Re: [Phys-l] the role of simulation

[Jack Uretsky <jlu@hep.anl.gov>]

Hi all-
	I don't know that the alleged fact is, in fact, a fact, and, if it 
is, how reliable the alleged research is, nor how many other "researches" 
may have reached contrary conclusions, nor what "research" is referred to.
								Regards,
						Jack


On Fri, 18 Jan 2008, John M Clement wrote:

> How do you account for the fact that students trained on simulated
> circuits using the same lab were able to wire up a circuit faster than
> students trained on the actual equipment?  The simulation students did
> not use real equipment before the practicom.
>
> Read the research.
>
> John M. Clement
> Houston, TX
>
> > Simulation works best for maintaining or enhancing proficiency
> > *after* a fair degree of proficiency has been attained ... for
> > the simple reason that it takes a somewhat sophisticated user
> > to know what parts of the simulation are apt and which are not.
> >
> > Simulation never works by itself;  it must be used in conjunction
> > with theoretical analysis and old-fashioned real experimentation.
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