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[thechocoboos]

Chocobros + Ravus as Students

here are some headcanons--i’ve been working on them for a bit. enjoy!

Noctis

Bored. Bored bored. He is very bored, all the time

Has no fear of being late to class, so he leisurely strolls to class with his mind on other things

Or at least, he pretends not to

In saying that, he is never late. No one knows how.

In reality, he’s used warping multiple times to go in through the windows (only a few students see it, but no one ever believes them)

Ignis once caught sight of Noctis hanging off a window outside his class, begging him to open the window. He didn’t.

Procrastinates like fuckin crazy

If there was an olympic sport for it, he would probs get a gold medal unless he decided to do it later ofc

He’s that bastard who barely studies but does just fuckin fine

His favorite class is actually language arts, surprisingly

He enjoys analyzing literature and whatnot, although he absolutely hates writing essays for it

Contrary to what one might think, he doesn’t sleep in class. He wants to, but he doesnt

Still, that doesn’t mean he pays attention

He zones out a lot

Teachers try to pick on him to speak when they think he doesn’t know the answer, but he always gets it right (once again, no one knows how)

Doodles out of boredom in the margins of his notes

I mentioned that he doesn’t sleep during class, but he does sleep during lunch and guided study type of periods

You can often find him the library

He likes to sneak in naps between shelves

Sometimes you can catch sight of him lounging somewhere on a bench, an open book resting over his eyes

Prompto

He tries oh my lord

He tries SO HARD

He studies like crazy to the best of his abilities, he raises his hand when he can in class (despite the massive anxiety it causes), HE JUST TRIES SO HARD OH MY GOD

But he still doesn’t always do so hot

He’s the student who studies for 3 hours each night leading up to an exam and still gets a 63

He cries every time

Is fueled by caffeine and pure anxiety

He, too, doodles in the corners of his notes and zones out sometimes

Despite his poor test grades, Prom is actually really smart

He just has really, really bad testing anxiety

Pop quizzes make him cry

Tries to keep a planner for classes but forgets to write in them

He makes lists of the things he has to do for hw on the back of his hand

Teachers like him a lot, they see the spark of curiosity in his eyes and the eagerness in how he raises his hand and are happy to see his genuine curiosity (at least, in the classes he likes)

Speaking of classes

He hates math. It’s boring, doesn’t make sense, and makes his head hurt

However, he does like science

He loves learning how things work and he always has the most specific, odd questions for his science teachers

LOVES his art classes

He sometimes tries to take more than one art class a semester but it usually doesnt fit into his schedules

He’s not great at 2D art in them, but he outshines everything in photography

After his photography class, his 3D sculpting class is his fave

He likes to mold things with his hands and create something 3D, despite the fact that they don’t always come out great

Overall, he does his best as a student (for the most part)

Ignis

Every teacher loves him, every teacher wants him, every student wants to be him…

He aces every test and quiz, gets 100s on almost everything, and hoo boi does he look good while he does it

His handwriting his immaculate, his notes are comprehensive, his questions are applicable...my god he is an absolute dream student

Everything he does seems like it takes no effort, but no one knows how much he really studies…

In reality, he spends every single waking moment working for either Noctis or school

He’s always studying, always working on practice problems or other assignments, and always putting in an absolute metric fuckton of effort

He’s insanely good with math and science (especially math)

His favorite class is math, purely based on the fact that every question has a single right answer derived from a methodical process

His least favorite is actually language arts

He hates sitting in a seat and having to decide an author’s meaning and symbolism, part of him thinks it’s incredibly tedious and stupid, despite the fact that the other part of him understands the critical thinking aspect of it

Everyone always fights to have him in their groups for projects and he usually gets at least three students a day begging him to tutor them

His answer is almost always no

He’s willing to help out here and there if someone has a question, but he simply doesn’t have the time to tutor anyone

Is a member of student body government and somehow he was dragged into being on the student council (it wasn’t his idea)

Absolutely is the perfect student and nobody knows his secrets

Gladio

Is absolutely underrated as a student

No one realizes how smart he is when they first see him in their class--they think, “hey, big buff guy--probs not that smart…”

Oh how wrong they are

He’s a genius

It only takes a week before other students and teachers to realize it

Confidently raises his hand when he has questions or comments--and god help any teacher who ignores him (they miss out on legitimately good insights)

Favorite classes are language arts and history

He loves reading literature and analyzing it, and goddamn does he LOVE writing essays on literature

He’s the bitch who actually likes assigned readings

He always makes incredibly great theses and amazing points in his essays, his teachers always ask him if they can keep his as examples for future classes

As for history, he likes to know the big WHY--why did this happen? Why did that happen? What does it mean in relation to this?

He has many questions and he is always determined to get answers to them, one way or another

Genuinely doesn’t mind reading textbooks, hell, sometimes he prefers it

Like Noctis, he can frequently be found in the library

Only Gladio is actually there for reading and doing work

Sometimes, he runs into Noctis there and always wakes him up by smacking him with a book or kicking him

He will shush people. Don’t think he won’t.

It pisses people off but when they see it’s Gladio shushing them, they’re too scared to respond

Librarians know him by name and stop in the hallway to talk to him (they love him so much omg)

They even let him eat in the library and talk a little bit provided he’s not a distraction

Overall, he’s a 10/10 student.

Ravus

Doesnt have that many friends

His RBF kind of puts people off--he always looks like he wants to punch everyone in the face

Is quiet and respectful in class, but he NEVER talks or raises his hand (well, he does sometimes) except in the classes he actually likes

Teachers never call on him in the classes he doesn’t like either

When he likes a class, HE FUCKING LIKES A CLASS

And then he’ll never give any other student the time of day to speak--he asks questions out the wazoo or has comments and connections to make

He brings his own lunch (he hates the cafeteria food and lowkey likes having matching meals with Luna)

He’s the kind of student who knows the answer to everything but refuses to actually raise his hand

Instead, he grumpily thinks it and gets annoyed when a student he doesnt like gets it right, too

Lowkey, he thinks something along the lines of “Well, I knew it first”

Study skills??? Don’t know her

He was one of those students who was considered “advanced” or “smart” and understood things quickly when he was younger, but as he got older and classes got harder, he became kind of… average. Never developed proper study skills as a result so he gets angry at school bc of it

Still, he has the desire to learn, it’s just difficult for him (and his pride is too high for him to be okay with asking for help)

If he has a teacher he doesn’t like, though, he won’t even try to study

Talking to teachers scares him sometimes (me too, fam)

Either loves or hates the teachers who are coaches

Loves the cool ones bc of how lax they are, hates the douchey ones that yell at them for not doing better (@ his calculus teacher)

Overall? Probs avg student with avg grades, though he defo excels in his favorite classes

[13alecampillo-blog]

Introducing Myself

Who am I?

My name is Alejandra Campillo, I’m eighteen years old and currently spending a gap year abroad in Germany through the Congress-Bundestag Vocational Youth Exchange Program. I’ll also be a freshman at Stanford University the fall of 2020. In this blog you’ll be able to find a plethora of content revolving around political, economic, and social issues, as well as the occasional philosophical pondering and fashion commentary- in addition to of course insight on my time in Germany and experience with applying to Stanford (and a disgusting additional 16+ universities).

A lot of what influences me and the way I think are the different places I’ve lived in the past eighteen years. Born in California, I moved to El Paso, Texas when I was five years old and lived there until I was thirteen. After that, my father took on an expat assignment in coincidentally the Mexican city where both my parents were from- Hermosillo, Sonora. Living there for three years was revolutionary for my identity in many, many ways. After Mexico, my family and I spent two years in the Chicago, Illinois suburbs, Aurora/Naperville area. It was while attending my local high school that I applied to Stanford and my gap year program. I graduated May 2019 and departed for Germany late June. After two months in Bonn, I’ve moved to Wülfrath- where I’ll be spending the next ten months.

This blog is a documentation of my take on it.

Why do this?

In true gap year spirit, my biggest goal this year is to dedicate my time to advancing myself- regardless of how cliché as it sounds. My entire time in high school was either dedicated to adapting to a new school, new culture, aiming for the highest GPA, or going worldly lengths to be admitted into Stanford. I learned the math, the writing, the history, the science, and whatever else was asked of me. But in the process of that, I distanced myself further from- well, myself. School was no longer a tool for aiding my passion of expanding my every curiosity and interest but instead a weapon I used to battle against a society, a university, and a vicious voice inside my head in an effort to prove I was worthy.

This isn’t necessarily a year to take a break, it’s a year to exercise my brain in other ways. To me, this gap year signifies restoring balance. Don’t get me wrong, I don’t regret grinding my days away for school and am excited to grind at Stanford. I want to challenge myself academically even further than ever before.

But the fuel has to be different. My last breaths of senior year were powered by a feeling that I was way too deep in any of my commitments to quit, regardless of how much of a toll it was taking on me- it was powered by an internal shame and fear of seeming weak in comparison to my academic peers- I was powered by enough cups of coffee to make my stomach twist and ache as my burnt-out brain laboriously churned information for the satisfaction of an A.

I started this blog as a symbol for returning to doing things because I have a passion for doing them, not for a grade or deadline. Additionally, I hope that by sharing my own experiences I can help others who are on the college application journey- or really any journey challenged by obstacles.

What to expect?

I promise all of my writing to be raw; it’ll be real. Not necessarily perfect  (in terms of grammar and organization) but hopefully good enough to get the message across (lol). It’ll be opinionated, it’ll probably be bold – but ultimately, it’ll be true, at least my truth.

I hope that my writing is useful for anyone that needs it, maybe it can help some people feel slightly less alone.

I welcome you all to this gap year journey (that sounds really cliché oops).

Feel free to reach out to me if you have questions, comments, concerns, suggestions, or anything in-between!

[biopsychs]

Don’t Let Calculus D(e)rive You Mad

I was always one of those people who thought some people were naturally good at math and if I wasn’t one of those people then there was nothing I could do about it. I thought I wasn’t “a math person” and would use that description as an excuse. Is math one of my weaker subjects? Sure but that’s mostly because I let years of bad habits get in the way of my current work. This caught up to me in my first semester of calculus (calc I) at university, where calculus was my worst class. Here’s the thing: if you’re not “a math person” make yourself one. In my second semester of calculus (calc II) I improved my mark by an entire letter grade (something I never thought possible). How? Through hard work and by understanding that I would have to work harder than some people because of my past study habits.

Know your pre-calculus well! You will struggle so much if you forget the basics. My prof said not having a good grasp of the basics is the number one reason why students will struggle with calculus. Invest time before/at the beginning of the semester to really review the stuff you learned in high school. (Khan Academy is the best way to review, in my opinion. They have challenge questions you can do for each section. Try a couple of questions for each section. If you can’t answer the question easily, watch the accompanying videos for that section first. Do this for sections you forget or know you struggle with.) Be confident in your basic mental math too, especially under pressure. I wasn’t allowed a calculator on any of my midterms or finals for calc and you don’t want to waste time on easy math that you should know lightning fast anyway.

Attend every lecture, especially if you’re even slightly confused. If you’re behind, try not to get even more behind by skipping class (obviously use your own judgement, but don’t skip unless it’s totally necessary). Don’t sit near the back of the class if you know you won’t pay attention.

Don’t just sit there and copy down notes. Be attentive in class and follow along with examples the best you can. If you get lost at a certain step in a problem put a star beside it. After class, study and attempt the problem on your own. If you still don’t understand, go to a TA or prof for help. They will be able to provide better help if they can see exactly where you got lost.

Keep your notes simple. I would use either blue or black pen for the majority of my notes and use one other colour to emphasize parts of my notes (indicate where I got lost, circle important follows, highlight which section of the textbook the class was at, etc.) Keep your notes neat and leave a gap, if you fall behind during a lecture (just remember to get the notes from someone else later). I also recommend using a grid paper notebook, for when you need to draw graphs.

Get a mini notebook! I bought a tiny notebook for cheap and filled it with a (very) condensed version of my notes, throughout the semester. I wrote down common derivatives and integrals, shapes of common graphs, important theorems and formulas, etc. This is especially helpful for calc II, because you’ll have all the necessities from calc I handy.

Advice for using Maple for math labs (if this applies to you): Pay attention to tutorials and ask questions. Complete as many assignment questions as you can in the lab/when a TA is present. If you have any other assignment questions to finish up make sure you work on them at least a few days before they’re due, so you have time to ask for help if you need it. Also, Maple can be a stupid program. You could be missing just one number, letter, or symbol and it won’t work. Or you could have it exactly right and it still won’t work (retyping your input in a new worksheet usually helps). To remedy these issues, I would work on assignments with friends and compare what our worksheets looked like. Oh and TAs love if you give your variables funny names or change the colours of your graph, because they’re all nerds (and so are you, so embrace it).

Do as many practice problems as you can. Calculus is a class where you learn by doing. Do questions till you understand the concept. If problems are recommended, treat them as if they’re actually due (otherwise you’ll just tell yourself you didn’t have enough time to do any practice problems). My number one mistake was not doing enough practice problems and just assuming I knew how to answer the problem (if you can’t answer the entire question from start to finish, then you don’t actually understand the concept).

Please don’t fall behind. Stay on top of things and prioritize what needs to be done (i.e. treat practice problems from the chapter you just learned on equal footing with the lab report you have due -- if you treat it as a priority, you will get it done). But, if you do fall really behind, don’t wait until it’s too late to ask for help. Just remember, there’s always something you can do (even if you feel like you don’t know anything and there’s not enough time for any practice problems before your midterm). Identify what you need to learn before you can do anything else (i.e. work on understanding basic integration before you try to do something more complicated like trigonometric substitution) and fit in as many practice questions as you can.

Don’t give up! If you don’t understand a concept right away you just have to keep trying! For practice problems, try to find an answer without looking at your notes. If you can’t figure it out from there, look in your lecture notes and textbook for any relevant formulas, examples, or similar questions. Try to answer the problem again. If you get it, be sure to fully complete another practice problem without any outside references. If you can’t figure out an answer then you should seek help from another person!

Don’t forget everything you learned at the beginning of the semester -- review, review, review! Check out this explanation on the curve of forgetting. If you continually review what you learned, for only short periods of time, you will remember so much more and save yourself time in the end!

Utilize the resources available to you. I have a list of online resources at the end of this post, but don’t overlook what’s right in front of you. Go to your prof’s office hours, ask a TA for help, and take advantage of any tutoring or study groups. My uni has a math and science centre where upper year students are always available to help other students with practice problems. If you join a course union, they sometimes offer free tutoring.

Study in a productive environment. This varies by person but personally I need a quiet environment, with ideally no noise or only instrumental music, bright/natural lighting, and nothing to distract me (I hide my phone and only have one pen or pencil out). If you like to listen to music when you study, math is one of those subjects where you can listen to music with words.

Improve your test-taking skills. (1) On an exam, understanding a concept is no use if it takes you forever answer the question. Do lots of practice problems till you immediately know how to answer any kind of question. Speed can be key on exams. (2) My strategy is to flip through the exam booklet as I get it. I answer the questions I can do easily, first, and leave the really difficult ones till the end. (3) Show all of your work! Don’t lose marks because you didn’t show all of your work. (4) Expect your exams to be challenging and prepare accordingly. Overlearn the material. Prepare specifically for the exam by completing past exams/practice exams in an environment that mimics the test-taking environment.

Get every mark you can, because the little marks make a big difference. If you don’t know how to answer a question on an exam, write down any formula or theorem that could relevant. If you try to figure out a solution and know that it’s most likely incorrect, but don’t have enough time/knowledge to find the correct answer, just leave your work there (don’t erase it). There’s always a chance you could be on the right track or nice markers will give you a point or two for trying. Something is always better than nothing.

Focus on the applications of calculus (it’ll make the semester a whole lot more interesting)! A physics major won’t necessarily use calculus the same way a bio or chem major might, but that doesn’t mean some calculus isn’t useful for all of those majors to know. I’ve always planned to major in biology and looking ahead at classes I will need calculus for biostatistics and genetics classes. Never tell yourself something isn’t useful because then you’ll never treat it like it’s useful. Also, my prof taught a whole lecture about how calculus could be used to account for all the variables that could affect population if a zombie apocalypse ever happened, so obviously calculus has at least one really important use :)

Resources

A bit of advice: These are called resources for a reason. It’s okay once in a while to use some of the resources to find a full solution for a practice problem, but don’t abuse it. It is so so easy to just look up the answer but you’re only hurting yourself in the end.

Desmos (Online graphing calculator - I’ve made it through so far without actually buying a graphing calculator)

Khan Academy (Step by step videos and practice questions! You can go your own speed with the videos! My top recommendation!!!)

Paul’s Online Math Notes (If your prof doesn’t provide you with decent lecture notes, these ones are great!)

Symbolab (They have a calculator for derivatives, integrals, series, etc. and I like the way they split up the steps to solve.)

Slader (find your textbook on here and they’ll give you all the solutions to questions!)

Textbooks: I used the Single Variable Calculus: Early Transcendentals (8th edition, by James Stewart) and it was awesome. The way it was set up and all the examples really helped me (I just wish I had used it more)

This post by @quantumheels is seriously fantastic (and she has lots of good advice for other topics too, one of my favourite blogs)

My Other Posts:

AP lit tips, high school biology, how to ace intro psych, organization tips, physics doesn’t have to suck: how to enjoy and do well in your required physics classes, recommended reads, reminders for myself, using your time wisely on public transport, what i learned from university (first year), what i learned from high school

[matlabhwexperts-blog]

Symbolic Math Homework Help

http://matlabhomeworkexperts.com/symbolic-math-in-MATLAB.php

Symbolic Math provides functions for solving, plotting, and manipulating symbolic math equations.We at Matlabhomeworkexperts.com have experts and Matlab professionals to provide quality solution to the students all across the globe in Symbolic Math. Our team of Symbolic Math experts consists of professional writers, teachers, tutors holding advanced university degrees such as Masters Degree and PhD from recognized organizations. We not only provide Symbolic Math in MATLAB  assignment help, homework help but also help in College and University Symbolic Math Homework Help, Online Symbolic Math in MATLAB tutoring for high school, undergraduate, graduate and PhD level students.

[juliettespencerus]

Teach Math from a Christian Worldview: 5 Takeaways from Masterbook's Katherine Loop

I had two struggles when I was a Christian school math teacher--how can I convince these students that math is a very important subject and how can I teach math from a Biblical worldview. It is truth that most of the students that learn Algebra or Trigonometry will never use it after high school. So often we answer the question of "Where are we going to use math in real life" with "You are going to need it to get into college." After listening to this interview from Katherine Loop of Masterbooks, I finally understand that the importance of a Christian Worldview in teaching math.

Our worldview answers the questions: where math came from, why it matters, and how should we approach it.

Math is just facts right? We've been taught since kindergarten on up that 1+1=2. This is fact. But how we approach that fact and use it, can be explained in our worldview. There's a reason to all these mathematical facts and processes. When you have a worldly worldview, then you'll see math as just a subject that only mathematicians and scientists can understand. They're the only ones that actually use it. But if you see math from a Christian worldview, then you'll see that all the numbers and x's and y's are really describing God's creation.

I think this is partly why some kids struggle to understand math. They see scientists and mathematicians as special people. Most of those who struggle truly believe that they are not math people. But that is the wrong way of looking at it. When students look at the numbers, they should be looking at God.

Math is not a neutral subject. When we teach/learn math, we're giving that glory either to God, to man, or to the numbers themselves.

We've always viewed math as this neutral subject which is why we separate it into its own little bubble. But we need to change our perspective and see that math is not neutral. Then we'd realize that when we teach math, we're either giving glory to God or to the numbers or to man. Colossians 1:16 tells us that ALL things were created by Him. Sure, man developed symbols for math but those symbols describe ideas and quantities that God created and is sustaining. He is holding all things together.

Jeremiah 33:25-26 says that if you just look around, there's ordinances and consistencies that show God is faithful. Math is a way to describe those consistencies. So when you have all this in mind while teaching, then you're really beholding God's glory in display. Math can be trusted, and it works because God can be trusted. And all these properties that we teach are true. And no matter what, 1+1 will always equal 2. Nothing's going to change that. God determined all of these to be true.

If your children are not taught that math works because God created it and He is faithful, then they are left with a faulty worldview that just gives the glory to men or the math itself. Math's very existence points us to God. It doesn't make sense apart from God. Every time a child solves a math problem and sees it work in the real world, it's because God is faithfully keeping His promises and can be trusted. So where are you giving the glory for math?

Math is a tool that God has given us to accomplish the work He assigned us.

The problem with math is that it isn't always intuitively obvious how something can be applied. So we have to think of math as a toolbox. It has tools that come in different shapes and sizes. If you think about all the tools in your toolbox, you have some like the screwdriver, which are simple and you know how it applies. That's like addition. Addition is simple and easy to apply. But there are other tools, that are not so obvious in their applications. You can study that tool and spend a lot of time figuring out how to use that tool.

It's the same with math. Take Algebra for example. You don't exactly know how you can really use it at first. But as you're studying to be an engineer or a mathematician, then the applications become really obvious. Our children need to be shown that the things they're learning in math are real life tools that help us accomplish the work that God has given us to do. We need to take the math out of the textbooks and into the real world.

As you teach math from a Christian worldview, you need to emphasize that Math is practical to all aspects of life.

If you look at a sunflower, you can see that the seeds are arranged into two spirals. When you count the number of seeds in those spirals, you will see that the ratio between the two spirals is approximately the same for any sunflower. This enables the most number of seeds to fit in the sunflower head. Math helps us see this.

The law of gravity in Algebra uses letters as placeholders for the force of gravity and the mass of two objects. The letters are used to represent the relationship so that we are not tied to a specific situation. We can use letters and manipulate them knowing that because God's faithfulness is holding things together. We learn math because of this fact.

There are many more examples that we can draw from that show that we use math everyday. God created such a complex universe that it's hard not to see it if you teach math with a Christian worldview.

Teaching math a Christian worldview, allows us to teach with understanding because math comes from God.

Math builds on itself. Sometimes when students struggle in math, it's because they didn't understand something earlier on. If you just learn to memorize the facts and the steps without really understanding it, then it will eventually catch up. Of course, knowing the facts and steps is important, but understanding it helps you see the math as a way of describing God's creation.

At the very beginning, when your child is learning how to count, how to write numbers, teach them that this number is a symbol we use to represent one, two, etc. But there's also different ways to show the number. That is men using their God-given abilities to describe God's creation.

When they get older, you teach the rules and the memorization. This can be done using manipulatives or flash cards. Then they reach Algebra, where they use letters as placeholders to stand for quantity and use it to record real life relationships.

Teaching with understanding is explaining why that concept is the way it is and why does it work the way it does. The more you can show to your child that math isn't just some random thing that we try to get them to memorize, then that will help them retain the information and help them see God's creation.

If you want to listen to this session, register for free at homeschoolsummits.com. This is the session is entitled “Teaching Math from a Christian Worldview” with Katherine Loop. Even though the summit is over, I believe you can still view the free sessions. I’ll post more summaries of the free sessions soon, so stay tuned!

Here are a few more of my summaries from Curriculum 2.0 Online Homeschool Summit:

“Prepare for our Best Year of Christ-Centered Homeschooling Ever” with Davis and Rachael Carman: 3 Important Facts to Know Before Starting Your Homeschool

"In the Trenches: A Look at Math in a Real-Life Homeschool" with Kathie Morrissey: How to teach math to Someone Who Just Doesn’t Get It

[finalgradecalc9-blog]

What Is My Grade If I Got

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[wordwisecontentrich-blog]

CHAPTER 1: Words (Still) Matter in Middle and High School

Summary: Fisher and Frey begin their book by explaining the need for vocabulary comprehension at the secondary level and how those needs are not currently being met by the traditional memorization techniques. It is vital that students continue learning vocabulary in specific content areas because students with larger vocabularies are "able to think, speak, read, and write with greater facility” (pg. 5). A student’s success in any one of these domains can be predicted by their vocabulary size at young ages. Fisher and Frey move on to discuss the different types of word knowledge; for example, if a student has a shallow word knowledge, they can usually recognize the word and have a memorized definition to accompany it. Students with deep word knowledge not only know a word’s definition, but they can distinguish between a word’s different meanings using context. A student’s depth of word knowledge can be measured on a four-point scale (pg. 8). One way that teachers can increase their students’ word knowledge is by promoting metacognitive thinking and by choosing appropriate words to study. Words that are especially beneficial for students to know are those that have different meanings within the context of the content and those that are specific to the content only. Concept maps and vocabulary cards are excellent methods for students to take ownership of their learning and increase their comprehension.

Personal Reflection: My first thought upon finishing this chapter is that I was brought up through the education system learning vocabulary all the wrong ways! I am so thankful that I had a joy for reading that my parents and I cultivated outside of my education that introduced me to hundreds of new words I might never have learned. I think that the conclusions that the authors drew about vocabulary size and academic success ring true for college-aged mathematicians as well. If students graduate high school having deep word knowledge of mathematical terms, they will be more successful in the college classroom. Certain tier one or tier two math vocabulary words, such as expression, variable, parameter, and independent are words that I might try to incorporate into the classroom during the first two weeks of class so that we can focus on tier three vocabulary words throughout the remainder of the year. One thing that my Literacy class has taught me to look forward to is teaching my students how to read mathematical texts. In my major classes, I have begun to think metacognitively about how I am reading the assigned texts: how I question the reading, the pace I read at, and the way that I annotate. These tools are things that I have taught myself over the years, but students could greatly benefit from being taught these skills early on so that they get the most out of the reading.

Classroom Application: Because this is chapter one, I thought it appropriate to provide a classroom vocabulary assignment/activity for teachers who are just beginning to transition away from the traditional vocabulary techniques and into more effective ones. I will modify the concept map seen on page 19.

Assignment: Students will make ONE concept map for all assigned vocabulary words, tier 1-3. Place the unit or chapter title in the center of the page, then branch off of the center using sub-groups of vocabulary words. The words can be connected by lines, equal signs, words, or mathematical symbols or notation. Encourage students to use color to separate different ideas. Put a page number under every vocabulary word for ease of access to definitions and context.

This assignment helps students relate vocabulary words with one another, deepening their word knowledge. Instead of just memorizing ONE definition for ONE word, students can refer to the context in which the vocabulary word was first introduced.

[biopsychs]

physics doesn’t have to suck: how to enjoy and do well in your required physics classes

As someone who doesn’t intend to take a physics class ever again, I was relieved when I walked out of my second semester physics final. That said, physics doesn’t have to suck or drag your average down. 

(1) How to enjoy physics: Adjust your attitude. Physics is so cool if you actually think about it. Your attitude will dictate your experience. (2) But physics is so hard: Change the way you study and don’t give up. I did better in university physics than in high school. The content was way more difficult but it was my studying methods that made the difference.

This post is split into 3 parts: Introductory physics (very basic physics, that unit of physics you had to do in a lower level science class), high school physics (physics from an algebra-based perspective), and university physics (calculus-based physics and labs). (Obviously these overlap a lot but I needed to organize this somehow)

INFO IS UNDER THE CUT B/C THIS POST IS RIDICULOUSLY LONG

1. INTRODUCTORY PHYSICS

Skills you should master that will greatly help you now and in the future

Converting between units

What all those symbols actually mean

Interpreting what graphs mean

Scientific notation

Know how to do algebra fairly well (esp. rearranging equations)

Khan Academy is a great resource for introductory and high school physics.

Start every question by stating all of your known and unknown variables. Write down which variables you have and which ones you need. Then, you can easily figure out which formula you need.

Make sure you’re actually understanding the concepts behind everything; plugging numbers into equations will only get you so far.

Rearrange formulas to equal the variable you need before you substitute your known values into the equation.

Use your knowledge of physics from your own experiences. Don’t overthink. Just try to picture what would happen if, say, a ball and a feather were dropped from the same height.

2. HIGH SCHOOL PHYSICS (ALGEBRA-BASED)

(Everything from part 1 applies, esp Khan Academy)

Pay attention to in class demos.

Draw free body diagrams whenever you can -- they can be annoying but quickly being able to visualize all of the forces acting is an important skill

Ask your teacher for help or clarification if you need it! You won’t always have the opportunity for one-on-one help, plus your teacher may mark you a bit easier if they see you’re really trying.

Know trigonometry well! In fact, if any of your algebra skills are weak, be sure to review. Don’t let basic math hold you back -- you can do this!

Your first step for any problem should be to write down any known variables or numbers and then the variables you need to find.

Work with a study group (just make sure everyone else is as committed as you are, otherwise studying with others won’t help). People think in different ways and you’re bound to find a solution eventually -- and less likely to give up if you can’t do it.

Get all the part marks. Write down your variables, a formula that could be applicable -- anything that might earn even half a mark (teachers are a lot more forgiving than you think)

Double check your final answer. Ensure you have the right units and ask yourself if your final answer makes sense.

Don’t give up! A big mistake I made in high school was giving up the first time I couldn’t figure out a question because physics was hard and I would never understand it. No excuses! Ignoring a question won’t help you answer it when it comes up on a test. Figure it out on your own or get help.

3. UNIVERSITY PHYSICS (CALCULUS-BASED + LABS)

(Note: Some university physics classes are algebra-based. My university is dumb and forced me to take difficult, calculus-based classes.) 

(Again, most things from part 1 and part 2 apply here as well.)

A) Lectures, studying, finals, etc.

Pay attention in class and write good notes

My physics lectures were boring but trying to catch up by reading my textbook later was so much worse

Your lecture notes may not make much sense at first but later on you’ll be able to tell which concepts were stressed by your prof

Draw any diagrams your prof shows you (or take a picture with your phone if you’re lazy). Be sure that the diagram is complete and don’t forget about labels. Don’t worry too much about neatness as long as you know what the diagram is supposed to show you.

Keep all your notes in one notebook: Use one colour for writing regular notes, another colour for circling formulas or starring things you don’t understand,  and be sure to write the date down for each lecture and leave space if you fall behind during the lecture (you can always copy someone else’s notes later)

Get a good textbook!

Talk to older students and see if the textbook was helpful for the class. If it’s useful then actually use it! If it’s not, find a good textbook to use! 

Do lots of practice questions

My profs tended to go over more conceptual ideas in class and didn’t do many examples.

Try to do a variety of questions! This will tell you if you actually understand the content or if you’ve just memorized how to do certain questions.

Work with other people on assignments (and join/start a group chat for your class)

I had online assignments due every Friday at midnight. My friend and I would meet up on Wednesday or Thursday to work through most of the assignment together. If there was a question we didn’t get, there would always be someone in our class group chat wondering the same thing and there was always some smart physics student that would be a bro and explain how to approach the problem (on another note: don’t leave assignments till the last minute)

Group chats are also great if you miss class or can’t remember when the cutoff for the midterm is

If you don’t understand something get help before it’s too late. 

Be prepared with specific questions. It’s hard for someone to help you if all you can say is that you don’t know anything. Go to your prof, TA, tutor, etc. 

I found my profs to be super nice about everything. They just want people to be excited about the subject they teach!

If you’re just stuck on one thing there are tons of resources online! Just be specific in what you’re googling and check out resources that other profs have posted online.

Understand the math before you start doing questions

Know the basics of derivatives and integrals

It’s super important to be able to draw a rough graph of the first, second, etc. derivative when all you are given is a graph of the original function (i.e. drawing the graphs for velocity and acceleration when given a graph of displacement)

But don’t ignore the conceptual stuff

This is why a good textbook is important!

Plus you can get part marks for some questions by stating whether one value should be higher/lower than another value, even if you can’t figure out the calculations -- and you can check your answers this way.

For example, it’s pretty important to know what magnetic flux density is before you can calculate it’s value

When studying for tests, don’t just assume you know how to do a question.

Looking over the solution for a problem and actually completing the problem are two very different things. This is the biggest mistake I’ve made when studying physics.

Understanding the solution is only one step in actually being able to answer the question. Looking over solutions is lazy studying if you’re not even trying to do the work. Start the question. Glance at the first part of the solution if you’re stuck. Keep going from there.

For first year physics classes, you really shouldn’t skip over any parts of problem. Yeah, rearranging that formula might look easy but can you actually do it? Practice makes perfect.

If you have a midterm coming up that tests material from a few weeks ago, be sure to do questions from the older units. The content might look familiar but just because you could do a question 2 weeks ago doesn’t mean you can do it now.

Don’t leave your studying till the last minute.

Get a planner and carve out enough time to do practice questions every few days. Trying to catch up on four chapter’s worth of problems is not fun and won’t work very well. Plus, you don’t just have to know how to answer questions. You have to be able to answer questions efficiently.

B) Labs

My labs were very different each semester.

First semester content included kinematics, relativity, forces, momentum, work, etc. The labs were super boring but super easy. For most labs we used motion detectors and a program called logger pro to collect and graph data. Lots of carts.

Second semester content included light, energy, radiation, magnetism, circuits, etc. The labs mostly involved bread boards and wires.

Regardless of content, some general comments on labs are...

Labs won’t always follow lecture content. Apparently that’s too difficult to organize.

That said, get your prelabs done. Properly, if you can. If you don’t fully understand a prelab question, ask your TA once you’ve handed it in. This will save you so much time.

Find a good lab partner. Not sure if there’s a trick to this but just try your best. And be a good lab partner too!

Make note of how strict your TA is with sig figs and error calculations. There’s no sense in losing a few marks when you could stay an extra 15 minutes and do the work properly.

Eat some food and hydrate before your lab -- you never know when your lab will take you 3+ hours to finish.

If you’re not sure if your experiment is working ask your TA. Trying to complete the lab with incorrect data is difficult and your TA will probably make you repeat the experiment anyways.

I hope this post was helpful! I struggled with physics in high school (my worst class) but it ended up being one of my best classes in university (A’s both semesters). The content was way more difficult but my studying habits and test-taking methods were what made the difference!!

Feel free to add additional advice to this post!

My Other Posts:

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high school biology

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reminders for myself

using your time wisely on public transport

what i learned from high school