Home | Jeremy Côté
Bits, ink, particles, and words.
Everyone is pooled outside of the classroom, anxiously waiting for the room to vacate so we can sit down. There’s a nervous energy in the air, permeating through even the most calm person. Many have their class notes out, mumbling about various facts and concepts. Others quiz each other, reciting definitions that I could say word for word, instead of giving their own “version” of the answer.
I’ve always considered myself to be good at physics. In every physics class I’ve taken, I’ve excelled at the subject and always enjoyed it. The blend of physical situations with the use of mathematics always enticed me. Consequently, my grades in nearly all of these physics classes have been great.
The traditional science exam follows a predictable formula of how students will prepare in order to do well in an exam. Every class will have a mixture of every kind of student, but their are still general patterns.
I used to hate reading a text when someone would write with qualifying language (this was also prevalent in how many people I looked up to spoke). Why couldn’t they just go ahead and say the thing that they wanted to say? Why did their have to be language such as “this suggests” or “I can’t say for sure”? It would drive me insane because I believed that writing that made an impact doesn’t need this extra baggage surrounding statements.