Re: [Phys-l] the role of simulation

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

Hi all-
	It is certainly an alleged fact, because John alleged it in his 
e-mail.  It may also be a fact, I have no way of telling from John's 
e-mail.  Nor, incidentally have I found the so-called "experiment" that 
John claims to have 'referenced".
	John's posting raisesan interesting question in the field of
Physics Teaching - to the extent that there is such a field.  Namely, 
under what conditios have I performed a reportable "experiment".  I have 
an algebra test that I've given to several classes of first year college 
physics students.  Am I justified in reporting the average grade achieved 
on the test ?  And would the editor of AJP, for example, be justified in 
publishing it?  If so, under what circumstance?
	Regards,
			Jack




On Sat, 19 Jan 2008, John Clement wrote:

> It is not an alleged fact, it is a fact that this happened with the
> experiment which was reported in the journal I already referenced.  Now if
> anyone wants to repeat the experiment they are welcome to do so.
>
> John M. Clement
> Houston, TX
>
> > 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.
>
>
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