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Many students read physical science textbooks as if they were reading a novel. That is, they read a chapter through from beginning to end as if it were a narrative. However, the purpose of physical science texts is to teach students problem-solving techniques. Therefore, the critical information is in the sample problems and illustrations, not in the written word. Words are only supporting elements in these texts. They are there to explain processes to the student. All of this means three things. Readers should:
Physical Science Chapter 5 Homework
Arithmetic Algebra provides a customized open-source textbook for the math developmental students at New York City College of Technology. The book consists of short chapters, addressing essential concepts necessary to successfully proceed to credit-level math courses. Each chapter provides several solved examples and one unsolved Exit Problem. Each chapter is also supplemented by its own WeBWork online homework assignment. The book can be used in conjunction with WeBWork for homework (online) or with the Arithmetic Algebra Homework handbook (traditional). The content in the book, WeBWork and the homework handbook are also aligned to prepare students for the CUNY Elementary Algebra Final Exam (CEAFE).
'Physics 2' is the second half of a general physics sequence that requires only college-level algebra and trigonometry (no calculus) as a math prerequisite. PHY2053-54 istaken (instead of PHY2048-49) by most premedical, predental, and other preprofessional students who are not majoring in a physical science and/or do not plan to take Calculus 3 which is a co-requisite for PHY2049.
You had to pass Physics 1 to get into thisclass so you already know that physics is a science that is both quantitative and cumulative. A good number of the ideas and techniques learned in Physics 1 are required for understanding the new concepts introduced in PHY2054. "Doing physics" involves applying a relatively small number of ideas that we call 'physical laws or principles' to awide variety of physical situations, i. e. , exercises and problems.
In addition to the recommended homework, three or more selected review problems for each chapter are listed in the Lecture Schedule. We suggest that you try these after you've done the rest of the homework---if you can work the review problems 'cold' without much difficulty you ought to do pretty well on the exam.
2. Make yourself a realistic study schedule and work on the problems [homework] regularly. A realistic schedule counts only the actual time spent with book open, paper or notebook ready, and writing implement in hand---not the time taken for "getting ready to study"; for coffee/food breaks, etc.! The assigned problems should be considered the minimum quantity you need to work in order to pass the course. If you aspire to a higher grade you should do more. Several students who made A's in this course last summer told me thatthey worked every problem in the assigned chapters!!!
Web-based homework (WBH) systems are proliferating in the teaching of large introductory physics courses (1) nationwide. With the downsizing of both science faculty and teaching assistants, many universities have abandoned time-intensive approaches to homework, such as collecting and grading paper homework and conducting small discussion sections where instructors go over homework problems. WBH systems can provide an affordable alternative to traditional approaches to administering homework. It is likely that the financially motivated trend of replacing traditional paper-and-pencil homework (PPH) with WBH will continue to expand.
This study examines whether there is value added when PPH is replaced by WBH in large introductory physics courses. Specifically, whether there are measurable differences in exam performance between students in large introductory physics classes using WBH and students in the same introductory courses using PPH was investigated. The study investigates exam performance in two service course sequences at the University of Massachusetts at Amherst (the two-semester sequence for life-science majors and the two-semester sequence for physical science and engineering majors) over a three-year period.
Two research strands are relevant to this study: (a) the general effect of homework on academic performance and (b) the specific effect of WBH on science/math achievement. These two areas are treated separately.
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