dependent on the vortex drag, which is not accounted for by the classical transonic small-disturbance theory.

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Section: Resultsmentioning

confidence: 99%

“…(4.14) (Cole 1969;Murman & Cole 1971;Garabedian & Korn 1971). These conservation laws, to be sure, include those for slip surfaces and trailing vortex sheets:…”

Section: Equations For Unbounded C*mentioning

confidence: 96%

Section: Basic Parameters and Expansion Proceduresmentioning

confidence: 98%

Section: Basic Parameters and Expansion Proceduresmentioning

confidence: 99%

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Transonic equivalence rule: a nonlinear problem involving lift

Cheng

Hafez

1975

J. Fluid Mech.

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“…Recent teaching research indicates that confusions about weight and density persist even in older students who were taught using traditional methods, providing further evidence that they do not yet make a conceptual distinction between weight and density (Cole & Raven, 1969;Duckworth, 1986;M. Hewson & P. Hewson, 1983; M. G .…”

Section: Conceptual Change Strategies: Building On Intuitive Theoriesmentioning

confidence: 97%

Using Conceptual Models to Facilitate Conceptual Change: The Case of Weight-Density Differentiation

Smith¹,

Snir²,

Grosslight³

1992

Cognition and Instruction

122

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We report on two studies that assess to what extent sixth and seventh graders (a) did not differentiate between weight and density as quantities at the time of the preinterview and (b) made conceptual changes after participating in a curriculum on weight and density that uses computer-based conceptual models and simulations. In Study 1, 18 sixth graders received individual clinical interviews to assess their understanding of the density of materials and their ability to use a concept of density to understand flotation, immediately before and after they worked through an eight-lesson curriculum unit on those topics. In Study 2, 12 sixth graders and 10 seventh graders received individual clinical interviews before and after their classes worked through a more extensive 16-lesson curriculum on these topics and on the topic of changes in density with thermal expansion. In both studies, we found that the majority of students failed to differentiate consistently between weight and density at the time of the preinterview (although within this group, we distinguished between those who were beginning to have some insight that two distinct dimensions might be involved and those who were not), whereas the rest were able to make an initial qualitative distinction between these quantities. We found that our curriculum was moderately effective in helping some but not all children differentiate weight from density and -Requests for reprints should be sent to 222 SMITH, SNIR, GROSSLIGHT in helping other children consolidate their understanding of density. Further, the revised curriculum used in Study 2 seemed more effective than the curriculum used in Study 1. However, the curriculum was not equally effective for all groups of children (those children who had some initial insight that the two dimensions were necessary were helped the most). The experience of using the curriculum alerted us to the specific ways our models were helpful and certain complexities inherent in the process of using conceptual models to produce conceptual change. These complexities are discussed, along with ways to further revise the curriculum that might lead to its more widespread effectiveness with children.

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Review of research 1968‐69 in secondary level science

Welch

1972

J Res Sci Teach

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Workshops or inservice programs involved with curriculum implementation must have an impact beyond their enrolled participants if the implementation process is to succeed. If the workshop participants are to function effectively in leadership roles during the implementation process, they must recognize that the opinions and attitudes of others may be quite different from theirs.Adoption The process consists of asking the members of the group to make both positive and negative statements about the situation under consideration; these statements are examined by the group to see

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Principle learning as a function of instruction on excluding irrelevant variables

Cited by 12 publications

References 4 publications

Transonic equivalence rule: a nonlinear problem involving lift

Transonic equivalence rule: a nonlinear problem involving lift

Using Conceptual Models to Facilitate Conceptual Change: The Case of Weight-Density Differentiation

Review of research 1968‐69 in secondary level science

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