Hypothesis

(Weight W1) (Rope Rp) (Rope Rq) (Pulley Pa) (hangs W1 from Rp) (pulley-system Rp Pa Rq) (Weight W2) (hangs W2 from Rq) (Rope Rx) (Pulley Pb) (Rope Ry) (Pulley Pc) (Rope Rz) (Rope Rt) (Rope Rs) (Ceiling c) (hangs Pa from Rx) (pulley-system Rx Pb Ry) (pulley-system Ry Pc Rz) (hangs Pb from Rt) (hangs Rt from c) (hangs Rx from c) (hangs Rs from Pc) (hangs W2 from Rs) (value W1 1) (b) P1. P2. P3. P4. .. Single-string support. (weight < Wx>) (rope <Ry >) (value <Wx> <n>) (hangs <Wx> <Ry>) -(hangs <Wx> <Rx>) - (value <Ry> <W-number>) Ropes over pulley. (pulley ) (rope <R1>) (rope <R2>) (pulley-system <R1 > <R2>) (value <R1> <nl>) - (value <R2> <nl>) Rope hangs from or supports pulley. (pulley <R1>) (rope <R1>) (rope R2>) (pulley-system <R1> <R2>) { (hangs <R3> from ) or (hangs from <R3>) } (value <R1> <nl>) (value <R2> <n2>) - (value <R3> <nl + <n2>) Weight and multiple supporting ropes. (weight <W1 >) (rope <R1 >) (rope R2>) (hangs <W1> <Rl>) (hangs <W1> <R2>) -(hangs <W1> <R3>) (value <R1> <nl>) (value <R2> <n2>) - (value <W1> <nl> + <n2>) P2. Ropes over pulley. If a pulley system has two ropes < RI > and < R2> over it, and the value (tension) associated with < RZ > is < nl > , then < nl > is also the value associated with rope < RZ > . P3. Rope hangs from or supports pulley. If there is a pulley system with ropes < RZ > and < R2> over it, and the pulley system hangs from a rope < R3 > , and c R1> and < R2 > have the values (tensions) < nl > and < n2 > associated with them, then the value (tension) associated with < R3 > is the sum of < nl > plus <n2>.

Please explain to me how it is not evident to programmers that this is how we program.. we cannot hold more than seven items at a time. We cannot fracture. As Miller mentioned, 2 3 digit numbers are outside t capacity, but if you multiply them by paper w, if we free your memory, we can let the brain focus on the v

If you assign the memory function to a diagram, you can let your brain concentrate on the manipulation function.

Once we codify, we no longer have to keep the information in memory, for example : This hurts my brain

There are five roads in Brown County. One runs from Abbeville to Brownsville by way of Clinton. One runs from Clinton to Derbyshire by way of Fremont. One runs from Fremont to Brownsville by way of Abbieville. That's all the roads in Brown County, and all the roads in and out of those towns.

Which towns have roads connecting them directly to three other towns? Which towns have roads connecting them directly to only two other towns? How many towns must you pass through to get from Brownsville to Derbyshire?

But if we diagram it to a map, all of this makes sense.

"The learning of numbers and language must be subordinated ... Visual understanding is the essential and only valid means of teaching how to judge things correctly." ~ Johann Heinrich Pestalozzi

Pestalozzi was the guy who designed the educational system in which Einstein, the most extraordinary visualization of his time, was born q

vision visual thinking visual programming why nodes greb

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