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Related Concept Videos

Entropy02:39

Entropy

Salt particles that have dissolved in water never spontaneously come back together in solution to reform solid particles. Moreover, a gas that has expanded in a vacuum remains dispersed and never spontaneously reassembles. The unidirectional nature of these phenomena is the result of a thermodynamic state function called entropy (S). Entropy is the measure of the extent to which the energy is dispersed throughout a system, or in other words, it is proportional to the degree of disorder of a...
Entropy01:18

Entropy

The first law of thermodynamics is quantitatively formulated via an equation relating the internal energy of a system, the heat exchanged by it, and the work done on it. A quantitative formulation of the second law of thermodynamics leads to defining a state function, the entropy.
When an ideal gas expands isothermally, the disorder in the gas increases. From the molecular perspective, the gas molecules have more volume to move around in.
Consider an infinitesimal step in the expansion, which...
Rocket Propulsion in Empty Space - I01:13

Rocket Propulsion in Empty Space - I

The driving force for the motion of any vehicle is friction, but in the case of rocket propulsion in space, the friction force is not present. The motion of a rocket changes its velocity (and hence its momentum) by ejecting burned fuel gases, thus causing it to accelerate in the direction opposite to the velocity of the ejected fuel. In this situation, the mass and velocity of the rocket constantly change along with the total mass of ejected gases. Due to conservation of momentum, the rocket's...
Rocket Propulsion In Empty Space - II01:12

Rocket Propulsion In Empty Space - II

The motion of a rocket is governed by the conservation of momentum principle. A rocket's momentum changes by the same amount (with the opposite sign) as the ejected gases. As time goes by, the rocket's mass (which includes the mass of the remaining fuel) continuously decreases, and its velocity increases. Therefore, the principle of conservation of momentum is used to explain the dynamics of a rocket's motion. The ideal rocket equation gives the change in velocity that a rocket experiences by...
Rocket Propulsion in Gravitational Field - I01:20

Rocket Propulsion in Gravitational Field - I

Rockets range in size from small fireworks that ordinary people use to the enormous Saturn V that once propelled massive payloads toward the Moon. The propulsion of all rockets, jet engines, deflating balloons, and even squids and octopuses are explained by the same physical principle: Newton's third law of motion. The matter is forcefully ejected from a system, producing an equal and opposite reaction on what remains.
The motion of a rocket in space changes its velocity (and hence its...
Rocket Propulsion in Gravitational Field - II01:03

Rocket Propulsion in Gravitational Field - II

A rocket's velocity in the presence of a gravitational field is decreased by the amount of force exerted by Earth's gravitational field, which opposes the motion of the rocket. If we consider thrust, that is, the force exerted on a rocket by the exhaust gases, then a rocket's thrust is greater in outer space than in the atmosphere or on a launch pad. In fact, gases are easier to expel in a vacuum.
A rocket's acceleration depends on three major factors, consistent with the equation for the...

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Perspectives on Neuroscience
26:41

Perspectives on Neuroscience

Published on: July 31, 2007

Chaos, complexity and complicatedness: lessons from rocket science.

Geoff Norman1

  • 1Department of Clinical Epidemiology and Biostatistics, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. norman@mcmaster.ca

Medical Education
|April 20, 2011
PubMed
Summary
This summary is machine-generated.

Educational research is not chaotic or complex. Human learning can be understood using conventional linear models, offering promising improvements in learning effectiveness and efficiency.

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Area of Science:

  • Educational research
  • Natural science theories
  • Complexity theory
  • Chaos theory

Background:

  • Parallels drawn between educational research and natural science theories like complexity and chaos theory.
  • Central claim: these theories are useful metaphors for education research due to complex, non-linear phenomena.
  • These phenomena involve many interacting variables, leading to irreproducible and incomprehensible effects.

Purpose of the Study:

  • Present a counter-argument to the application of complexity and chaos theory in education.
  • Examine concepts of uncertainty, complexity, and chaos in physical science.
  • Distinguish between complex, chaotic, and complicated systems.

Main Methods:

  • Careful examination of physical science concepts of uncertainty, complexity, and chaos.
  • Distinction between complex, chaotic, and complicated systems.
  • Analysis of characteristics specific to complex and chaotic systems.

Main Results:

  • Complex and chaotic systems possess highly specific characteristics not typically found in education systems.
  • Evidence suggests human learning is adequately understood through conventional linear models.
  • Counter-argument presented against viewing education as a complex or chaotic system.

Conclusions:

  • Implications of differing worldviews are substantial for educational research.
  • Abandoning attempts at control or understanding in education is unwarranted.
  • Developments in learning understanding offer promise for improving effectiveness and efficiency.