Middle school was the foundation for my interest in Mathematics. I learned to be more precise with my mathematical diction in order to better understand why certain things worked the way they did. I started wondering why there wasn't an equation used to model quartic,quintic and even higher degrees polynomials like the basic formula of the quadratic equation. Overwhelmed by questions I couldn't answer, I decided to shift gears and explore the world of science. As a result, in 8th grade, I took a course of Investigation In Science, where I learned lessons pertaining to geology and biological sciences. Unlike my math courses, the lessons I was taught in Investigation In Science seemed easily receptive to my rational thought, and I was able to …show more content…
My Honors Physics class introduced me to basic mechanics, of why objects behaved the way they did, why they followed certain rules and so on. I loved physics, I started reading articles and books on Physics works. But most all, I was very fascinated by the simplicity and elegance of physics, the way complex phenomena were represented by simple equations like force equals mass times acceleration. The following year I decided to take AP Physics 1 and self study Mechanics C, I discovered that mathematics was a backbone to physics. Expressing physics ideas with simple formulas required the understanding of mathematics, so one day I took a deep breath and made a commitment that to truly say I understand physics I would have to love and work with mathematics. I decided that even if Math didn’t help me understand the universe as well as physics or biology, I would study mathematics for its incredible elegance. During 11 grade, I was motivated to double-major in physics and mathematics due to my Calculus BC teacher, who had “infectious enthusiasm” that captivated each student in the classroom. I was taught to see the beautiful aspects of calculus, in a revolutionary way of
I was never one to be inclined towards math or science. I always felt that English and writing were more my speed, and in turn I enjoyed them more. From Susan Jacoby’s point of view as shown in her essay “When Bright Girls Decide That Math is a Waste of Time,” this would not have been a good enough reason for me to stop taking those subjects in my later years of high school. However, I disagree. I think learning, especially as you get older and closer to college-age, should be about the subjects that allow you to thrive and discover yourself, not about those that you struggle with and cause you stress.
From the moment that I entered the Chemistry room at Windsor High School, I knew I was in trouble. That trouble came from realizing that almost every single Chemistry problem involved math, specifically math that required three to four equations along with written explanations about what the results meant. No matter how hard I tried on my homework and exams, I just could not understand how a problem could tell me that I needed the Ideal Gas Law as well as Faraday’s Law to know how many moles sodium chloride contained in one gram. My mind had trouble going along with the logic behind the math in Chemistry. The math in this class was not difficult; it was just confusing to know what steps must be taken to get the correct solution. In addition,
Steen, Lynn Arthur . "Integrating School Science and Mathematics: Fad or Folly?." St. Olaf College. (1999): n. page. Web. 12 Dec. 2013..
I've always loved learning, especially math. Math has always come easy to me. Science also has never been challenging enough so I took Chemistry this year and I am planning to take physics next years. Chemistry is very challenging for me and I've had thoughts of dropping out of it, but I pushed myself and forced myself not to give
I have interests in physics which is primarily where I discovered how helpful my extra talents are. AP Physics my junior year was the most lab intensive class I have ever taken, with,
Dilemma Paper As an engineering student calculus is fundamental to nearly every aspect of engineering. My experience with calculus started before I became an engineering student, it started while I was still in high school when I was in AP Calculus BC. AP Calculus BC was one of the hardest AP courses offered in my school, appropriately, only the top math students were permitted to take it. However, in my class there was a sharp distinction between the students who knew what they were doing, who had some idea of what was going on, and who didn’t follow what was going on at all.
After his visit to a Shell Research Laboratory, my high school teacher in math told us in class that he was so happy with his education, because mathematics had helped him to understand the explanations and demonstrations that had been given by the Shell researchers. He said, "If you master mathematics then you can understand everything." That was certainly an exaggeration, but it nevertheless sounded like a golden message. Since I definitely wanted to have a better understanding of what was going on around me, mathematics seemed the obvious way to go. Also, if it was not much beyond high school math, then it was pretty easy in addition. What could one wish more? So I enrolled in every advanced math class offered in our high school. Pretty soon I discovered that mathematics was much more than a set of principles that helped one to solve intellectual riddles. It was not a finished system that one could aim to master after some limited time, but it was really a way of thinking, a means of expressing creativity: endless, an old established science, but still fresh and with undiscovered green meadows, nearby and far away.
When you hear the words—science, formulas, scientific methods, experiments, procedures—where do you go? Do you turn off? As an educator in the field of science, how can I turn you on?
Those of us interested in engineering would require physics courses that were based on calculus, and wanted the chance for our work to count towards college credit... After much determination and perseverance, I was instrumental in convincing our administration to give us a chance, and also helped recruit a teacher to help find the best curriculum to prepare students for the AP Physics C exam.
My enthusiasm and the strongly committed teachers I have encountered in my life have attributed to my success in math and science. Prior to going onto ninth grade, my Math classes dating back from middle school were never mentally straining. Math appealed to me because in eighth grade, my math teacher, Dr. Christopher, would encourage her class by recognizing our achievements with small rewards such as candies and ice cream passes during lunch. Her actions sparked my interest in math. I have a natural regard for math and science. By breaking down math problems step by step, I can better understand them. ...
It seems like only yesterday--I was a high school student majoring in English with plans someday to become, of all things, a teacher. I attended a small high school--there were only 140 students in my graduating class--so we were blessed with the same teacher for several consecutive years. It was not until I found myself in college a few years later that I learned how truly blessed I had been in math. Mr. John Ramon of County High School was a great math teacher.
During my school and college, I was very sharp in analytical problem solving and this quality made physics and mathematics one of my favorite subjects. I was very keen on performing the physics practical. My inclination towards physics and mathematics compelled to choose electrical engineering for my Bachelors degree.
In my previous studies, I have covered all the four branches of mathematics syllabus and this has made me to develop a strong interest in pure mathematics and most importantly, a very strong interest in calculus.
When we sit in a science class, most of the time we are bored as bored can get. We really do not get a chance to explore on our own to find out what’s really out there. Teachers sometimes are not able to get in depth outside the textbook because they are required to teach that all throughout the year. That is why a lot of kids do not really get into science because they are stuck in the book all the time. Some kids love science and do not really care about the work they have to do.
This evaluation has not only allowed me explore calculus more in depth, but also physics, and the way the world works. This has personally allowed me to explore the connections between math and real-world situations, which is hard to find in textbooks.