...approach in Physics and Math in the studies of Fourth Year students of EHSD INTRODUCTION Dynamic Learning Program was conceptualized by Dr. Christopher Bernido and Dr. Maria Victoria Carpio-Bernido. Both of them are Ramon Magsaysay awardees, they made this learning program in order to provide better education in Filipino students who have their own potentials. This school year 2012-2013 was the very first year that EHSD adapt this program. It includes tons of writings and less discussing, this helps students to study on their own. On the other hand, Physics and Math are the hardest subject areas in Fourth year, these subject areas requires a lot of skills, explanations and patience in order to understand what the concept is. Unlike other subjects like TLE and History, Physics and Math needs a lot of mathematical abilities. This research paper will soon answer what are the bad effects of having Dynamic Learning Program in Physics and Math instead of the normal approach that was given years before. This research will specify the bad effects and how can we avoid those things while studying. This will let us see if the Dynamic Learning Program is applicable and efficient for subjects which require a lot of explanations. In this research we will conduct a deeper definition of Dynamic Learning Program from where it was originated, to the people behind it up to the people who benefit from it. After knowing these all, we will conduct a research about how students learn Math and Physics...
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...E – International Scientific Research Journal, VOLUME – V, ISSUE – 2, 2013, ISSN 2094 - 1749 FACTORS INFLUENCING THE ACADEMIC PERFORMANCE IN PHYSICS OF DMMMSU- MLUC LABORATORY HIGH SCHOOL FOURTH YEAR STUDENTS S.Y. 2011-2012 Noemi Mangaoang-Boado noemi2569@yahoo.com Don Mariano Marcos Memorial State University Mid La Union Campus San Fernando City, 2500 La Union, Philippines ABSTRACT This study focused on the investigation on the predictors of the academic performance in Physics of Don Mariano Marcos Memorial State University Mid La Union Campus (DMMMSU-MLUC) Laboratory High School Fourth Year Students for the School Year 2011-2012. Factors such as family, student, school and teacher factors were correlated to academic performance. Significant relationships to academic performance in Physics occurred for the four factors namely, Grade Point Average (GPA) in Math, GPA in English, attitude towards Physics, and study habits. The results imply that students’ performance in Physics will be higher if they perform better in English and Mathematics; if they show positive attitude towards Physics; and if they possess good study habits. Among the factors, GPA in Math had the best influence to academic performance in Physics. KEYWORDS: performance, factor, predictor INTRODUCTION Learning (represented by academic performance in this study) of students is not confined in a closed space. Different factors bombard this learning which can either enhance or undermine it. These include family...
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...Math was always the class that could never quite keep my attention in school. I was a daydreamer and a poor student and applying myself to it was pretty much out of the question. When I would pay some attention I would still forget the steps it had taken me to find the solution. So, when the next time came around I was lost. This probably came about because as a kid I wasn’t real fond of structure. I was more into abstract thought and didn’t think that life required much more than that at the time. I was not interested in things I had to write down and figure out step by step on a piece of paper. I figured I could be Tom Sawyer until about the age of seventy two. My thoughts didn’t need a rhyme or reason and didn’t need laws to keep them within any certain limits. The furthest I ever made it in school was Algebra II and I barely passed that. The reason wasn’t that I couldn’t understand math. It was more that I didn’t apply myself to the concepts of it, or the practice and study it took to get there. I was always more interested in other concepts. Concepts that were gathered by free thinkers, philosophers, idealists. Now I knew that a lot of those figures I read about tried their hand in the sciences, physics, and mathematics in their day, but I was more interested in their philosophical views on everyday life. It was not until I started reading on the subject of quantum physics and standard physics that I became interested in math. The fact that the laws of standard physics...
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...nodding the head 6. (Mathematics) maths a. the angle between a line on a graph and the positive limb of the x-axis b. the smaller dihedral angle between one plane and another 7. (Astronomy) astronomy the angle between the plane of the orbit of a planet or comet and another plane, usually that of the ecliptic 8. (General Physics) physics another name for dip28 ˌincliˈnational adj Collins English Dictionary – Complete and Unabridged © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003 in•cli•na•tion (ˌɪn kləˈneɪ ʃən) n. 1. a special disposition of the mind or temperament; a liking or preference: a great inclination for sports. 2. something to which one is inclined. 3. the act of inclining or state of being inclined. 4. a tendency toward a certain condition, action, etc. 5. deviation or amount of deviation from a normal, esp. horizontal or vertical, direction or position. 6. an inclined surface. 7. a. the angle between two lines or two planes. b. the angle formed by the x-axis and a given line. [1350–1400; Middle English < Latin]1. (often foll by: for, to, towards, or an infinitive) a particular disposition, esp a liking or preference; tendency: I've no inclination for such dull work. 2. the degree of deviation from a particular plane, esp a horizontal or vertical plane 3. a sloping or slanting surface; incline 4. the act of inclining or the state of being inclined 5. the act of bowing or nodding the head 6. (Mathematics) maths a. the angle between a line...
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...spark my interest in science. Later as a middle school student, I became much more aware that I enjoyed and excelled in science and math more than any other subjects. Entering into my middle school's math and science accelerated program allowed me to further develop my interest in science as I took Honors Biology and spent my summer between 8th and 9th grade volunteering for Cornell’s Cooperative Extension conducting water sampling for effluent matter at local bays. It was also at this point that I started to give thought to what careers I may want to pursue, specifically in a scientific field. In my past three years of high school, I've taken great initiative to enrich my scientific experience and identify which fields directly interest me. I became a member and now president of my school's selective science research program, attended lectures at Stony Brook University and started ready Scientific News. Reading about Physics made me inquisitive about the unknown. In math I started a trail-blazing path by self-teaching Math B (does it have another name) during the summer between 9th and 10th grade which allowed me to go onto Pre-Calculus sophomore year. To prepare myself for my Intel Research project in Astrophysics I decided it would be beneficial to learn Applied Linear Algebra at Stony Brook University. To-date I have completed all possible math...
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...School Physics Effectively Christopher C. Bernido and l\faria Victoria Carpio-.Rernido Research Center for Theoretical Physics Central Visayan Institute Foundation Jagna, Bohol 6308, Philippines The Ascending Levels of Learning and Pedagogical ~1axims that could guide effective teaching of physics are presented. As an example of how these may be applied, the Dynamic Learning Prof:,lfam (DLP) of the Central Visayan Institute Foundation is briefly discussed. The DLP, together with 21st century technology, provides a scenario where the perennial lack of high school physics teachers in the Philippines can be bypassed. Introduction The breadth of topics that may be covered in teaching physics can be extremely wide. After all, physics probes the smallest things in the universe (the quarks and leptons), aiJ the way up to the "biggest" subject one can think of-the birth, death, and fate of the universe itself. One definition for physics states that it is the study of matter and energy. Most everything in the universe is either matter or energy, and this can make physics quite interdisciplinary. No wonder, therefore, that sub-areas in physics may be referred to as Biophysics, Geophysics~ Chemical Physics, Mathematical Physics, Astrophysics, Nuclear Physics, Econophysics, etc., and one also has the physics of sports, the physics of art, and so on. Because of its breadth, there is always the danger to learn physics by rote. How then do we approach the teaching of physics? Ideally...
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...regular exam and a block exam, the block exam must offer a make-up exam. If a student has a conflict with two block exams at the same time, the professors of the conflicting courses must offer a make-up exam. Monday, April 27th, 4:30-6:30pm Chem 1041 General Chemistry Zimmer aud. & Old Chem 525 Phys 2002 College Physics II McMicken 127 Math 1046 Business Calculus Braunstein 300 Italian Italian Classes RecCenter 3210 Tuesday, April 28th, 4:30-6:30pm Phys 2001 College Physic I Zimmer Aud., & Old Chem 525 Math 1060/61 Calculus I Lindner Center 450 & Rievschl 502 Spanish Spanish Classes See Below Wednesday, April 29th, 4:30-6:30pm Math 1044 Applied Calculus I Zimmer Aud, Math 1021 College Algebra Old Chem 525 & 527 Math 1026 Pre-Calculus Old Chem 601 Phys 1052 General Physics II Braunstein 201, 300 & 301 French French classes See Below Thursday, April 30th, 4:30-6i:30pm Math 1062 Calculus II Zimmer Aud. & Old Chem 601 Math 1045 Applied Calculus II Old Chem 525 & 527 Stat 1031 Introduction to Statistics McMicken 127 Math 3022 Mathemathics for Middle School Teachers II: Algebra 60 W Charlton 227 Thursday, April 30th, 4:30-6:300pm Italian ( Make-up exam) Old Chem 702 French (Make-up exam) Old Chem 704 Spanish (Make-up exam) Old Chem 530 & 531 Spanish rooms – Tuesday, April 28th Old chem 527 McMicken 127 McMicken 43 Braunstein...
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...Revised January 2016 Subject to Change Advanced Placement Examination Credit In order to receive credit for your AP exam scores, please request an official score report to be sent electronically from the College Board. You can request a score report to be sent by contacting the College Board at 1.888.308.0013 or by visiting www.collegeboard.com. AP score reports are sent to OHIO throughout the year. For a complete list of course names and descriptions, please visit Ohio University’s online catalog and search under courses. The catalog can be found at: www.catalogs.ohio.edu AP SUBJECT SCORE OHIO UNIVERSITY EQUIVALENCY SEMESTER HOURS AP SUBJECT SCORE OHIO UNIVERSITY EQUIVALENCY SEMESTER HOURS Art History (13) (ARH) 3 AH 2110 4 Comp Government & Politics (58) (GPC) 3 POLS 2300 3 4 AH 2110, AH 2120 8 4 POLS 2300 3 5 AH 2110, AH 2120 8 5 POLS 2300 3 Art Studio: 2-D Design (15) (ASG)* 3 ART 1XXL 3 Computer Science A (31) (CSA) 3 CS 2400 4 4 ART 1XXL 3 4 CS 2400 4 5 ART 1XXL 3 5 CS 2400 4 Art Studio: 3-D Design (16) (ART3D)* 3 ART 1XXL 3 Computer Science AB (33) (CSAB) 3 CS 2400 4 4 ART 1XXL 3 4 CS 2400 4 5 ART 1XXL 3 5 CS 2400 4 Art Studio: Drawing (14) (ASD)* 3 ART 1XXL...
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...How to Succeed in Physics (and reduce your workload) Kyle Thomas, Lead Author Luke Bruneaux, Supporting Author Veritas Tutors, LLC How To Succeed in Physics | 2 About the Authors Kyle Thomas Kyle is currently a PhD candidate in the Psychology Department at Harvard University where he studies evolutionary social psychology and serves as a teaching fellow for graduate and undergraduate courses. Kyle has primarily tutored and taught Physics and Organic Chemistry through the UC Santa Cruz peer tutoring program where he became a program administrator. About Veritas Tutors Founded by two Harvard graduates in 2005, Veritas Tutors (www. veritutors.com) is the premiere provider of educational services and products in the Boston area. Offering subject tutoring, standardized test preparation, and admissions consulting, Veritas Tutors is dedicated to providing the best possible instruction to each of its students. Working with educators and consultants from Harvard, Yale, Columbia, MIT, and other elite academic institutions, our students all receive personalized guidance to achieve their goals in and out of the classroom. If you Luke Bruneaux have any questions, comments, or concerns, please contact us at info@ Luke holds a BA Summa Cum Laude from the University of Pennsylvania, veritutors.com or 1-877-265-6582. an MS from the University of Chicago and is working towards a PhD in physics at Harvard University. Luke was awarded a 2011 Derek Bok ...
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...(Friday Study Hall) | Week 3: 30/7-3/8 | Psychology (Monday Study Hall)Physical Education | Week 4: 6/8-10/8 | Accounting (Group A Monday Pd. 2, Group B Monday Pd. 3)Further Maths (Monday Study Hall)Chemistry (Group A Tuesday Pd. 2, Group B Tuesday Pd. 3)Math Methods (Pd. 7 – 4.00pm Tuesday)Specialist MathsItalianEnglish (Friday Study Hall)BiologyHealth | Week 5: 13/8-17/8 | Physics (Monday Study Hall)BiologyAccounting (Friday Study Hall)Physical EducationReligious Education | Week 6: 20/8-24/8Mid-Term Break Monday 20/8 | Design and TechnologyIT ApplicationsEconomics Legal Studies (Friday Study Hall) | Week 7: 27/8-31/8 | Specialist MathsChemistry (Friday Study Hall) Business Management (Friday Study Hall) | Week 8: 3/9-7/9Community Day Friday 7/9 | ItalianPsychology (Monday Study Hall)Biology | Week 9: 10/9-14/9No Senior Sport on Wednesday 12/9 | Physics (Monday Study Hall)Chemistry (Wednesday Study Hall)Business Management (Wednesday Study Hall)Math Methods (Friday Study Hall)Accounting (Group A Monday Pd. 2, Group B Monday Pd. 3)LiteratureBiologyHistorySystems Engineering | Week 10: 17/9-21/9No Senior Sport on Wednesday 19/9 | Further Maths (Monday Study Hall)English (Wednesday Study Hall)EconomicsLegal StudiesHealthSpecialist MathsReligious EducationMediaPhysical Education Physics (Friday Study Hall)Psychology (Friday Study Hall)...
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...3 Long-Term Goals: 1. Christopher will complete his A Level Math course, demonstrating at least 90% accuracy based on exam-scores. Christopher will be allowed accommodations for this exam, which will include taking the test in a separate classroom without any other students in it. This will be re-evaluated annually. 2. Christopher will engage in weekly check-ins with his general education teachers to create better relationships with individuals other than those he is already close with. He will do so with 80% accuracy per teacher observation and teacher checklist, checking in at least 8 out of 10 weeks. This will be re-evaluated quarterly. 3. Christopher will correctly explain the meaning of commonly used phrases that are considered metaphorical or figurative, demonstrating at least 85% accuracy, 8 out...
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...St. Mary’s Academy Guagua, Pampanga Project in Math and Physics (Reaction Paper) Submitted by: Banal, Aldrine Bautista, Jose Gabriel Capulong, Luis Carlo Angelo Hirro, Hans Darryl Lagman, Joseph Bryan Bacani, Gia Katrina Bautista, Nicole Anne Bautista, Niña Mae Carbungco, Christa Urania Carlos, Marielle Beatrice Cayanan, Celine David, Cristine Joy De Leon, Jaira Maurice Dela Peña, Jessameen Espinoza, Katherine Garcia, Celine Sigrid Go, Charmaine Rica Hernandez, Angelica Jimena, Ruffa Andrea Lavarez, Queenie Submitted to: Mrs. Luisa Perez (Math Teacher) Mrs. Sharon de Belen (Physics Teacher) Some of the pictures of Group 1 “Mathematics is the language of Science" This is a concept that links back to Galileo and is the reason why technology works, because the physical world obeys regular mathematical rules independent of any human belief system. Scientific concepts are interconnected by the rules of mathematics. Much has been written about why nature seems to work so well with these techniques. Sometimes...
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...interest to learn about any additional institution-specific admission requirements that may apply. Carnegie Unit Requirements 16 Carnegie Units should be completed by students graduating high school prior to 2012. 17 Carnegie Units should be completed by students graduating high school in 2012 or later. Carnegie Unit Requirement In Specific Subject Areas 4 Carnegie units of college preparatory English Literature (American, English, World) integrated with grammar, usage and advanced composition skills 4 Carnegie units of college preparatory mathematics Mathematics I, II, III and a fourth unit of mathematics from the approved list, or equivalent courses* or Algebra I and II, geometry and a fourth year of advanced math, or equivalent courses* 3 Carnegie units of college preparatory science for students graduating prior to 2012 Including at least one lab course from life sciences and one lab course from the physical sciences 4 Carnegie units of college preparatory science for students graduating 2012 or later...
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...CHEM 1035 | GENERAL CHEMISTRY | 4 | A | ENGE 1024 | ENGINEERING EXPLORATION | 2 | A | ENGL 1105 | FRESHMAN ENGLISH | 3 | A | MATH 1205 | CALCULUS | 3 | A- | ECON 2005 | MICRO PRINCIPLES OF ECONOMICS | 3 | A- | ACIS 1504 | INTRODUCTION TO BUSINESS INFORMATION SYSTEMS | 3 | B+ | ENGE 1114 | EXPLORATION OF ENGINEERING DESIGN | 2 | A | MATH 1206 | CALCULUS | 3 | B+ | PHYS 2305 | FOUNDATIONS OF PHYSICS | 4 | A | AOE 2074 | COMPUTATIONAL METHODS | 3 | B+ | ECON 2006 | MACRO PRINCIPLES OF ECONOMICS | 3 | A- | ECON 3104 | MICRO ECONOMICS THEORY | 3 | B+ | AOE 2104 | INTRODUCTION TO AEROSPACE ENGINEERING | 3 | A- | ESM 2104 | STATICS | 3 | B | MATH 2224 | MULTIVARIABLE CALCULUS | 3 | A- | AOE 3094 | MATERIALS FOR AEROSPACE AND OCEAN ENGINEERING | 3 | B+ | ACIS 2115 | PRINCIPLES OF ACCOUNTING | 3 | A | BIT 2405 | QUANTITATIVE METHODS | 3 | A | AOE 3104 | AIRCRAFT PERFORMANCE | 3 | B+ | ESM 2204 | MECHANICS OF DEFORMABLE BODIES | 3 | B+ | ESM 2304 | DYNAMICS | 3 | A- | ECON 3204 | MACRO ECONOMICS THEORY | 3 | B+ | MGT 3304 | MANAGEMENT THEORY AND LEADERSHIP PRACTICE | 3 | A | AOE 3054 | AEROSPACE EXPERIMENTAL METHODS | 3 | B+ | AOE 3114 | COMPRESSIBLE AERODYNAMICS | 3 | B | AOE 3124 | AEROSPACE STRUCTURES | 3 | A- | AOE 3134 | STABILITY AND CONTROL | 3 | A | MKT 3104 | MARKETING MANAGEMENT | 3 | B+ | FIN 3104 | INTRODUCTION TO FINANCE | 3 | A | AOE 3044 | BOUNDARY LAYER THEORY | 3 | B | AOE 4154 | AEROSPACE ENGINEERING LAB | 1 |...
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...Factors Affecting Student Academic Success in Gateway Courses at Northern Arizona University Russell Benford Julie Gess-Newsome Center for Science Teaching and Learning Northern Arizona University Flagstaff, AZ 86011-5697 May 24, 2006 Factors Affecting Student Academic Success in Gateway Courses at Northern Arizona University Table of Contents Section Abstract Introduction Predictors of Student Achievement in Introductory Business, Mathematics, and Science Courses Predictors of Student Achievement in Business, Marketing, and Economics Predictors of Student Achievement in Mathematics Predictors of Student Achievement in Computer Science Predictors of Student Achievement in Physics Predictors of Student Achievement in Chemistry Predictors of Student Achievement in Biology Summary of Factors That Predict Student Success in Introductory Business, Mathematics, and Science Courses Interpreting Results of Predictive Studies in Business, Mathematics, and Science Education Methods Institutional Records and Public Data ABC and DFW Rates in Gateway Courses Characterizing ABC and DFW Students Student Survey Page 4 5 10 11 13 15 18 20 21 24 27 30 31 32 34 35 1 Characterizing Students’ Educational and Socioeconomic Contexts Characterizing Gateway Classrooms and Courses Development of Predictive Model Results Course-Oriented ABC and DFW Statistics ABC and DFW Rates in Gateway Courses Teaching Styles Used in Gateway Courses Student-Oriented ABC and DFW Statistics Student...
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