Resistance in parallel

[disinfo]

Thanks guys,

Getting worked up over nothing in the end.


Exam in a couple of weeks, can't wait until its all over and done with

 

[riveralt]

You have to memorise 40 plus equations going into these exams - many of them have SI units in the terra or pica range - which makes a calculator handy.

pmsl. Most sparks have difficulty with Ohm's law!

Memorise 40+ equations, my jacksie.

This is part of the problem - students seem to prefer not to learn principles, from which any formulae can be derived, relying instead on regurgitating rote-learned solutions to predictable problems. Lots of effort for little gain.

You really are talking through your 'jacksie'!

I've done 2330 level 2 & 3 2382 & 2391. 2330 helped build fundamental knowledge and practical skills (both enhanced in the workplace) that made the follow up courses easier. The maths and equations are a part of the course - the maths is derived from understanding the fundamentals and is not learned rote. In actual fact the number of maths questions on the paper was probably less than 15%.

C&G say of 2330
"You'll learn about underlying principles of electrotechnology, health and safety and effective working practices. You'll also gain skills and knowledge in a specialist area - such as electrical maintenance, installing instrumentation or highway electrical systems. It helps you gain the underlying knowledge to progress onto an electrotechnical NVQ"

 

[bernardgreen]

This is part of the problem - students seem to prefer not to learn principles, from which any formulae can be derived, relying instead on regurgitating rote-learned solutions to predictable problems.

Is it that the students prefer or that the curriculum does not include basic principles. ?

I think the latter is more often the reason why students do not learn basics properly in an understandable way. Curriculums seem aimed at getting best exam results rather than creating versatile and sucessful students.

Seems to be happening in all areas of education. not just electrians

 

[ban-all-sheds]

You have to memorise 40 plus equations going into these exams - many of them have SI units in the terra or pica range - which makes a calculator handy.

The magnitude of values is irrelevant to the ease of working with them.

 

[vv2806]

Curriculums seem aimed at getting best exam results rather than creating versatile and sucessful students.

True The reason for this is that the exam results are the main criteria for evaluating the teachers work. I know of modules being changed to something easier or even removed from a curriculum because of the high drop rate. The recent changes in funding the higher and further education would motivate the educational institutions to make the things even easier for the students in order to keep them and their tuition fees.

On the other hand, what basic principles we are talking about in this particular case? The OP doesn't know how to solve a simple equation. What basic principles would help him to learn how to design a domestic electrical installation, for example? Correct me if I am wrong but aren't equations taught at age of 10?

I have never had a go at anybody on this forum but this topic is sort of extraordinary. How many times DIYers have been asked "Do you have the knowledge to design a circuit?" Well, I wonder now how many "competent persons" actually have the required knowledge. If I call an electrician, am I supposed to double check their calculations?

Sorry to say it disinfo but I found this appalling. Hope it is the only gap in your maths knowledge. Did you at least understand what the other people explained to you here?

 

[holmslaw]

..

 

[dingbat]

I've done 2330 level 2 & 3 2382 & 2391. 2330 helped build fundamental knowledge and practical skills (both enhanced in the workplace) that made the follow up courses easier. The maths and equations are a part of the course - the maths is derived from understanding the fundamentals and is not learned rote. In actual fact the number of maths questions on the paper was probably less than 15%.

So, why did you place your emphasis on the maths?

I'll tell you why [probably*]. It's because, in common with the majority of the population, you probably see numbers as a hurdle to be overcome, rather than as a useful tool. I see this week after week after week.

I've just completed writing the course notes for our 2391-20 course - design & verification - and as I've been doing it I've been acutely aware of how the students will receive it. Only a small part of the requirement is based on calculations, yet I guarantee that's all they'll remember about the course. And some of them will fail because of that.

Correct me if I am wrong but aren't equations taught at age of 10?

I doubt the average ten-year old can even spell 'equation'.

(*Probably. You may not appreciate it, riveralt, but the chances are you are way above average.)

 

[ban-all-sheds]

If there are only two resistances it is much quicker to multiply the denominators and divide by the difference between the denominators.

That's neat.

But I think you would fail if you used this method.

You shouldn't do because it shows you understand the maths.

If you don't need to show your workings then nobody knows how you're doing it.

But if you do need to show them then unless you've got several to do it'd probably be counter-productive because you would need to demonstrate how the method worked first.