KASEM: September 2013

Saturday, September 21, 2013

NECTA CSEE TIME TABLE 2013

THE UNITED REPUBLIC OF TANZANIA NATIONAL EXAMINATIONS COUNCILREF.CSEE 2013 CERTIFICATE OF SECONDARY EDUCATION EXAMINATION NOVEMBER, 2013 TIMETABLE (07th-24thOctober, 2013- 051/2 FOOD AND NUTRITION PRACTICAL) DAY & DATE MORNING SESSION (A.M.) AFTERNOON SESSION (P.M.) CODE NO. SUBJECT TIME CODE NO. SUBJECT TIME Monday 04/11/2013 013 Geography 8:00 - 11:00 022 English Language 2:00 - 5:00 Tuesday 05/11/2013 041 Basic Mathematics 8:00 - 11:00 021 Kiswahili 2:00 - 5:00 Wednesday 06/11/2013 011 Civics 8:00 - 10:30 012 071 083 097 History Building Construction Radio & TV Servicing Mechanical Draughting 2:00 - 5:00 2:00 - 5:00 2:00 - 5:00 2:00 - 5:00 Thursday 07/11/2013 033/1 Biology 1 8:00 - 11:00 032/1 Chemistry 1 2:00 - 5:00 Friday 08/11/2013 033/2A 033/2 Biology 2A (Practical) Biology 2 (Alt. to Practical) 8:00 - 10:30 8:00 - 10:30 062 072 082 086 Book Keeping Architectural Draughting Electrical Eng. Science Plant & Equip. Maintenance 2:00 - 5:00 2:00 - 5:00 2:00 - 5:00 2:00 - 5:00 Monday 11/11/2013 031/1 035 Physics 1 Engineering Science 8:00 - 11:00 8:00 - 11:00 014/1 015/1 Bible Knowledge 1 Elimu ya Dini ya Kiislamu1 2:00 - 4:30 2:00 - 4:00 Tuesday 12/11/2013 032/2A 032/2 Chemistry 2A (Practical) Chemistry 2 (Alt. to Practical) 8:00 - 10:30 8:00 - 10:30 010 018/2 052/1 075 084 093 Qualifying Test Physical Education 2 Textile & Dressmaking 1 Brickwork and Masonry Electrical Draughting Motor Vehicle Mechanics 2:00 - 5:00 2:00 - 4:30 2:00 - 5:00 2:00 - 5:00 2:00 - 5:00 2:00 - 5:00 Wednesday 13/11/2013 031/2A 031/2 076 092 Physics 2A (Practical) Physics 2 (Alt. to Practical) Painting & Signwriting Workshop Technology 8:00 - 10:30 8:00 - 10:30 8:00 - 11:00 8:00 - 11:00 014/2 015/2 Bible Knowledge 2 Elimu ya Dini ya Kiislamu 2 2:00 - 4:30 2:00 - 4:30 Thursday 14/11/2013 033/2B 051/1 074 085 Biology 2B (Practical) Food & Nutrition 1 Carpentry & Joinery Refrigeration & Air Conditioning 8:00 - 10:30 8:00 - 11:00 8:00 - 11:00 8:00 - 11:00 024 042 063 Literature in English Additional Mathematics Typewriting 2:00 - 4:30 2:00 - 5:00 2:00 - 4:00 Friday 15/11/2013 032/2B 017/1 077 096 Chemistry 2B (Practical) Music 1 Plumbing Auto Electrics 8:00 - 10:30 8:00 - 11:00 8:00 - 11:00 8:00 - 11:00 061 073 081 098 Commerce Surveying Electrical Installation Foundry & B/Smith 2:00 - 4:30 2:00 - 5:00 2:00 - 5:00 2:00 - 5:00 Monday 18/11/2013 033/2C 017/2 095 Biology 2C (Practical) Music 2 Fitting & Turning 8:00 - 10:30 8:00 - 10:00 8:00 - 11:00 016/1 025 Fine Art 1 Arabic Language 2:00 - 5:30 2:00 - 5:00 Tuesday 19/11/2013 018/1 031/2B 052/2 Physical Education 1 Physics 2B (Practical) Textile & Dressmaking 2 8:00 - 10:30 8:00 - 10:30 8:00 - 11:00 036/1 094 Information & Computer Studies 1 Welding & Metal Fabrication 2:00 - 5:00 2:00 - 5:00 Wednesday 20/11/2013 032/2C 036/2 Chemistry 2C (Practical) Information & Computer Studies 2 (Practical) 8:00 - 10:30 8:00 - 11:00 016/2 023 034/1 Fine Art 2 French Language Agricultural Science 1 2:00 - 5:30 2:00 - 5:00 2:00 - 4:30 Thursday 21/11/2013 031/2C 034/2 Physics 2C (Practical) Agricultural Science 2 (Practical) 8:00 - 10:30 8:00 - 10:15 IMPORTANT:1. Attention is called to `Notice to Candidates' overleaf.

NECTA CSEE TIME TABLE 2013

NECTA ACSEE TIME TABLE 2014

THE UNITED REPUBLIC OF TANZANIARef. ACSEE 2014 NATIONAL EXAMINATIONS COUNCIL ADVANCED CERTIFICATE OF SECONDARY EDUCATIONEXAMINATION MAY2014 TIMETABLE DAY & DATE MORNING SESSION (A.M.) AFTERNOON SESSION (P.M.) CODE NO. SUBJECT TIME CODE NO. SUBJECT TIME Monday 05/5/2014 141 142/1 121/1 Basic Applied Mathematics Advanced Mathematics 1 Kiswahili 1 8:00 - 11:00 8:00 - 11:00 8:00 - 11:00 111 General Studies 2:00 - 4:30 Tuesday 06/5/2014 131/1 155/1 152/1 134/1 122/1 Physics 1 Food and Human Nutrition 1 Commerce 1 Agriculture 1 English Language 1 8:00 - 10:30 8:00 - 11:00 8:00 - 11:00 8:00 - 11:00 8:00 - 11:00 113/1 123/1 153/1 Geography 1 French Language 1 Accountancy 1 2:00 - 5.00 2:00 - 5.00 2:00 - 5.00 Wednesday 07/5/2014 132/3A 123/2 151/1 Chemistry 3A (Practical) French Language 2 Economics 1 8:00 - 11:00 8:00 - 11:00 8:00 - 11:00 112/1 134/2 152/2 History1 Agriculture 2 Commerce 2 2:00 - 5:00 2:00 - 5:00 2:00 - 5:00 Thursday 08/5/2014 133/1 142/2 112/2 Biology 1 Advanced Mathematics 2 History 2 8:00 - 11:00 8:00 - 11:00 8:00 - 11:00 122/2 132/1 151/2 English Language 2 Chemistry 1 Economics 2 2:00 - 5:00 2:00 - 4:30 2:00 - 5:00 Friday 09/5/2014 121/2 153/2 131/2 Kiswahili 2 Accountancy 2 Physics 2 8:00 - 11:00 8:00 - 11:00 8:00 - 10:30 113/2 155/2 Geography 2 Food and Human Nutrition 2 2:00 - 5:00 2:00 - 5:00 Monday 12/5/2014 131/3A 155/3 134/3 Physics 3A (Practical) Food and Human Nutrition 3 Agriculture 3 (Practical) 8:00 - 11:10 8:00 - 11:00 8:00 - 11:00 114/1 115/1 Divinity 1 Islamic Knowledge 1 2:00 - 5:00 2:00 - 5:00 Tuesday 13/5/2014 132/2 Chemistry 2 8:00 - 10:30 133/2 Biology 2 2:00 - 5:00 Wednesday 14/5/2014 133/3A Biology 3A (Practical) 8:00 - 11:20 114/2 115/2 Divinity 2 Islamic Knowledge 2 2:00 - 5:00 2:00 - 5:00 Thursday 15/5/2014 132/3B 136/1 Chemistry 3B (Practical) Computer Science 1 8:00 -11:00 8:00 -11:00 125/1 Arabic Language 1 2:00 - 5:00 Friday 16/5/2014 131/3B 136/2 Physics 3B (Practical) Computer Science 2 (Practical) 8:00 - 11.10 8:00 - 11:00 125/2 Arabic Language 2 2:00 - 5:00 Monday 19/5/2014 133/3B Biology 3B (Practical) 8:00 -11:20 Tuesday 20/5/2014 132/3C Chemistry 3C (Practical) 8:00 - 11:00 Wednesday 21/5/2014 131/3C Physics 3C (Practical) 8:00 - 11:10 IMPORTANT:1. Attention is called to `Notice to Candidates' overleaf.

NECTA ACSEE TIME TABLE 2014

HOW TO SPEAK IN PUBLIC

Public Speaking Group Most of us feel uncomfortable when we speak to a group, and many students would like to avoid the stress and anxiety of speaking in public. Nevertheless, many university programs now require students to make class presentations or to conduct seminar sessions. This group provides instruction in how to speak effectively to an audience andto survivethe experience. Many students come to thePublic Speaking Groupto get rid of the anxiety. Unfortunately, that goal is not realistic -- speaking in front of a group is stressful, and the anxiety that one experiences (while unwanted) is perfectly normal. The Public Speaking Group is designed to help studentspractice presentation skillsandexperience anxietyas they do a good job. Public Speaking Group Sessions Session 1: Introductions *.Get to know one another through introductions *.Overview of the group *.Procedures: Presentations, Questions, Feedback, Video-recording *.Participants select a reading on public speaking for presentation at next session. Session 2: Speaking about Speaking *.Summary of individual readings on public speaking *.Present highlights of reading and key points *.5-minute presentation; listeners make notes and jot down questions; 5-minute question period *.Feedback (what you liked about the presentation) Session 3: Mini Lecture - TeachingAboutSomething *.Pick a topic from your area of study *.Prepare a 5-minute mini-lecture that teaches one or two (at most) key concepts *.Use visual aides to amplify your points Session 4: Mini Lecture - TeachingHow To DoSomething *.Pick an activity that you know how to do. *.Provide a 5-10-min presentation/demonstration that teaches the group members to do the activity. If the Group or Workshop is already scheduled Please make a 20 minute appointment to meet one of the facilitators, to make sure that the group is appropriate to your needs. If the Group or Workshop is not already scheduled If we have sufficient interest in this group we will offer it as possible. To show your interest, please come to the Counselling Services and fill our a timetable to show us when you would be available. By Kassim Seif

HOW TO SPEAK IN PUBLIC

Wednesday, September 18, 2013

TIPS FOR ENHANCING YOUR ABILITY TO LEARN AND REMEMBER.

>Tips for enhancing your ability to learn and remember: *.Pay attention.You can’t remember something if you never learned it, and you can’t learn something—that is, encode it into your brain—if you don’t pay enough attention to it. It takes about eight seconds of intense focus to process a piece of information into your memory. If you’re easily distracted, pick a quiet place where you won’t be interrupted. *.Involve as many senses as possible.Try to relate information to colors, textures, smells, and tastes. The physical act of rewriting information can help imprint it onto your brain. Even if you’re a visual learner, read out loud what you want to remember. If you can recite it rhythmically, even better. *.Relate information to what you already know.Connect new data to information you already remember, whether it’s new material that builds on previous knowledge, or something as simple as an address of someone who lives on a street where you already know someone. *.For more complex material, focus on understanding basic ideasrather than memorizing isolated details. Practice explaining the ideas to someone else in your own words. *.Rehearse information you’ve already learned.Review what you’ve learned the same day you learn it, and at intervals thereafter. This “spaced rehearsal” is more effective than cramming, especially for retaining what you’ve learned.

TIPS FOR ENHANCING YOUR ABILITY TO LEARN AND REMEMBER.

THE LAST RELEASE OF MEMORY EXERCISES TO SHARPEN YOUR MIND AND BOOST THE BRAIN POWER.

The last method is Method of loci– Imagine placing the items you want to remember along a route you know well or in specific locations in a familiar room or building. For a shopping list, imagine bananas in the entryway to your home, a puddle of milk in the middle of the sofa, eggs going up the stairs, and bread on your bed. By Kassim Seif Contacts for our services: +255756845725. +255714814295. Email us:kassimseif21@gmail.com. Comment below:

THE LAST RELEASE OF MEMORY EXERCISES TO SHARPEN YOUR MIND AND BOOST THE BRAIN POWER.

MEMORY EXERCISES TO SHARPEN YOUR MIND AND BOOST THE BRAIN POWER 3

From the previous release.... >For mental energy, choose complex carbohydrates Just as a racecar needs gas, your brain needs fuel to perform at its best. When you need to be at the top of your mental game, carbohydrates can keep you going. But the type of carbs you choose makes all the difference. Carbohydrates fuel your brain, but simple carbs (sugar, white bread, refined grains) give a quick boost followed by an equally rapid crash. There is also evidence to suggest that diets high in simple carbs can greatly increase the risk for cognitive impairment in older adults. For healthy energy that lasts, choose complex carbohydrates such as whole-wheat bread, brown rice, oatmeal, high-fiber cereal, lentils, and whole beans. Avoid processed foods and limit starches (potato, pasta, rice) to no more than one quarter of your plate. Improving memory tip 5: Give your brain a workout By the time you’ve reached adulthood, your brain has developed millions of neural pathways that help you process information quickly, solve familiar problems, and execute familiar tasks with a minimum of mental effort. But if you always stick to these well-worn paths, you aren’t giving your brain the stimulation it needs to keep growing and developing. You have to shake things up from time to time! Try taking a new route home from work or the grocery store, visiting new places at the weekend, or reading different kinds of books Memory, like muscular strength, requires you to “use it or lose it.” The more you work out your brain, the better you’ll be able to process and remember information. The best brain exercising activities break your routine and challenge you to use and develop new brain pathways. Activities that require using your hands are a great way to exercise your brain. Playing a musical instrument, juggling, enjoying a game of ping pong (table tennis), making pottery, knitting, or needlework are activities that exercise the brain by challenging hand-eye coordination, spatial-temporal reasoning, and creativity. The brain exercising activity you choose can be virtually anything, so long as it meets the following three criteria: 1.It’s new.No matter how intellectually demanding the activity, if it’s something you’re already good at, it’s not a good brain exercise. The activity needs to be something that’s unfamiliar and out of your comfort zone. 2.It’s challenging.Anything that takes some mental effort and expands your knowledge will work. Examples include learning a new language, instrument, or sport, or tackling a challenging crossword or Sudoku puzzle. 3.It’s fun.Physical and emotional enjoyment is important in the brain’s learning process. The more interested and engaged you are in the activity, the more likely you’ll be to continue doing it and the greater the benefits you’ll experience. The activity should be challenging, yes, it should also be something that is fun and enjoyable to you. Make an activity more pleasurable by appealing to your senses—playing music while you do it, or rewarding yourself afterwards with a favorite treat, for example. Use mnemonic devices to make memorization easier Mnemonics (the initial “m” is silent) are clues of any kind that help us remember something, usually by helping us associate the information we want to remember with a visual image, a sentence, or a word. Mnemonic deviceExample Visual image– Associate a visual image with a word or name to help you remember them better. Positive, pleasant images that are vivid, colorful, and three-dimensional will be easier to remember. To remember the name Rosa Parks and what she’s known for, picture a woman sitting on a park bench surrounded by roses, waiting as her bus pulls up. Acrostic (or sentence)- Make up a sentence in which the first letter of each word is part of or represents the initial of what you want to remember. The sentence “Every good boy does fine” to memorize the lines of the treble clef, representing the notes E, G, B, D, and F. Acronym– An acronym is a word that is made up by taking the first letters of all the key words or ideas you need to remember and creating a new word out of them. The word “HOMES” to remember the names of the Great Lakes: Huron, Ontario, Michigan, Erie, and Superior. Rhymes and alliteration- Rhymes, alliteration (a repeating sound or syllable), and even jokes are a memorable way to remember more mundane facts and figures. The rhyme “Thirty days hath September, April, June, and November” to remember the months of the year with only 30 days in them. Chunking– Chunking breaks a long list of numbers or other types of information into smaller, more manageable chunks. Remembering a 10-digit phone number by breaking it down into three sets of numbers: 555-867-5309 (as opposed to5558675309). be ready for the next release...

MEMORY EXERCISES TO SHARPEN YOUR MIND AND BOOST THE BRAIN POWER 3

MEMORY EXERCISES TO SHARPEN YOUR MIND AND BOOST THE BRAIN POWER 2.

Continue from first release.... Spend time with fun, playful people.These are people who laugh easily—both at themselves and at life’s absurdities—and who routinely find the humor in everyday events. Their playful point of view and laughter are contagious. *.Surround yourself with reminders to lighten up.Keep a toy on your desk or in your car. Put up a funny poster in your office. Choose a computer screensaver that makes you laugh. Frame photos of you and your family or friends having fun. *.Pay attention to children and emulate them.They are the experts on playing, taking life lightly, and laughing. Improving memory tip 3: Keep stress in check Stress is one of the brain’s worst enemies. Over time, if left unchecked, chronic stressdestroys brain cells and damages the hippocampus, the region of the brain involved in the formation of new memories and the retrieval of old ones. The stress-busting, brain-boosting benefits of meditation The scientific evidence for the mental health benefits of meditation continues to pile up. Studies show that meditation helps improve many different types of conditions, including depression, anxiety, chronic pain, diabetes, and high blood pressure. Meditation also can improve focus, concentration, creativity, and learning and reasoning skills. Meditation works its “magic” by changing the actual brain. Brain images show that regular meditators have more activity in the left prefrontal cortex, an area of the brain associated with feelings of joy and equanimity. Meditation also increases the thickness of the cerebral cortex and encourages more connections between brain cells—all of which increases mental sharpness and memory ability. Depression and anxiety can also affect memory In addition to stress, depression, anxiety, and chronic worrying can also take a heavy toll on the brain. In fact, some of the symptoms of depression and anxiety include difficulty concentrating, making decisions, and remembering things. If you are mentally sluggish because of depression or anxiety, dealing with the problem will make a big difference in your cognitive abilities, including memory. Improving memory tip 4: Eat a brain-boosting diet Just as the body needs fuel, so does the brain. You probably already know that a diet based on fruits, vegetables, whole grains, “healthy” fats (such as olive oil, nuts, fish) and lean protein will provide lots of health benefits, but such a diet can also improve memory. But for brain health, it’s not just what you eat—it’s also what you don’t eat. The following nutritional tips will help boost your brainpower and reduce your risk of dementia: *.Get your omega-3s.More and more evidence indicates that omega-3 fatty acids are particularly beneficial for brain health. Fish is a particularly rich source of omega-3, especially cold water “fatty fish” such as salmon, tuna, halibut, trout, mackerel, sardines, and herring. In addition to boosting brainpower, eating fish may also lower your risk of developing Alzheimer’s disease.If you’re not a fan of seafood, consider non-fish sources of omega-3s such aswalnuts, ground flaxseed, flaxseed oil, winter squash, kidney and pinto beans, spinach, broccoli, pumpkin seeds, and soybeans. *.Limit calories and saturated fat.Research shows that diets high in saturated fat (from sources such as red meat, whole milk, butter, cheese, sour cream, and ice cream) increase your risk of dementia and impair concentration and memory. Eating too many calories in later life can also increase your risk of cognitive impairment. Talk to your doctor or dietician about developing a healthy eating plan. *.Eat more fruit and vegetables.Produce is packed with antioxidants, substances that protect your brain cells from damage. Colorful fruits and vegetables are particularly good antioxidant "superfood" sources. Try leafy green vegetables such as spinach, broccoli, romaine lettuce, Swiss chard, and arugula, and fruit such as bananas, apricots, mangoes, cantaloupe, and watermelon. *.Drink green tea.Green tea contains polyphenols, powerful antioxidants that protect against free radicals that can damage brain cells. Among many other benefits, regular consumption of green tea may enhance memory and mental alertness and slow brain aging. *.Drink wine (or grape juice) in moderation.Keeping your alcohol consumption in check is key, since alcohol kills brain cells. But in moderation (around 1 glass a day for women; 2 for men), alcohol may actually improve memory and cognition. Red wine appears to be the best option, as it is rich in resveratrol, a flavonoid that boosts blood flow in the brain and reduces the risk of Alzheimer’s disease. Other resveratrol-packed options include grape juice, cranberry juice, fresh grapes and berries, and peanuts. will continue next release....

MEMORY EXERCISES TO SHARPEN YOUR MIND AND BOOST THE BRAIN POWER 2.

MEMORY EXERCISES TO SHARPEN YOUR MIND AND BOOST THE BRAIN POWER.

How to Improve Your Memory Tips and Exercises to Sharpen Your Mind and Boost Brainpower. A strong memory depends on the health and vitality of your brain. Whether you're a student studying for final exams, a working professional interested in doing all you can to stay mentally sharp, or a senior looking to preserve and enhance your grey matter as you age, there are lots of things you can do to improve your memory and mental performance. In This Article: >Don't skimp on exercise or sleep. >Make time for friends and fun. >Keep stress in check >Eat a brain-boosting diet. >Give your brain a workout. >Mnemonic devices and memorization. >Enhancing your ability to learn. >Harnessing the power of your brain. They say that you can’t teach an old dog new tricks, but when it comes to the brain, scientists have discovered that this old adage simply isn’t true. The human brain has an astonishing ability to adapt and change—even into old age. This ability is known asneuroplasticity. With the right stimulation, your brain can form new neural pathways, alter existing connections, and adapt and react in ever-changing ways. The brain’s incredible ability to reshape itself holds true when it comes to learning and memory. You can harness the natural power of neuroplasticity to increase your cognitive abilities, enhance your ability to learn new information, and improve your memory. Improving memory tip 1: Don't skimp on exercise or sleep Just as an athlete relies on sleep and a nutrition-packed diet to perform his or her best, your ability to remember increases when you nurture your brain with a good diet and other healthy habits. When you exercise the body, you exercise the brain Treating your body well can enhance your ability to process and recall information. Physical exerciseincreases oxygen to your brain and reduces the risk for disorders that lead to memory loss, such as diabetes and cardiovascular disease. Exercise may also enhance the effects of helpful brain chemicals and protect brain cells. Improve your memory by sleeping on it When you’re sleep deprived, your brain can’t operate at full capacity. Creativity, problem-solving abilities, and critical thinking skills are compromised. Whether you’re studying, working, or trying to juggle life’s many demands, sleep deprivation is a recipe for disaster. But sleep is critical to learning and memory in an even more fundamental way. Research shows that sleepis necessary for memory consolidation, with the key memory-enhancing activity occurring during the deepest stages of sleep. Improving memory tip 2: Make time for friends and fun When you think of ways to improve memory, do you think of “serious” activities such as wrestling with the New York Times crossword puzzle or mastering chess strategy, or do more lighthearted pastimes—hanging out with friends or enjoying a funny movie—come to mind? If you’re like most of us, it’s probably the former. But countless studies show that a life that’s full of friends and fun comes with cognitive benefits. Healthy relationships: the ultimate memory booster? Humans are highly social animals. We’re not meant to survive, let alone thrive, in isolation. Relationships stimulate our brains—in fact, interacting with others may be the best kind of brain exercise. Research shows that having meaningful relationships and a strong support system are vital not only to emotional health, but also to brain health. In one recent study from the Harvard School of Public Health, for example, researchers found that people with the most active social lives had the slowest rate of memory decline. There are many ways to start taking advantage of the brain and memory-boosting benefits of socializing. Volunteer, join a club, make it a point to see friends more often, or reach out over the phone. And if a human isn’t handy, don’t overlook the value of a pet—especially the highly-social dog. Laughter is good for your brain You’ve heard that laughter is the best medicine, and that holds true for the brain as well as the body. Unlike emotional responses, which are limited to specific areas of the brain, laughter engages multiple regions across the whole brain. Furthermore, listening to jokes and working out punch lines activates areas of the brain vital to learning and creativity. As psychologist Daniel Goleman notes in his bookEmotional Intelligence,“laughter…seems to help people think more broadly and associate more freely.” Looking for ways to bring more laughter in your life? Start with these basics: *.Laugh at yourself.Share your embarrassing moments. The best way to take ourselves less seriously is to talk about the times when we took ourselves too seriously. *.When you hear laughter, move toward it.Most of the time, people are very happy to share something funny because it gives them an opportunity to laugh again and feed off the humor you find in it. When you hear laughter, seek it out and ask, “What’s funny?” * will continue in the next release....

MEMORY EXERCISES TO SHARPEN YOUR MIND AND BOOST THE BRAIN POWER.

PHYSICS STUDYING SKILLS 2

Continue from previous release... 14. Form a physics study group to talk aloud and test yourself on your new learned knowledge. Explaining physics to others is an excellent way to reinforce new concepts. Study groups also help students to do better by increasing their motivation and confidence. If group is out of the question for you, try explaining new ideas to a family member, a friend or even your dog! 15. Research has shown that we remember 90% of what we say and do. So practice, practice, practice (do, do, do) physics and explain it to others (say, say, say). 16. Physics takes a lot of time and effort, so don't take it with a heavy course or work load or lots of family responsibilities. Give yourself time to really learn it and enjoy it. In addition to the hours you spend in lecture and lab, plan to spend at least 10 hours per week on homework problems and at least one hour for writing up your laboratory report. 17. Physics is cumulative; one topic builds on another - so don't fall behind. Attend every class if you can. Keep up with the material. If you need help, get it immediately. You can get assistance from your instructor, the Math Learning Center, physics lab aides, your classmates, family or friends, other physics texts, the college outline series (ex. Schaum) or the library reserve shelf (problem solutions, study guide). 18. Review immediately after class and again eight hours later. Most of the information we learn is lost within the first 20 to 60 minutes after learning. So be sure to review as soon as you can. 19. Begin studying for exams well in advance and avoid cramming. Throughout the semester, as you learn each new concept test yourself on it. The best students are testing themselves continuously throughout the learning process. In addition, make up your own difficult practice tests and practice working out all types of problems. __________________________________________________________ By Kassim Seif

PHYSICS STUDYING SKILLS 2

PHYSICS STUDYING SKILLS 1

These physics study skills have been compiled from interviews with Physics teachers. 1. Math is at the heart of physics. So the better your math, the better you'll do in physics. A good working knowledge of algebra and trigonometry is needed for Physics 121 and knowledge of calculus for Physics 210. 2. Get a good overview of your physics textbook before tackling it in depth. *.Read the topics in the table of contents. If you look at several physics books, you will notice that many are laid out the same way. For example, in both Physics 121 and in Physics 210, your book will have chapters on motion, work and energy, heat and thermodynamics, vibrations and waves, sound, electricity and magnetism, optics etc. TIP: So if you have difficulty with a concept in Physics 210, why not review it in a Physics 121 book? *.Read the preface. It will give you an overview of the author's intentions, emphasis and arrangement of the book. For example, here are quotes from a preface written by author W. Thomas Griffith: "An unusual feature of this book ... is the carefully worded conceptual questions at the end of each chapter... Many of these have been classroom-tested on quizzes..." "Another unusual feature of this book is that each chapter begins with an illustration from everyday experience that motivates the introduction of the relevant physical concepts." "Each chapter also includes an 'Everyday Phenomenon' box that analyzes some common phenomena in more detail." *.Skim through the book. Notice the chapter objectives, the chapter outline, highlighted boxes, tables, illustrations, graphs, diagrams, terminology, summary statements and practice exercises. 3. Read your assigned chapter BEFORE attending class and again after. You will get the most out of class if you read the material ahead of time. Notice that each chapter in your physics text has new vocabulary, terms, definitions, concepts, major ideas and many mathematical equations and practice exercises to be worked out. 4. Make problem-solving part of each study session. The more you work out problems and test yourself, the better your physics will get. Devote your time to learning how to do each problem rather than in obtaining the numerical answer given in the solutions' manual. Even if you do not have homework problems to do, try working out at least five new problems every time you study. 5. When working out a physics problem, determine what principal it is illustrating or what kind of problem it is. For example, is it a momentum problem or a force problem? This will help you to set up the problem. 6. When working out a problem, try to visualize what it is asking you to do. Draw it out and/or set up a chart, then identify the variables and set up the equation. Remember setting up the problem is the most important thing you can do. Next, solve your equation for the unknown, and substitute your numbers into the problem, to see if it checks out. 7. The true test for determining if you know your material is to do a problem you have never done or seen before. So when preparing for a physics exam, look for new problems. With each problem, ask yourself what kind of problem is this, and how are you going to do it? Then, do lots and lots of problems. 8. Use more than one physics text when studying. Employ these other texts as reference books for reviewing or illustrating difficult concepts and for obtaining practice problems to test yourself on. 9. Take notes while you are reading and organize yourself well. Write down all new vocabulary, terms, definitions, concepts, equations, major ideas, problems types, and the do's and don'ts for avoiding mistakes. 10. Know your physics' terminology. Practice using the words of physics again and again, so they will start meaning something to you. 11. Use small review cards for learning terminology and for testing yourself on concepts. Put a difficult term or concept on one side and the meaning on the other. Carry these cards wherever you go and review them at odd moments - you won't even feel like you're studying. 12. To make physics more fun, keep relating it to your everyday life. Look for situations or occurrences that illustrate what you are learning. For example, what causes hairs to repel one another on a dry winter day? How does your engine use gasoline to produce motion? What causes the heat on a drill bit after drilling a hole in metal? 13. The physics lab is wonderful for setting up experiments to illustrate and practice what you are learning. Use it often, but why not make the whole world your lab? Set up your own experiments at home, at work, in your backyard, or in your workshop. Will continue next release...

PHYSICS STUDYING SKILLS 1

HOW TO STUDY PHYSICS 4.

An important thing to remember in working physics problems is that by showing all of your work you can much more easily locate and correct mistakes. You will also find it easier to read the problems when you prepare for exams if you show all your work. 8.In the AP examination, you may have to do problems under a strict time limitation. Therefore, when you are finished with a homework problem,practice doing it again faster, in order to build up your speed and your confidence. When you have completed a problem, you should be able, at some later time, to read the solution and to understand it without referring to the text. You should therefore write up the problem so as to include a description of what is wanted, the principle you have applied, and the steps you have taken. If, when you read your own answer to the problem, you come to a step that you do not understand, then you have either omitted a step that is necessary to the logical development of the solution, or you need to put down more extensive notes in your write-up to remind you of the reasons for each step. It takes more time to write careful and complete solutions to homework problems. Writing down what you are doing and thinking slows you down, but more important it makes you behave more like an expert. You will be well paid back by the assurance that you are not overlooking essential information. These careful write-ups will provide excellent review material for exam preparation. Back to the Top Effective Test Preparation If you have followed an active approach to study similar to the one suggested here, your preparation for exams will not be overly difficult. If you haven't been very active in studying, your preparation will be somewhat harder, but the same principles still apply. Always remember: Physics courses, and therefore physics exams, involve problem solving. Hence,your approach to studying for exams should stress problem solving. Here are some principles: 1.In the week prior to the exam, follow the three steps below. These steps should give you a reasonably good idea of what has been stressed and on what you can expect to be tested. a.Review your notes and recheck the course outline. Your goal at this point is to make sure you know what has been emphasized. b.Reread your solutions to the homework problems. Remember that these solutions, if complete, will note underlying principles or laws. c.Review the assigned chapters. Once again, your purpose in this early stage of exam preparation is to make sure you know what topics or principles have been emphasized. 2.From this rapid overview, generate a list of themes, principles, and types of problems that you expect to be covered. If samples of previous exams are available, look them over, also, but do not assume that only previous types of problems will be included. 3.Review actively. Don't be satisfied with simple recognition of a principle. Aim for actual knowledge that you will be able to recall and to use in a test situation. Try to look at all the possible ways that a principle can be applied. 4.Effective examination preparation involves an interaction among homework problems, the classes, your notes and the text. Review actively, including self-tests in which you create your own problems which involve a combination of principles. You need to be sure that you can work problems without referring to your notes or to the textbook. Practice doing problems using both the concrete and the formal approaches, to see which you are more comfortable with. 5.Remember that exams will include a variety of different problems. You want to look back on an exam and say, "I know how to do friction problems so well, that even though they were asked in a weird way, I could recognize them and solve them." by Kassim Seif

HOW TO STUDY PHYSICS 4.

HOW TO STUDY PHYSICS 3(HOW TO APPROACH PHYSICS PROBLEMS)

General outline of how to approach a physics problem: 1. Read the problem.Look up the meanings of any terms that you do not know. Answer for yourself the question, "What's this about?" Make sure you understand what is being asked, what the question is. It is very helpful if you reexpress the problem in your own words or if you tell a friend what the problem is about. 2. Make a drawing of the problem.Even a poor drawing can be helpful, but for a truly good drawing include the following: a.Give a title that identifies the quantity you are seeking in the problem or that describes the problem. b.Label the drawing, including the parameters or variables on which the solution depends and that are given in the problem. Write down the given values of these parameters on the drawing. c.Label any unknown parameters that must be calculated along the way or obtained from the text in order to find the desired solution. d.Always give the units of measure for all quantities in the problem. If the drawing is a graph, be sure to give both the units and the scale of the axes. e.Include on the drawing information that is assumed and not given in the problem (such asg, the value of the acceleration due to gravity), and whether air resistance and friction are neglected. 3. Establish which general principlerelates the given parameters to the quantity that you are seeking. Usually your picture will suggest the correct techniques and formulas. At times it may be necessary to obtain further information from your textbook or notes before the proper formulas can be chosen. It often happens that further information is needed when the problem has a solution that must be calculated indirectly from the given information. If further information is needed or if intermediate quantities must be computed, it is here that they are often identified. 4. Draw a second picturethat identifies the coordinate system and origin that will be used in relating the data to the equations. In some situations this second picture may be a graph, free body diagram, or vector diagram rather than a picture of a physical situation. 5.Even an expert will oftenuse the concrete methodof working a problem. In this method you do the calculation using the given values from the start, so that the algebra gives numerical values at each intermediate step on the way to the final solution. The disadvantage of this method is that because of the large number of numerical calculations involved, mistakes are likely, and so you should take special care with significant figures. However this method has the advantage that you can see, at every step of the way, how the problem is progressing. It also is more direct and often makes it easier to locate a mistake if you do make one. 6.As an expert, you will more and moreuse the formal methodof working a problem. In this method, you calculate the solution by doing as much as possible without using specific numbers. In other words, do as much of the algebra as you can before substituting the specific given values of the data. In long and complicated problems terms may cancel or expressions simplify. Our advice: gain experience in problem solving by substituting the numbers when you start physics, but gradually adopt the formal approach as you become more confident; many people adopt a compromise approach where they substitute some values but retain others as symbols (for example, "g" for the acceleration due to gravity). 7. Criticize your solution:Ask yourself, "Does it make sense?" Compare your solution to any available examples or to previous problems you have done. Often you can check yourself by doing an approximate calculation. Many times a calculation error will result in an answer that is obviously wrong. Be sure to check the units of your solution to see that they are appropriate. This examination will develop your physical intuition about the correctness ofvery valuable for later problems and on exams.

HOW TO STUDY PHYSICS 3(HOW TO APPROACH PHYSICS PROBLEMS)

HOW TO STUDY PHYSICS 2

Reading Your Physics Textbook Reading the text and solving homework problems is a cycle: Questions lead to answers that lead back to more questions. An entire chapter will often be devoted to the consequences of a single basic principle. You should look for these basic principles. These Laws of Nature give order to the physicists' view of the universe. Moreover, nearly all of the problems that you will be faced with in a physics course can be analyzed by means of one or more of these laws. When looking for relationships among topics, you may note that in many instances a specific problem is first analyzed in great detail. Then the setting of the problem is generalized into more abstract results. When such generalizations are made, you should refer back to the case that was previously cited and make sure that you understand how the general theory applies to the specific problem. Then see if you can think of other problems to which that general principle applies. Some suggestions for your physics reading: 1.Make use of the preview that you did prior to the class. Again, quickly look at the major points of the chapter. Think back to the points stressed in class and any questions you might have written down. 2.Read the homework problems first. If specific homework problems have not yet been assigned, select several and look these over. Critically assess what principles seem to be most significant in the assigned chapter. Based upon your brief review of the class and your examination of the problems, try to generate questions in your mind that you want the chapter to answer. 3.Read actively with questions in mind. A passive approach to reading physics wastes your time. Read with a pencil and paper beside the book to jot down questions and notes. If you find that you are not reading actively, once again take a look at the problems and the lecture notes. Read to learn, not to cover material. 4.Stop periodically and pointedly recall the material that you have read. It is a good idea to repeat material aloud and especially to add notes from the textbook into the margins of your class notes. 5.During your reading you will notice sections, equations, or ideas that apply directly to assigned problems. After you have read such a section, stop and analyze its application to a homework problem. The interplay of reading and problem solving is part of the cycle of question --> answer --> question. It helps you gain insights that are not possible by reading alone, even careful reading alone. Passive reading is simply following the chain of thought in the text. Active reading also involves exploring the possibilities of what is being read. By actively combining the questions that are inherent in problem solving with your reading, you enhance both your concentration while reading and your ability to recall and to apply the material. Back to the Top Problem Solving in Physics You may now be like many students a novice problem solver. The goal of this section is to help you become an expert problem solver. Effective, expert problem solving involves answering five questions: - What's the problem about? - What am I asked to find? - What information am I to use? What principles apply? - What do I know about similar situations? - How can I go about applying the information to solve the problem? - Does my solution make sense? You, the expert, will decide, "this is an energy problem," or, "this is a Newton 2 problem." A novice is more likely to decide, "this is a pulley problem," or, "this is a baseball problem." The novice concentrates on the surface features of the problem while you concentrate on the underlying principle. You, an expert problem solver, will answer these questions, play around (briefly) with the problem, and make drawings and sketches (either in your mind, or even better, on paper) before writing down formulas and plugging in numbers. A novice problem solver, on the other hand, will try to write down equations and plug in numbers as soon as possible. A novice will make many more mistakes than you will when you become an expert. In a physics course it's important to remember a couple of things about physicists and physics professors: - A physicist seeks those problems that can be modeled or represented by a picture or diagram. Almost any problem you encounter in a physics course can be described with a drawing. Such a drawing often contains or suggests the solution to the problem. - A physicist seeks to find unifying principles that can be expressed mathematically and that can be applied to broad classes of physical situations. Your physics textbook contains many specific formulas, but you must understand the broader Laws of Nature in order to grasp the general overview of physics. This broad understanding is vital if you are to solve problems that may include several different principles and that may use several different formulas. Virtually all specific formulas in physics are combinations of basic laws. Be cont...

HOW TO STUDY PHYSICS 2

HOW TO STUDY PHYSICS 1

>For those who study Physics:there is a series of full instructions and councilling on how to study physics: Go to: GETTING AN OVERVIEW Go to: EFFECTIVE PARTICIPATION IN PHYSICS CLASS Go to: READING YOUR PHYSICS TEXTBOOK Go to: PROBLEM SOLVING IN PHYSICS Go to: EFFECTIVE TEST PREPARATION Go to: WEEKLY FLOW CHART FOR STUDYING PHYSICS The following guidelines are adapted from "How to Study Physics" by kassim seif Getting an Overview It's important to recognize that physics is aproblem-solvingdiscipline. Your physics teacher will stress major themes and principles, and one major goal is that you, the student, will be able to apply these principles to understand and solve problems. You should focus on this fact, that in a physics course,you are expected to solve problems. An overview of your course can help you organize your efforts and increase your efficiency. To understand and retain data or formulas, you should see the underlying principles and connecting themes. It is almost inevitable that you will sometimes forget a formula, and an understanding of the underlying principle can help you generate the formula for yourself. Take these steps to getting an overview early in the term so that all subsequent material can be integrated into your overview: 1.Examine the course outline ( syllabus) carefully. 2.Preview the textbook: a.Read the introduction and table of contents. b.Read any notes to the student (or teacher) that are included and the preface. c.Check the course outline to see what chapters are assigned and which are omitted. If they are not assigned in the same order as in the table of contents, can you see a reason for your teacher's decision to alter the order of presentation? Effective Participation in a Physics Class It's important that you be well prepared for class in order to use its potential fully for integrating the course material. To prepare for the class, you should do the following: Prior to each class: 1.Check the course outline or reading assignment to see what will be covered. Prepare by briefly previewing the sections of the textbook that apply to the subjects to be covered. This preview will improve your ability to follow the class, for you will have seen the new terminology and will recognize signposts that will help integrate the classes into an overall picture. 2.Read the introduction and the summary of the relevant chapter and look at the section headings and subheadings. Try to formulate questions in your mind about the subjects to be covered. This question-formulating helps you manipulate and therefore better understand the material. 3.Examine the drawings and pictures. Try to determine what principles they illustrate. 4.Make notes of new words, new units of measure, statements of general laws, and other new concepts. 5.Do not underline or highlight the text, since you do not yet know what will be emphasized by your teacher. 6.Right before the beginning of class, check your notes from the last class. Reading your notes will prepare you to listen to the new physics class as part of an integrated course and will help you to see the broad development of themes. During class: 1.Come to the class on time. 2.Take good notes. It's helpful to draw up a set of abbreviations and use them consistently in taking notes. Keep a list of them for later reference. Leave ample margins for later comments and for questions or write on only one side so that you can use the opposite side for comments and questions (see After Class, below). 3.When you copy drawings, completeness is worth more than careful artwork. You should not only copy what is on the board but also record important points that the teacher makes orally about the diagram. 4.If you get behind in your note-taking, leave a space in your notes and go on. You can fill in your notes later with the help of a classmate or your textbook. 5.Ask questions. Don't be embarrassed to ask your teacher questions. Many teachers depend on feedback from students to help them set a proper pace for the class. And of course it can happen that the teacher does not explain a step she takes, or even makes a mistake when writing something on the board. After class: 1.After class as soon as possible, review and edit your notes. You need not rewrite them. Rather, you should look for important ideas and relationships among major topics. Summarize these in the margin or on the opposite side if you've taken notes only on one side, and at this time you may want to add an outline to your notes. Also, this would be a good time to integrate notes from your textbook into your lecture notes; then you will have one set of integrated notes to study by. 2.As you review your notes, certain questions may come to mind. Leave space for recording questions, and then either ask the teacher or even better, try to answer these questions for yourself with your friends and with the help of the text. Will continue next release....

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