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YOU are better than YOU think. Show yourself how:
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-/[]\- Logic chapters 1 to 5 re- appear not in sequence, as is or longer, in Volume 1A, Pattern Based Reason, Bon Appetite. Logic
Mastery Logic mastery makes the hard, easier. Logic mastery leads to better, stronger and richer comprehension. Logic mastery improves reading and writing. Logic mastery ease learning difficulties. Logic mastery gives a headstart. In sum, logic mastery will develops critical thinking, improve reading and writing, and give a firmer base for work and studies at many levels. Good luck. After logic, (a) continue reading Three Skills for Algebra, chapters 8 to 14 and do so alongside site area on solving liinear Equations ; or (b) see this calculus starter lesson and Volume 3, Why Slopes & More Math, chapters 2 to 6;
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-/[]\- What may be learnt and when depends on how skills and concepts are developed. Making the hard easier and clearer will allow earlier & richer development of skills and concepts. Try the Twiddla
Whiteboard. In principle, it allows
to people to draw and chat together online on a copy of this webpage or a clean
sheet. The chat may be via text or audio. Visit www.twiddla.com
to set up whiteboards to work with the webpage of your choice. |
Preparing for Science Courses
Before your son or daughter takes a science lesson, teach them to cook. Following a recipe, requires collecting all the ingredients, reading and understanding instruction, stirring, mixing and apply heat, and then cleaning up. Cooking at home is good practice for science " experiments." Every son or daughter, no matter how intelligent, who is barred from cooking is at a disadvantage. Sons, and not only daughters, would benefit from the recipe following skills acquired in cooking. Besides this cooking is a survival skill before and after leaving home. Labs and Science experiments in school in principle represent processes with repeatable and reproducible results. Yet as with cooking, the first time one follows a recipe, the result may not be as it should be due to errors in the process. Students are often graded on experiments done once. So care is required in collecting all the ingredients, reading and understanding instruction, stirring, mixing and apply heat, recording what happens and then cleaning up. With grading and marks dependent on what is reported, and its agreement with expectation, honest reporting of what happened may suffer -- reporting that a process failed to give the right result is penalized. But in actual science labs, a new procedure is non-routine. It is usually tried and repeated until it becomes routine. Then results become repeatable and reproducible. (A student may quote this whole paragraph in response to being penalized for not falsifying (cooking) the results of in-class experiments. The teacher in reply should direct the student to learn to cook or follow recipes at home.) Science labs or experiments in school may also be used to illustrate situations and thereby provide evidence for this or that physical or chemical principle. The notion of a science experiment comes from the ideas of creating a test to decide whether or not a law (relationship) holds or a process works. An understanding of the benefits and limitations of rule and pattern based is required. The latin roots of the word "prove" is test. Putting a concept to the proof means to test it. Mathematics and science depend on proofs or tests of methods and wanted conclusions. The presentation of science (chemistry, physics and biology) in high school and college is largely descriptive. But chemistry and physics may further involve computation and chains of reasoning (stories) to follow and understand. Computations in chemistry and physics at the high school level in North America regretfully only relies on a mastery of algebra, a little trigonometry and no calculus. The ability to solve two equations in two unknowns, to graph one quantity versus another, to use quadratic formula, to use a calculator, to follow short chains of reason is sufficient, regretfully, to shine in the theoretical and computational parts of most North American high school science courses. Explain the the first logic chapters with your child. Start with the easiest ideas first. If your child does not understand, wait. These appetizers are hard for a ten year old, less hard for a fourteen year old, and hopefully very easy for a sixteen year old. |
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www.whyslopes.com
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