Is learning Physics this way really going to help on MCAT?

[herbiederbie]

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So I'm taking a lovely Physics I summer session class (7 weeks). I just found out from from professor today that our exams consist of 2-3 problems to solve. That's the sum total of the exam. There are no conceptual questions. Basically, our class time consists of doing problems together on the board. Is that typical for a physics class and will that really help on the MCAT where it sounds to me like most of it is conceptual? I'm trying to decide if it is a benefit to actually continue with this class or if I should drop it. . .

I'm also a little nervous that screwing up 1 question on the exam could mean losing a third to half the points on an exam. Can anyone relate to an experience like this?

Thanks!

 

[ShoTyme]

So I'm taking a lovely Physics I summer session class (7 weeks). I just found out from from professor today that our exams consist of 2-3 problems to solve. That's the sum total of the exam. There are no conceptual questions. Basically, our class time consists of doing problems together on the board. Is that typical for a physics class and will that really help on the MCAT where it sounds to me like most of it is conceptual? I'm trying to decide if it is a benefit to actually continue with this class or if I should drop it. . .

I'm also a little nervous that screwing up 1 question on the exam could mean losing a third to half the points on an exam. Can anyone relate to an experience like this?

Thanks!

That's not the way my physics class was. We had conceptual questions and quantitative questions in my class. As long as your class covers the necessary material, you should be fine. Are you guys going over all the relevant topics covered in the textbook? If so, you should be fine. Regardless, you should probably read the textbook and clarify anything you don't understand. That's the best way imo.

As far as the structure of your class goes, I can see how that may seem daunting. But conversely, it could also be extremely easy if you know the answers. I personally would stay enrolled. Others may disagree. Good luck.

Sho-

 

[startingover84]

Your class sounds almost like PBL, which is how I learned Physics. I believe PBL (where you work in small groups to understand the material) is the best way to learn Physics. However, if you're just sitting in a chair watching someone work problems on the board .... that will not work for most people. That's how I was "taught" physics in high school. No matter how hard I worked I got a C and D in Physics in high school. Same physics, meet PBL and I got three As in college.

I would drop the class and find a PBL physics class if you can.

 

[MedPR]

So I'm taking a lovely Physics I summer session class (7 weeks). I just found out from from professor today that our exams consist of 2-3 problems to solve. That's the sum total of the exam. There are no conceptual questions. Basically, our class time consists of doing problems together on the board. Is that typical for a physics class and will that really help on the MCAT where it sounds to me like most of it is conceptual? I'm trying to decide if it is a benefit to actually continue with this class or if I should drop it. . .

I'm also a little nervous that screwing up 1 question on the exam could mean losing a third to half the points on an exam. Can anyone relate to an experience like this?

Thanks!

This was the format for my Physics 1 retake and I found it was helpful. Just because there aren't conceptual questions doesn't mean you can't learn the concepts. You can learn to do the math and stuff first, then think about it conceptually after seeing the solution. It worked for me.

 

[herbiederbie]

Thanks for the replies all. I think I'm going to stick it out. It's starting to click a bit more now, as I'm getting into the groove of how to think about the problems.

Btw, the class is very interactive, with students participating in the solving of the problems, so yes, probably very close to PBL style.

 

[curt656]

This seems to be the norm for Summer physics classes. I took 1 and 2 over 12 weeks last summer and now that I am studying for the MCAT, my knowledge is SEVERELY lacking. Cramming a years worth of physics into 12 weeks is always going to be a brief once over. I am paying the price now.

 

[MedPR]

This seems to be the norm for Summer physics classes. I took 1 and 2 over 12 weeks last summer and now that I am studying for the MCAT, my knowledge is SEVERELY lacking. Cramming a years worth of physics into 12 weeks is always going to be a brief once over. I am paying the price now.

2 physics classes in 12 weeks sounds pretty tough, but how much you get out of it really depends on how much work you put in outside of class. I took a 3 week summer microbiology class and worked really hard to learn everything as best as I could and I have been able to help my girlfriend with some microbe stuff she needs to know for step 1. It's possible if you devote enough time and effort to it even if it's a short period of time.

 

[HM3]

The only way to get better at physics is to do problems. The concepts is the easy part. Applying those concepts is the hard part. When you do a problem in class; does your teacher tell you what equations to use before trying them? I'm betting he(she) doesn't.

So in essence you are using concepts before starting the problem. Maybe you can explain a little more.

 

[mspeedwagon]

I am going to agree that it's the norm for summer classes. I'm taking Physics II at the moment and our prof said that exams will consist of five questions. We cover some conceptual stuff in class, but not much.

I have been following along with the EK physics books and Lecture 7 (E&M). Think you should be fine... I seem to be able answer quite a few of the chapter end questions in EK based on what I'm learning (from reading the book and working problems).

 

[herbiederbie]

Ok, so a little update. . . just took the exam today. We were allowed 1 hour for the exam and no one in the class finished/handed in the exam during that period of time (she let us go 5 min over time). There was one 5 point conceptual short answer problem on the exam (surprise!) and then two problems, each worth 20 points. One was a free fall problem and the other was projectile motion. Here's my frustration with the free fall problem, and hopefully you all can help me assess this situation and see if I'm the problem, or if this was a bit of an unreasonable problem to throw into an (almost) two question exam. . .

All of the free fall motion problems we've done in class, or for homework assignments, or problems from the end of each chapter consisted of an object, say a ball, being thrown straight up into the air and then falling to the ground. Or an object falling or being dropped from some height. The problem on the test was one rock being thrown from a building while another rock was tossed upward. We were given the height of the building and the acceleration of the rock being tossed upward and asked to find distance the balls were when they collided and the time when they collided.

We never did a motion problem similar to this test problem previously, where one object falling collides with one being thrown upward. Yes, I know it's a free fall problem, but honestly, it seems to me you'd need to be quite mathematically inclined to solve a new scenario like that without seeing something like it previously. Or I'm I missing something here? Something tells me that if the entire class was unable to finish the exam on time, our professor's expectations are amiss.

I studied a lot for this exam, did tons of practice problems, analyzed carefully the problems we did do together in class or for homework, and was feeling better about solving these things on my own by the end of Saturday night. I honestly feel like I've reached an impasse here, and I'm not sure how to proceed. It's very discouraging to give your best effort and to feel that you've still fallen short, or been taken off guard by the way the professor tests.

I've taken the full year of Gen Chem, O Chem, several Biology classes, and a Trigonometry class and gotten A's in all of them (ok, so one A- in Gen Chem II). And the General Chemistry sequence was done last summer in 10 weeks. So I've been able to perform well in accelerated classes in the past. But alas, I know that Physics is an entirely different animal in comparison to those other classes.

My conclusion is that if I fall below the class average on this exam, I should withdraw from the class. It seems to me that the handwriting is on the wall at that point, and that I should just cut my losses early in the game instead of waiting until it's too late and ending up with C or D in the class.

Thanks for hearing me out. . . sorry for the downer of a post, but I'm just super discouraged right now.

 

[rguil15]

Sorry, I just read your update.

Wait and see how the grades shakeout. This week the Physics 1 course for non-engineering majors (ie science majors) at my school received an 18 point curve after last friday's exam. You never know how these things will turn out.

 

[Neurophage]

My physics courses were heavily focused on concepts and neglected problem solving. It did not prepare me well for the MCAT, which requires rapidly solving difficult problems. To give you an idea of just how abysmal a preparatory tool it was, my first physical sciences assessment exam score was a 6. After teaching myself physics from scratch, I got a 14 on the actual MCAT PS section.

Fundamentally you need to be able to effectively solve physics problems on the MCAT. I'd suggest avoiding 'conceptual' classes. If this class isn't working out for you, revise your strategy. I wouldn't drop it unless you can't reasonably pull your grade up.

If I were in your situation, I'd do thought exercises to make sure I understand the concepts behind each problem, and ask the professor/TAs questions or turn to the internet if I needed more.

 

[herbiederbie]

After being three weeks into this class, I would definitely agree that doing problems is the best way to learn physics.

Our class got the test scores back last week, and according to our professor, most of us scored in the C and D range (me, included), but she said she didn't curve it very much, b/c she doesn't know how to interpret those low scores yet, since we haven't taken any other exams to compare it to.

I have until July 20th to formally withdraw. My question is. . . is it better to stick it out and possibly get a C, which is the grade I currently have in this class, or do I take the W? The problem is, I looked at my old transcript from my first bachelor's degree, and to my utter dismay, I have 8 W's--ugh! I knew I had some, but I did not realize I had that many! That degree was from 2001, so I have matured since then and I have had no withdrawals in any of the prereqs I've taken for my post-bacc, thank goodness, and I've taken 43 credits so far. I just don't want to torpedo my gpa for one class. Then again another W will not look good either.

Any thoughts?

 

[herbiederbie]

My physics courses were heavily focused on concepts and neglected problem solving. It did not prepare me well for the MCAT, which requires rapidly solving difficult problems. To give you an idea of just how abysmal a preparatory tool it was, my first physical sciences assessment exam score was a 6. After teaching myself physics from scratch, I got a 14 on the actual MCAT PS section.

Fundamentally you need to be able to effectively solve physics problems on the MCAT. I'd suggest avoiding 'conceptual' classes. If this class isn't working out for you, revise your strategy. I wouldn't drop it unless you can't reasonably pull your grade up.

If I were in your situation, I'd do thought exercises to make sure I understand the concepts behind each problem, and ask the professor/TAs questions or turn to the internet if I needed more.

Wow, great job pulling up that PS score, btw! Very impressive.