This week has been tough. My cold is now a fully blown chest infection and it has been difficult to concentrate. However, it has been a useful testing ground, to see if I can maintain quality work production, even when struggling with illness.
As part of the learning process, as I progress via distance learning; I am always looking for ways to test my resolve. I need to know, that when I study at much harder levels or at much larger volumes; that I can cope if life throws an illness or personal problem, at me.
When ill, I actually try to push myself even harder, to test the edges of what is possible, what the limits are and what is my maximum capacity for work. (no pun intended, by using the words, 'limits' and 'maximum'!)
So, here is this week's completed study:
Open University MST121
Modelling with sequences
Constructing a model
Sums
The Exponential Model
The Logistical Model
Sequences and Limits
Matrices Intro videos
Addition and multiplication of Matrices
Vectors (geometric form)
Vectors (component form)
Completion and submission of TMA1 Part 2
The Teaching Company lectures. Calculus
Extrema on an Interval
Increasing and Decreasing Functions
Concavity and Points of Inflection
The Teaching Company lectures, Cosmology
The Cosmic Microwave Background
S196 O.U Course, Planets
Venus
Total study time: 16hrs
--------------------------------
I haven't completed any other outside work this week, due to my illness and lots of sleeping in between work and study. However, I have done some internet surfing, continuing to refine my possible future study modules and courses, in my attempt to become a Theoretical Physicist.
I have been looking, in some depth, at the research degrees offered by the O.U. In particular, I notice that they run Ph.D's in mathematical physics, such as quantum theory. Sounds right up my street, so I'll keep researching the options and will update my plans, as I elucidate them, in my own mind!
Thursday, 10 March 2011
Wednesday, 9 March 2011
The Trouble with Mathcad...
Mathcad is a piece of software that I am currently using, with the Open University. It is essentially a computer programme that does algebraic manipulation, graphs, matrices, calculus and lots of other useful stuff. As part of course MST121 (Using Mathematics), and also many other O.U courses at level 2; Mathcad, is an integral part of the course and you have to provide printouts, for some of the marked TMA (coursework) questions.
Now, I am not technophobic, by any means! However, I just cannot get my head around Mathcad. It is very counter-intuitive compared to other digital interfaces, that we now use. Most of us are used to windows, Word, Excel or the Apple equivalents. Many people have apple I-phones or Blackberry smart-phones, myself included; and what all of these trappings of modern life, have in common, is that they all have an intuitive, easy to use, functional format, that even my 5yr old, appears to have no difficulty in working out.
So, why oh why, is Mathcad so difficult to use? It is certainly not intuitive. For example, I sat down last night, and tried to plot a simple graph, with a point shown on that graph and also a line across the Y axes. But this took me nearly 3hrs. I had to muddle through some ropey instructions, without much clue, other than trial and error, helping me along the way. Even the end result, was utterly uninspiring. My feeble point, plotted on the screen, hardly seemed worth all of the effort! However, it was a requirement for my current TMA, so it needed to be done.
It's as if the software is from a bygones age. The OU were nostalgically famed, (in the U.K), for their 1970's late night BBC films, featuring bearded professors, adorned with corduroy, kipper ties and flares. I almost feel that I should be wearing those items, when tackling Mathcad. Although, I wouldn't worry too much about growing a beard, as it seems to take care of itself, as you spend countless hours fumbling around with the software!
Mathcad feels years behind, in producing a user friendly, enjoyable, intuitive experience.
I know, from looking at other student comments, in the Open University forums; that it is not just me, having difficulties with the software. It does surprise me, that the O.U haven't developed their own after all these years. With all of those world-class computer science and maths graduates floating around, it would make a nice project for someone, or even present a good business opportunity.
All in all, the use of Mathcad is difficult. I'm not sure it is going to make maths easier, as I progress through the next 2yrs.
Now, I am not technophobic, by any means! However, I just cannot get my head around Mathcad. It is very counter-intuitive compared to other digital interfaces, that we now use. Most of us are used to windows, Word, Excel or the Apple equivalents. Many people have apple I-phones or Blackberry smart-phones, myself included; and what all of these trappings of modern life, have in common, is that they all have an intuitive, easy to use, functional format, that even my 5yr old, appears to have no difficulty in working out.
So, why oh why, is Mathcad so difficult to use? It is certainly not intuitive. For example, I sat down last night, and tried to plot a simple graph, with a point shown on that graph and also a line across the Y axes. But this took me nearly 3hrs. I had to muddle through some ropey instructions, without much clue, other than trial and error, helping me along the way. Even the end result, was utterly uninspiring. My feeble point, plotted on the screen, hardly seemed worth all of the effort! However, it was a requirement for my current TMA, so it needed to be done.
It's as if the software is from a bygones age. The OU were nostalgically famed, (in the U.K), for their 1970's late night BBC films, featuring bearded professors, adorned with corduroy, kipper ties and flares. I almost feel that I should be wearing those items, when tackling Mathcad. Although, I wouldn't worry too much about growing a beard, as it seems to take care of itself, as you spend countless hours fumbling around with the software!
Mathcad feels years behind, in producing a user friendly, enjoyable, intuitive experience.
I know, from looking at other student comments, in the Open University forums; that it is not just me, having difficulties with the software. It does surprise me, that the O.U haven't developed their own after all these years. With all of those world-class computer science and maths graduates floating around, it would make a nice project for someone, or even present a good business opportunity.
All in all, the use of Mathcad is difficult. I'm not sure it is going to make maths easier, as I progress through the next 2yrs.
Sunday, 6 March 2011
Maths with the OU
I've noticed, over the last few years of checking, that the Open University maths course, have been reducing in number. I remember about 4yrs ago, that they offered an undergraduate MMath degree, which consisted of 4yrs worth of full time work, with some hefty 3rd year courses.
Now, having studied the current maths courses, particularly at level 3, I notice that options are limited to 3 or 4 either pure or applied courses, and that some of the courses that are offered, are actually science courses in disguise e.g. Wave diffusion...
I have now found out, that some of the 3rd year options such as Complex Analysis, are only running once every two years.
What are the implications for a distance learner such as my self? Well, it's going to be a fine balancing act to ensure that I don't have a year of study that is light on content and. by definition, lengthen the time that it takes to do my degrees.
Looking at one of my possible options of post graduate study, on my way to becoming a theoretical physicist, there is the taught masters in maths, that is offered by the OU. For some strange reason, they seem to have made it even harder to complete it in a short period of time. I personally find that I prefer to cram in lots of study, into perhaps a few years, rather than stretching study out, over 5yrs+. The rules governing the masters course, state that, out of the 180 credits required to complete it, only 30 of those can be taken in year 1, as opposed to the norm which would be 60 per year. The first year course is calculus / advanced calc, so I don't see what is so special about this presentation, that would make studying more difficult.
I am going to seek some answers from the OU, about all of these issues i.e, reducing maths course numbers, excessively long time to study the MSc. Once I have a response, I'll post the reply.
Now, having studied the current maths courses, particularly at level 3, I notice that options are limited to 3 or 4 either pure or applied courses, and that some of the courses that are offered, are actually science courses in disguise e.g. Wave diffusion...
I have now found out, that some of the 3rd year options such as Complex Analysis, are only running once every two years.
What are the implications for a distance learner such as my self? Well, it's going to be a fine balancing act to ensure that I don't have a year of study that is light on content and. by definition, lengthen the time that it takes to do my degrees.
Looking at one of my possible options of post graduate study, on my way to becoming a theoretical physicist, there is the taught masters in maths, that is offered by the OU. For some strange reason, they seem to have made it even harder to complete it in a short period of time. I personally find that I prefer to cram in lots of study, into perhaps a few years, rather than stretching study out, over 5yrs+. The rules governing the masters course, state that, out of the 180 credits required to complete it, only 30 of those can be taken in year 1, as opposed to the norm which would be 60 per year. The first year course is calculus / advanced calc, so I don't see what is so special about this presentation, that would make studying more difficult.
I am going to seek some answers from the OU, about all of these issues i.e, reducing maths course numbers, excessively long time to study the MSc. Once I have a response, I'll post the reply.
Thursday, 3 March 2011
Physics and Maths, Studied this Week.
Okay, another week done and I still can't shake this virus / cold!
Anyway, I have concentrated, this week, on doing a lot of practice questions to consolidate some basic maths skills. I often find, that by keeping the basic tools sharpened, such as algebraic manipulation, factorisation, handling logs, exponentials, roots, complex numbers and even practising my times tables; it takes a lot of strain out of dealing with complex pencil and paper exercises, that require lots of small mathematical steps, to achieve an answer.
An example of this, is the Open University TMA 1 part 2 questions for course MST121, Using Mathematics. I have been writing my draft presentation of this marked piece of coursework. The questions are based on defining a circle, with reference to 3 fixed points and also some manipulation of quadratics in working out where a circle and line meet. There are lots of little steps (about 10), that must be done in order to solve the equations and I find that none of the steps, if practiced, are very difficult. The skill actually comes, in working out what the question is asking you to do.
I do find this with maths questions, that they seem to sometimes throw at you, an equation that requires some moving about and re-arranging, before you can identify what it is e.g. quadratic / equation of a circle / inverse function etc. When you get one of these odd looking equations, the ability to quickly 'play around' with the expression, using pre-calculus skills, is extremely important.
I actually think that most people perhaps struggle with the basics and this leads them to think that they can't cope with higher maths courses. Learning your times tables (up to 20 times table), allows you to glance at an expression and instantly recognise perfect squares, factors etc. Learning how to manipulate fractions, allows you to instantly re-arrange numerical equations, to make them easier to work with. There are many ways to make things easier for yourself, and I suspect, that practising the basics, is the key!
This weeks study:
Open University MST121
Functions!
Manipulation of functions
8hrs of self-made practice worksheets - Complex number manipulation / fractions / quadratics / factorisation / roots and exponentials / times tables.
Draft completion of question 1, TMA1 Part 2.
The Teaching Company Lectures, Calculus
Implicit differentiation and related rates
The Teaching Company Lectures, Cosmology
Cosmic acceleration
Audio book
The Modern Scholar: Astronomy I (Unabridged) (I'll post about this awesome series, later)
Entanglement: Amir D. Acze (quantum physics)
Total study time this week = 17hrs
I forgot to put on the total time for last week, which was 13hrs.
I am discovering more free study material, all the time, so I'll cover some of it, later. I also have a theory about successful study, using different sources, which I'll expand on in another post.
Anyway, I have concentrated, this week, on doing a lot of practice questions to consolidate some basic maths skills. I often find, that by keeping the basic tools sharpened, such as algebraic manipulation, factorisation, handling logs, exponentials, roots, complex numbers and even practising my times tables; it takes a lot of strain out of dealing with complex pencil and paper exercises, that require lots of small mathematical steps, to achieve an answer.
An example of this, is the Open University TMA 1 part 2 questions for course MST121, Using Mathematics. I have been writing my draft presentation of this marked piece of coursework. The questions are based on defining a circle, with reference to 3 fixed points and also some manipulation of quadratics in working out where a circle and line meet. There are lots of little steps (about 10), that must be done in order to solve the equations and I find that none of the steps, if practiced, are very difficult. The skill actually comes, in working out what the question is asking you to do.
I do find this with maths questions, that they seem to sometimes throw at you, an equation that requires some moving about and re-arranging, before you can identify what it is e.g. quadratic / equation of a circle / inverse function etc. When you get one of these odd looking equations, the ability to quickly 'play around' with the expression, using pre-calculus skills, is extremely important.
I actually think that most people perhaps struggle with the basics and this leads them to think that they can't cope with higher maths courses. Learning your times tables (up to 20 times table), allows you to glance at an expression and instantly recognise perfect squares, factors etc. Learning how to manipulate fractions, allows you to instantly re-arrange numerical equations, to make them easier to work with. There are many ways to make things easier for yourself, and I suspect, that practising the basics, is the key!
This weeks study:
Open University MST121
Functions!
Manipulation of functions
8hrs of self-made practice worksheets - Complex number manipulation / fractions / quadratics / factorisation / roots and exponentials / times tables.
Draft completion of question 1, TMA1 Part 2.
The Teaching Company Lectures, Calculus
Implicit differentiation and related rates
The Teaching Company Lectures, Cosmology
Cosmic acceleration
Audio book
The Modern Scholar: Astronomy I (Unabridged) (I'll post about this awesome series, later)
Entanglement: Amir D. Acze (quantum physics)
Total study time this week = 17hrs
I forgot to put on the total time for last week, which was 13hrs.
I am discovering more free study material, all the time, so I'll cover some of it, later. I also have a theory about successful study, using different sources, which I'll expand on in another post.
Subscribe to:
Posts (Atom)