Harnessing computer power for teaching concepts

Examples are used to show how one could approach the teaching of transmission lines in the classical sense by computer-based interpretation of the transmission line equations and finally mimicking nature. It is pointed out that the classical method of teaching science via equations requires a prolonged gestation period for firming up the comprehension of the concepts to the point where they become problem-solving tools. The graphically displayed dynamic computer solutions of equations provide an interim step for improving knowledge transfer efficiency. The gestation period can be shortened considerably by this method which answers the question ´what is happening?´ extremely well. The ultimate reduction of gestation time involves mimicking natural phenomena the way they actually take place. This method also answers the question: ´how is it happening?´ It usually invokes associations which promote instantaneous comprehension of the phenomena in question.<>