Learning experiences

Overview of significant learning experiences m previous production of this material. 

The objective is to estimate, numerically, the probability that a system composed of many components will fail. The obvious question is, "Why don t you just estimate the failure rate of the system from operating experience " There are three reasons IJ the system may not exist, so new data are not available, 2) the injuries and fatalities from the developmental learning experience are unacceptable - the risk must be known ahead of time, and 3) by designing redundancy, the probability of the system failing can be made acceptably remote in which case system failure data caimot be collected directly. The only practical way uses part failure statistics in a system model to estimate the system s reliability. 

This incident shows how much we can learn from a simple event if we treat it as a learning experience and do not say, No one was hurt, and there was no damage, so let s forget about it. ... 

The versatile chemistry of pyridoxal phosphate offers a rich learning experience for the student of mechanistic chemistry. William Jencks, in his classic text. Catalysis in Chemistry and Enzymology, writes ... 

This powerful system maximizes the students learning experience and, at the same time, reduces faculty workload and helps facilitate instruction. OWL also uses the MDL Chime application to assist students with viewing structures of organic compounds. New to this edition are 15 to 20 end-of-chapter problems per chapter, denoted by a icon, which are assignable in OWL. A fee-based access code is required for OWL. 

The understanding that mentees experiences and developments, even in their apparent failure to achieve objectives, are positive - they are still learning experiences, even (or especially) mistakes ... 

It customizes the learning experience fully to the mentee, who ought to determine both the subject and the type/style of learning. 

Since the student will build neither, and since the professor probably cannot answer certain questions because of secrecy agreements or lack of knowledge, the student must learn to live with uncertainty. He will also learn how to defend his own views, and how to present material so as to obtain a favorable response from others. These learning experiences, coupled with exposure to the process of design as distinct from that of analysis and synthesis, are the major purposes of an introductory design course. 

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