Essay On Calculus Class

many obstacles in this class, such as long lectures which sometimes seemed too advanced for an intro class, and tough

Approaching a new course one can have the confidence that they will be successful by maintaining an open mind to the material that is being introduce by their instructor. In doing so the student will master a new subject as well as be introduced to new thoughts and ideas pertaining to the material. Most importantly there is a higher rate of success in the class which leads to a more favorable outcome.

As stated previously throughout my three years in high school I have taken a lot of math classes. This school year I took probably one of the hardest math classes I ever had. That class is AP Calculus. After taking Algebra 2/Trig and passing the state exam I was so excited because I knew the next math class I'll be taking is AP Calculus. That summer I received a pre calculus packet that I needed to complete in order to take AP Calculus in the fall. Completing the pre calculus packet wasn't any easy task for me, especially do to the fact that I was unfamiliar with the content. At the time I didn't know what a piecewise functions was or even a limit. However I used all my resources mostly the internet, and completed the pre calculus packet.

Learners learn in different ways, and teachers teach differently. For a long time I’ve been used to a lesson, a worksheet, and a quiz to end end the unit. Being put in Mrs. Meeks class was different and something that I had to get used to, and still am getting used to. Daily Evaluations and book reviews have taught me about responsibility, and have made me think deeper than I was before when reading and writing.

One of the subjects that I remember well from high school is curriculum that I learned from my AP Chemistry course. I took AP Chemistry throughout my entire junior year in high school. My chemistry course was the first time that I was introduced to the “reverse classroom” teaching style. My teacher, Mr. Rippeon, explained reverse classroom (also called flipped classroom) as a teaching style where the students watch assigned lecture videos for homework, and learning activities and demonstrations are done during class to reinforce what was learned from the videos. In my class specifically, we completed small labs, did worksheets in groups, and did many short demonstrations. Some of the demonstrations included lighting tables on fire with various chemicals, experimenting with marshmallows in vacuums, and setting tables on fire. Because my

Last year, I took AP Calculus BC, and it was one of the most difficult subjects I’ve ever taken. In the past, I never had to work so hard to understand math. I never really had to do homework in my math classes, because math was second nature, and I thought that Calculus would be the same. I was extremely wrong. I was positive I aced that first test, but it was a near fail. I was devastated; sure, I’ve bombed tests before, but never in math, and I considered dropping the class. I kept putting off going to see my counselor, and finally, after a couple more failed tests, my teacher pulled me aside and asked me what was going on. I told him that I wasn’t getting the materials, that I was floundering in all of information, and that I was

This is Amio speaking to you from the past about my experiences in the AP Calculus to help you do better. I’m sure there were many changes in the world by the time you decide to take this course relative to mine and that's all that Calculus is. Calculus is about change and its interpretation whether it's a number, a function or even real events such as weather. The more one appreciates the power to use Calculus to answer many questions about our universe, the easier it gets.

Our teacher viewed the textbook and his specific way of thinking as the only valid source of information which in order to get a good grade, we, the students had to simply accept. Due to the fact that the class heavily favored a specific way of thinking, and types of information which were viewed as important it dampened the need to find novel ways of learning that suited individual students better, and limited the need to critically think about the subject which would have deepened comprehension. This system also gave students a disillusion that they understood the subject since they had a high grade in the class. My personal disillusion broke after I took my first collage bio assignment. The assignment was on a subject we covered in bio 2, and I vividly remember scoring well on that test, but to my surprise I struggled on the assignment. I came to the realization that I just “knew” facts about the subject, rather then actually understanding what was happening. The assignments asked questions which required a deep understanding of the actually processes in contrast to knowing where specific items were or what the definition of a term was. Unlike high school, in college I was given the freedom to learn any way which I saw fit so I decided to experiment with different ways of studying. I found that

Adrienne Rich 's essay constitutes a powerful challenge to some of our least examined sexual assumptions. Rich turns all the familiar arguments on their heads: If the first erotic bond is to the mother, she asks, could not the "natural" sexual orientation of both men and women be toward women?

Throughout my life, failure has been a constant reminder of how much I more I have to grow and learn. A time when I have experienced a significant failure was in my Calculus AP class. Before this class I would've thought that math was the easiest subject for me, hover, upon taking this course I've never been more wrong. The failure in this class progressed from a D to and F. I was devastated when I realized how inadequately I was performing, compared to previous successes. I remember studying all night for a test just to receive an F on it anyway. It was then that I realized that I was missing a fundamental step in the problem solving experience. Since I usually make really good grades, the thought of having an F on my progress report was eating

Chapter 3 test, derivatives. I go through the study guide as though it is the terms of a death sentence. I think I know all the problems, I get them all right, but I still walk in the next day feeling nauseous.

Growing up, I was always one of those students who never got anything less than an A. From proudly receiving stickers and praise notes in elementary school to non-stop studying for an algebra test, I’ve always expected an A on my assignments. But then came junior year of high school. I had signed up for one of my school’s most demanding courses, AP Calculus AB. On the first day of class, the teacher explained the depth of the material we would be learning, telling us that it would cover a wide range of math, and showed us a brief introduction to it. He also mentioned that it was a course where we would have to take time and learn the material on our own. Having gotten straight A’s since the day I started attending school, I had no worries towards these statements.

My calculus teacher, Ray Chayo, was keen on ensuring his students that the knowledge we learned in his class will help us excel and dominate in our calculus courses in college. I remember the dark blotches underneath my eyes that were evident of all-nighters I pulled through in order to tackle and survive his vicious yet uncomplicated exams. On his first exam, I received a D+ because I did not comprehend the concepts. It was as though my grain of rice had fallen, like the ant, I did not capitulate to my negative thoughts of dropping this class. Instead, I chose to ask for help, so I can change my studying habit. I went to his class one hour early before the school started. From 7:00 AM to 7:45 AM, I would spend all my time asking questions and doing the problems on the whiteboard. Through this, not only did I get A’s and B’s on the other exams, but I had also learned a valuable lesson. I had begun to grow out of my personality. I am very shy when I have to interact with my teachers because I feel as though I should not be asking for help. Through interacting with my calculus teacher in high school, I had also learned to interact with my professors at CRC. Even though AP Calculus AB was difficult, but by working diligently, I had also earned myself a reward. I achieved a score of 5 on the AP Calculus AB Exam. This allowed me to skip Calculus I at CRC during my first semester of college. If I

I studied hard and diligently, yet I still did not understand how I missed so many questions. I felt test 2 was much easier than one, less calculation questions and more concept questions. However, looking through the test analysis worksheet, 4 out of the 26 questions I missed were calculations and the other majority was concept/ definition questions. With the concept questions most of the questions I missed were naming problems, electron configuration, and ionization energy. 50% of the questions I missed were in my notes, but I changed the correct answer and the other 50% were not in my notes, so I second guessed. Looking back on test 1 and 2, I seem to have made the same mistakes on both, which is not going with my fist mind. I now see that with calculation questions it is very important to take the time to work them out, list what is given and what the question is asking to be solved. I knew exactly how to work them out I just continuously made careless mistakes. The things I learned from Dr. Oakley presentation, have opened my eyes to a slight shortcut in learning information. I am a huge procrastinator and I often put off task until the last minute. After watching this video, I now know that it is best when you feel the urge to start on an assignment do so and you will gradually fell ok with working on it. I find myself trying to memorize things in this class

I am doing ok this week, workload is increasing for all of my classes and I finally have a job, as a result I have to manage my time even more critically. I’ve only taken two midterms so far; I made a lot of miniscule mistakes on my calculus midterm, which impacted my grade significantly. I also took my Global Economy midterm today which I felt was particularly easy, although I won’t celebrate until I know my score. Most of my classes are great so far; I feel engaged and don’t need to put much effort into getting myself to study. Unlike my ICS 60 course where I severely lack interest and it has played a role in the scores I have gotten so far on the quizzes, but luckily they are only 10% of my grade. Even though I have been doing well on my