ronbeau
Contributor
They still do. Ever watch a bunch of divers at safety stop on an up-line? They'll sit and watch their dive computers religiously until they hit the 3-minute mark ... then they'll be on the surface a few seconds later ... which completely negates any benefit they got from the safety stop.
Many's the time I've asked divers how long they think it should take to ascend to the surface from safety stop depth ... only to get a shrug or blank stare. Most seem to think that once you've done your three minutes, the dive's over ...
... Bob (Grateful Diver)
It seems like a total lack of understanding on the students part. They certainly can't blame "the math is too difficult". They shouldn't need a calculator to determine that a 30 feet/minute ascent rate would take 1/2 minute to ascend 15 feet at the same rate.
I have thoroughly read divie training material you produced so I know they can't blame the instructor either.
I don't teach scuba but I do teach on the adjunct faculty at a local community college and my wife is a full-time college professor.
In general there seems to be two broad categories of students. One group wants to know what buttons to push and the second group wants to understand why something is done a particular way.
The first group is in trouble if the calculator does't work or they have to use a different calculator (or the human brain) while the second group can adapt to changing situations.
I happen to teach computer programming. On occasion I have had a stundent comment that the homwework is not exactly the same as the example in the book. My answer is that the difference is by design and they will learn little if anything by blindly copying something out of a book.
Here is an example.
The book has them read in customer orders from a file. Each record in the file contains the following data.
Customer #
Order #
Quantity ordered
Unit Price
They need to lookup the customer in the database to retrieve the customer's name. They will also calculate the gross amount of the order. I tell them that the gross amount is calculated by multiplying the quantity by the unit price.
Homework assignment
They will read a file containing purchase orders issued to vendors. Each record in the file contains the following data.
Vendor #
Purchase Order #
Quantity ordered
Unit Price
Delivery Date
They will lookup the vendor in the database to retrieve the vendor's name and the discount percentage.
They will calculate the discount amount and the net amount of the item ordered.
I tell them that the discount amount is calculated by multiplying the discount percentage from the database by the gross amount of the order.
I then indicate the gross order amount is calculated by multipying the unit price by the quantity.
The net amount is the gross amount minus the discount.
Every fourth or fifth semester I get a student who will ask why the homework assignment is not exactly the same as the one in the book.
I usually indicate that the ability to take a program that is 95% the same as the program you wish to create, use the 95% that is the same and add the 5% that is new is a crucial skill. If they can master that skill they will not become a software developer. Their employer will not pay them to reinvent the wheel every time instead of buidling off of work that has been previously developed and tested.
For those not familar is database access, the method retrieve a vendor record is identical to how you retrieve the customer record. The only two differences are as follows:
You indicate you want to retrieve a vendor record (versus a customer record)
You use the vendor number instead of a customer number to look up the vendor.
This same principle can be applied to any discipline including scuba.
In the case you mentioned above the button pushers are the those that zoom to the surface after the safety stop.
The ones how want to really understand the subject realize that the greatest change in pressure is between the safety stop depth and the surface and therefore the ascent rate from the saftey stop to the surface should be no faster the ascent rate from 60 feet to the safety stop.