On Jan 23, 1:39*pm, "Tom Del Rosso" wrote:
spamtrap1888 wrote:

Let people get a good working understanding of things before you drown
them with abstractions. Thank goodness when I first became interested
in electronics, no one sat me down and emphasized the difference
between the abvolt and the statvolt.

I didn't say anything like that at all. *I said resistance is defined in
terms of voltage and current, not the other way around, and if you aren't
ready to define voltage then just don't do it.

I don't think you sufficiently understand voltage. Explain to me the
difference between the abvolt and the statvolt, to prove me wrong.


You can omit lots of things without being compelled to teach something that
isn't so, but most "science" teachers think the resistor color code is the
root of everything.

And lots of abstrations are taught to 5-year-olds, like the concept of time.
You don't have to teach them SR. *You just teach them how things are
affected by time. *But you don't teach them that the clock makes time
happen, do you?

You don't start by teaching them about the leap second if you want
them to learn about the big hand and the little hand. Similarly they
don't need to know about how the earth wobbles on its access to know
when it's a quarter to five.


Kids are more capable of learning abstractions than adults. *Adults assume
incorrectly that kids need an explanation for abstractions, so they provide
one that is wrong and make learning harder rather than easier.

Don't make up stuff, but don't teach them more than they can absorb.
If some kid asks how an airplane flies, you don't need to start your
explanation by teaching him tensor mathematics.