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A plane can be considered a complete quadrilateral together with the line through its diagonal points. Each point is on 7 lines, and there are 35 lines in all. The lines of PG(3,2) are identified by their Plücker coordinates in PG(5,2) with 63 points, 35 of which represent lines of PG(3,2). These 35 points form the surface S known as the Klein ...
Ashby (1960, section 11/5) offers three simple strategies for dealing with the same basic exercise-problem, which have very different efficiencies. Suppose a collection of 1000 on/off switches have to be set to a particular combination by random-based testing, where each test is expected to take one second.
The former is an example of simple problem solving (SPS) addressing one issue, whereas the latter is complex problem solving (CPS) with multiple interrelated obstacles. [1] Another classification of problem-solving tasks is into well-defined problems with specific obstacles and goals, and ill-defined problems in which the current situation is ...
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.
Five whys (or 5 whys) is an iterative interrogative technique used to explore the cause-and-effect relationships underlying a particular problem. [1] The primary goal of the technique is to determine the root cause of a defect or problem by repeating the question "why?" five times, each time directing the current "why" to the answer of the ...
[2] [3] [4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. [5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.
n 5 n 4 n 3 n 2 4 0 s 4 s 3 s 2 s 1 4 4 1 Borrowing 1 from n 1 (which is now 4) leaves 3, so s 1 must be 4, and therefore n 2 as well. So now it looks like: n 5 n 4 n 3 4 4 0 s 4 s 3 s 2 4 4 4 1 But the same reasoning again applies to N' as applied to N, so the next digit of N' is 4, so s 2 and n 3 are also 4, etc. There are 5 divisions; the ...
Many students work in groups to solve them and help get a better understanding of the material, [6] [7] but most professors require each student to hand in their own individual problem set. Some professors explicitly encourage collaboration, [5] [6] some allow it, and some explicitly disallow it [3] or consider it cheating.