How can self-study lead to long-term learning compared to classroom instruction?

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Discussion Overview

The discussion revolves around the effectiveness of self-study compared to classroom instruction in fostering long-term learning, particularly in the context of studying calculus. Participants share personal experiences and methods of learning, including revisiting earlier calculus concepts while tackling more advanced topics.

Discussion Character

  • Exploratory
  • Debate/contested
  • Conceptual clarification

Main Points Raised

  • One participant expresses difficulty recalling related rates from earlier calculus courses while studying calculus 3, indicating a need for assistance in setting up a related rates problem.
  • Another participant provides a mathematical setup for the related rates problem, differentiating the volume of a sphere with respect to time.
  • There is a discussion about plugging in values into the derived formula to find the rate of change of volume, with some participants confirming calculations and expressing satisfaction with their understanding.
  • One participant shares a self-testing method where they must achieve a passing grade to move on, questioning the effectiveness of their retention of earlier material.
  • Another participant suggests that reviewing only sections related to missed problems might be a more efficient approach to studying.
  • Concerns are raised about the general difficulty of retaining information over time, with participants reflecting on their own experiences of forgetting material learned in the past.
  • One participant emphasizes that they learn best through self-discovery and practice, contrasting this with their experiences in classroom settings where they feel they grasp less.

Areas of Agreement / Disagreement

Participants express differing views on the effectiveness of self-study versus classroom instruction, with some advocating for self-study as a more effective method for long-term retention, while others acknowledge the challenges of remembering material learned in a classroom setting. The discussion remains unresolved regarding the best approach to learning.

Contextual Notes

Participants mention various personal methods of studying and retaining information, highlighting the subjective nature of learning experiences. There are references to specific mathematical concepts and personal anecdotes that may not be universally applicable.

Who May Find This Useful

Students studying calculus or other advanced mathematics, educators interested in teaching methods, and individuals exploring self-study techniques in STEM fields may find this discussion relevant.

harpazo
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As I study calculus 3, I often revisit calculus 1 and 2. The following application is from single variable calculus, partucularly calculus 1, called RELATED RATES. I have not seen a related rates problem since the 2015. I am a bit rusty with the set up. Can someone help me set it up? I can take it from there.

A balloon, initially of radius 1 cm, is being inflated in such a way that its radius at time t seconds is (1+2t) cm. What is the rate of increase of its volume when t = 2?
 
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Harpazo said:
As I study calculus 3, I often revisit calculus 1 and 2. The following application is from single variable calculus, partucularly calculus 1, called RELATED RATES. I have not seen a related rates problem since the 2015. I am a bit rusty with the set up. Can someone help me set it up? I can take it from there.

A balloon, initially of radius 1 cm, is being inflated in such a way that its radius at time t seconds is (1+2t) cm. What is the rate of increase of its volume when t = 2?

If we assume the balloon is spherical, then we can begin with the volume of a sphere:

$$V=\frac{4}{3}\pi r^3$$

Differentiating w.r.t time $t$, we obtain:

$$\d{V}{t}=4\pi r^2\d{r}{t}$$

We are told:

$$r=2t+1\implies \d{r}{t}=2$$

So, can you now express the time rate of change of volume as a function of $t$?
 
MarkFL said:
If we assume the balloon is spherical, then we can begin with the volume of a sphere:

$$V=\frac{4}{3}\pi r^3$$

Differentiating w.r.t time $t$, we obtain:

$$\d{V}{t}=4\pi r^2\d{r}{t}$$

We are told:

$$r=2t+1\implies \d{r}{t}=2$$

So, can you now express the time rate of change of volume as a function of $t$?

Are you saying to solve r = 2t + 1 for t?
 
Harpazo said:
Are you saying to solve r = 2t + 1 for t?

No, just plug in for $r$ and $$\d{r}{t}$$ in the expression for the time rate of change of volume. :D
 
r = 2t + 1

r = 2(2) = 1

r = 5

dv/dt = 4πr^2 (dr/dt)

dv/dtb= 4π(5)^2(2)

dv/dt = 4π50

dv/dt = 200π cm/second

Correct?
 
Plugging in, we obtain

$$\d{V}{t}=4\pi(2t+1)^2(2)=8\pi(2t+1)^2$$

Hence, in $$\frac{\text{cm}^3}{\text{s}}$$, we have:

$$\left.\d{V}{t}\right|_{t=2}=8\pi(2(2)+1)^2=200\pi\quad\checkmark$$
 
MarkFL said:
Plugging in, we obtain

$$\d{V}{t}=4\pi(2t+1)^2(2)=8\pi(2t+1)^2$$

Hence, in $$\frac{\text{cm}^3}{\text{s}}$$, we have:

$$\left.\d{V}{t}\right|_{t=2}=8\pi(2(2)+1)^2=200\pi\quad\checkmark$$

I got it right. Cool. I love related rates. I wish I had a total understanding of the set up. Back to calculus 3. I am in the triple integral chapter. By the way, I test myself at the end of each chapter. The passing grade is 70 percent per chapter. If my grade is less than 70, I must repeat the chapter. This is my method. What do you say?
 
Harpazo said:
...By the way, I test myself at the end of each chapter. The passing grade is 70 percent per chapter. If my grade is less than 70, I must repeat the chapter. This is my method. What do you say?

I say whatever works best for you is fine by me. :)

To save time, I would likely only review the sections pertaining to the problems I missed.
 
MarkFL said:
I say whatever works best for you is fine by me. :)

To save time, I would likely only review the sections pertaining to the problems I missed.

Most people do not remember what they had for breakfast this morning much less what they learned in calculus long ago. This is my problem. I am learning calculus 3 now. I am learning triple integrals. But, to be honest, I cannot recall most of calculus 2 not to mention related rates. I have not played with related rates since 2015.

- - - Updated - - -

How can I remember what I studied years ago? I am now learning triple integrals. Next month, double integrals will become a distant chapter. There are people in this website that can answer precalculus through calculus 3 like drinking water. How is that possible? The human mind can only remember so much.
 
  • #10
Harpazo said:
Most people do not remember what they had for breakfast this morning much less what they learned in calculus long ago. This is my problem. I am learning calculus 3 now. I am learning triple integrals. But, to be honest, I cannot recall most of calculus 2 not to mention related rates. I have not played with related rates since 2015.

- - - Updated - - -

How can I remember what I studied years ago? I am now learning triple integrals. Next month, double integrals will become a distant chapter. There are people in this website that can answer precalculus through calculus 3 like drinking water. How is that possible? The human mind can only remember so much.

When someone tells me something new, I have already forgotten pretty much what they're saying before they even finish their sentence.
If someone teaches me something and let's me practice with it, it'll stay for a couple of weeks or months.
If I figure something out for myself, preferably the 'hard' way, it's there for the rest of my life.
 
  • #11
I like Serena said:
When someone tells me something new, I have already forgotten pretty much what they're saying before they even finish their sentence.
If someone teaches me something and let's me practice with it, it'll stay for a couple of weeks or months.
If I figure something out for myself, preferably the 'hard' way, it's there for the rest of my life.

I am the same way. Through self-study and hard work, I learn so much. Through classroom instructions, I grasp very little.
 

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