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Re: [Phys-l] iPod music compression



Do the students who try to memorize every detail of each example
understand data compression in iPods? If not, will they understand the
analogy, even if you explain the basics of data compression? My guess
is that the students who would benefit most by understanding the analogy
are the least likely to understand it. The analogy might still be of
some use for students who already have a partial understanding of
pattern recognition.

Daniel Crowe
Oklahoma School of Science and Mathematics
Ardmore Regional Center
dcrowe@sotc.org

-----Original Message-----
From: phys-l-bounces@carnot.physics.buffalo.edu
[mailto:phys-l-bounces@carnot.physics.buffalo.edu] On Behalf Of
Edmiston, Mike
Sent: Wednesday, March 08, 2006 9:05 AM
To: Forum for Physics Educators
Subject: Re: [Phys-l] iPod music compression

Even though I agree with John D. that the analogy is not perfect, I
think Tim's analogy could be especially good for students.

Even if we can get students to review class examples, textbook examples,
and problem sets... there is a great tendency for them to try memorizing
the detailed steps of each example problem rather than noting the
overall pattern. Their mode of operation might work if their memory is
good and they run into a problem just like one they already memorized.
But they are in trouble if their memory is not good or if they run into
a problem that has a twist on what they have already seen.

The iPod analogy might help a few students undertand the need to spend
time on pattern recognition rather than exact details, even if the
analogy is not totally correct. To this end I think it is worth a try
to see if it helps.