LC Physics bad news for students not keen on maths

Re: Leaving Cert History

Hi ajapale,

I think you're on the right track with bringing in people with real-world experience into the class room, if not to teach they could just talk about their work. The problem does seem to be one of lack of role models. It's interesting to hear the chemistry exam had a question on a scientist rather than on chemistry. A well posed history of physics or mathematics question could help increase understanding of the subject too. The recent 100 greatest britons vote had 6 scientists/mathematicians/engineers in the top 25 , with Brunel at number 2. Taking those results to be representative of people in general there is a positive popular attitude to science so there is hope!

Repaymentator
 
Re: Leaving Cert History

I don't see any real need for the so-called 'real world' experience. Indeed, it could even have a downside - not everyone is able to teach others, regardless of how skilled they are in their own field.

I had a great applied maths teacher, who made up for a desperate maths teacher and a cantakerous but knowledgeable physics teacher.
 
Re: Leaving Cert History

It's interesting to hear the chemistry exam had a question on a scientist rather than on chemistry
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Not sure about that, i'd prefer the person responsible for treating effulent in my town to understand toxic concentrations and not have scraped by by recognising Michael Faraday's beard.

Certainly at school level we need to stick to the genuine core. Lab sessions are the key to keeping an interest in science

As for getting scientists and engineers back to teach at 2nd level. So long as the're trained as teachers thats grand. But to echo an earlier post we've all had very bright people unable to teach us. Allowing in non teachers would/could make this situation worse.
 
Re: Leaving Cert History

Hi rainy,

Thanks for the comments!

don't see any real need for the so-called 'real world' experience
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I was suggesting scientists and engineers as teachers not because of 'real world' experience per se but because it might break the 'negativity cycle' that goes on with respect to maths and science.I think this used to be particularily apparent in girl's schools but I understand it may have improved in recent years.

Im not suggesting allowing non teachers in (they would have to be fully qualified teachers HDip etc).

not everyone is able to teach others
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I agree and might add teaching (mature) adults is a very different activity to teaching students younger than their early 20's.

Nat,

How many marks do you get for recognising Michael Faraday's beard?

ajapale
 
Re: Leaving Cert History

AJP
Actually I got that one wrong. I thought it was Michael Flatley's bread
'tis awright I'll jus repeat next year
Nat
 
Re: michael's beard

I really enjoyed LC physics since I hated learning by rote and once one mastered the understanding it became very easy.
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Maybe the course has changed a lot, but I failed my mock Physics exam (mid-90s) precisely because I hadn't learned off the formulas and experiments (I know, you are supposed to be able to derive the formulas from first principles. But you don't have time for that during an exam. And the experiments should be easy to remember, because of course you did them all in class. That doesn't work too well when your science labs are petrol bombed by fellow students during your LC year!).

I actually loved Physics and had an inspirational teacher (who also helped us out with the questions our Honours Maths teacher couldn't answer!).

I was jokingly told to get a recheck when the results came out as I was the only one in the class to get an A1 (learnt a lot of formulas after the mocks!), despite three classmates getting A1s in the mock exam that I'd failed.


Now LC Accountancy - that was a matter of doing everything from first principles, especially if you could handle the Q1 and thus avoid the "short" questions.
 
Re: michael's beard

On the general question of falling numbers doing Science or Technology in college: are there good statistics on where pure-science undergraduates end up? Is there really a huge demand for them, or are vested interests (colleges with excess staff, multinationals with very specialised niche vacancies wanting to pay peanuts) throwing out this line every year?

Should it matter what you do as an undergraduate, once you are "educated" ? I know Music graduates who are now programmers or City high fliers (and engineering graduates who are now professional musicians.).
 
Re: michael's beard

Should it matter what you do as an undergraduate, once you are "educated" ?
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I would have to say yes it does matter a lot, especially in the early years of the career when you are expected to work as a subject matter expert. Sure, there are generalists and employers that like to shape you in their image but, I'm afraid, I cannot accept a doctor with a AnCo cert in carpentry, nor a carpenter who did a few months of in fine art @ NCHD. These are real skills and not bullshitable discussion points at an interview.
 
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