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A teacher who asks the students to generate their own strategy for solving a problem may be provided with examples in how to solve similar problems ahead of the discovery learning task. "A student might come up to the front of the room to work through the first problem, sharing his or her thinking out loud.
A common and simple version of this problem asks to measure a time of 45 seconds using only two fuses that each burn for a minute. The assumptions of the problem are usually specified in a way that prevents measuring out 3/4 of the length of one fuse and burning it end-to-end, for instance by stating that the fuses burn unevenly along their length.
The unsteady convection–diffusion problem is considered, at first the known temperature T is expanded into a Taylor series with respect to time taking into account its three components. Next, using the convection diffusion equation an equation is obtained from the differentiation of this equation.
This is accomplished by solving heat equations in both regions, subject to given boundary and initial conditions. At the interface between the phases (in the classical problem) the temperature is set to the phase change temperature. To close the mathematical system a further equation, the Stefan condition, is required. This is an energy balance ...
Problem-based learning (PBL) is a teaching method in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes.
Homework should encourage students to actively engage in their learning, articulate their thought processes, and develop or suggest strategies when they encounter difficulties in problem-solving. [45] Current conversations on the topic suggest the quality of homework matters more than the amount of time spent on it.
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