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Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)! 

We’ve broken this article down into a few major sections. You’ll find: 

  • A diagnostic test to help you figure out why you’re struggling with homework
  • A discussion of the four major homework problems students face, along with expert tips for addressing them 
  • A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you . 

So let’s get started! 

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How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

  • If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
  • If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
  • If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
  • If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

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How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

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If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

  • A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
  • B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away. 
  • C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C. 

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels 

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

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This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

  • Assignments are too easy, too hard, or seemingly pointless 
  • Students aren’t interested in (or passionate about) the subject matter
  • Students are intimidated by the work and/or feels like they don’t understand the assignment 
  • Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

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Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, y ou get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes. 

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!) 

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Two Bonus Tips for How to Do Homework Fast 

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.) 

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later. 

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too. 

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What’s Next? 

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!) 

Need more help with this topic? Check out Tutorbase!

Our vetted tutor database includes a range of experienced educators who can help you polish an essay for English or explain how derivatives work for Calculus. You can use dozens of filters and search criteria to find the perfect person for your needs.

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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Effective Note-Taking in Class

Do you sometimes struggle to determine what to write down during lectures? Have you ever found yourself wishing you could take better or more effective notes? Whether you are sitting in a lecture hall or watching a lecture online, note-taking in class can be intimidating, but with a few strategic practices, anyone can take clear, effective notes. This handout will discuss the importance of note-taking, qualities of good notes, and tips for becoming a better note-taker.

Why good notes matter

In-class benefits.

Taking good notes in class is an important part of academic success in college. Actively taking notes during class can help you focus and better understand main concepts. In many classes, you may be asked to watch an instructional video before a class discussion. Good note-taking will improve your active listening, comprehension of material, and retention. Taking notes on both synchronous and asynchronous material will help you better remember what you hear and see.

Post-class benefits

After class, good notes are crucial for reviewing and studying class material so that you better understand it and can prepare appropriately for exams. Efficient and concise notes can save you time, energy, and confusion that often results from trying to make sense of disorganized, overwhelming, insufficient, or wordy notes. When watching a video, taking good notes can save you from the hassle of pausing, rewinding, and rewatching large chunks of a lecture. Good notes can provide a great resource for creating outlines and studying.

How to take good notes in class

There’s a lot going on during class, so you may not be able to capture every main concept perfectly, and that’s okay. Part of good note-taking may include going back to your notes after class (ideally within a day or two) to check for clarity and fill in any missing pieces. In fact, doing so can help you better organize your thoughts and to determine what’s most important. With that in mind, it’s important to have good source material.

Preparing to take good notes in class

The first step to taking good notes in class is to come to class prepared. Here are some steps you can take to improve your note-taking before class even begins:

  • Preview your text or reading assignments prior to lecture. Previewing allows you to identify main ideas and concepts that will most likely be discussed during the lecture.
  • Look at your course syllabus so that you know the topic/focus of the class and what’s going to be important to focus on.
  • Briefly review notes from previous class sessions to help you situate the new ideas you’ll learn in this class.
  • Keep organized to help you find information more easily later. Title your page with the class name and date. Keep separate notebook sections or notebooks for each class and keep all notes for each class together in one space, in chronological order.

Note-taking during class

Now that you are prepared and organized, what can you do to take good notes while listening to a lecture in class? Here are some practical steps you can try to improve your in-class note-taking:

  • If you are seeking conceptual information, focus on the main points the professor makes, rather than copying down the entire presentation or every word the professor says. Remember, if you review your notes after class, you can always fill in any gaps or define words or concepts you didn’t catch in class.
  • If you are learning factual information, transcribing most of the lecture verbatim can help with recall for short-answer test questions, but only if you study these notes within 24 hours.
  • Record questions and thoughts you have or content that is confusing to you that you want to follow-up on later or ask your professor about.
  • Jot down keywords, dates, names, etc. that you can then go back and define or explain later.
  • Take visually clear, concise, organized, and structured notes so that they are easy to read and make sense to you later. See different formats of notes below for ideas.
  • If you want your notes to be concise and brief, use abbreviations and symbols. Write in bullets and phrases instead of complete sentences. This will help your mind and hand to stay fresh during class and will help you access things easier and quicker after class. It will also help you focus on the main concepts.
  • Be consistent with your structure. Pick a format that works for you and stick with it so that your notes are structured the same way each day.
  • For online lectures, follow the above steps to help you effectively manage your study time. Once you’ve watched the lecture in its entirety, use the rewind feature to plug in any major gaps in your notes. Take notes of the timestamps of any parts of the lecture you want to revisit later.

Determining what’s important enough to write down

You may be asking yourself how you can identify the main points of a lecture. Here are some tips for recognizing the most important points in a lecture:

  • Introductory remarks often include summaries of overviews of main points.
  • Listen for signal words/phrases like, “There are four main…” or “To sum up…” or “A major reason why…”
  • Repeated words or concepts are often important.
  • Non-verbal cues like pointing, gestures, or a vocal emphasis on certain words, etc. can indicate important points.
  • Final remarks often provide a summary of the important points of the lecture.
  • Consider watching online lectures in real time. Watching the lecture for the first time without pausing or rewinding can help force you to focus on what’s important enough to write down.

Different formats for notes

There is no right format to use when taking notes. Rather, there are many different structures and styles that can be used. What’s important is that you find a method that works for you and encourages the use of good note-taking qualities and stick with it. Here are a few types of formats that you may want to experiment with:

1. Cornell Notes: This style includes sections for the date, essential question, topic, notes, questions, and a summary. Check out this link  for more explanation.

2. Outline: An outline organizes the lecture by main points, allowing room for examples and details.

3. Flowchart/concept map: A visual representation of notes is good for content that has an order or steps involved. See more about concept mapping here .

4. Charting Method : A way to organize notes from lectures with a substantial amount of facts through dividing key topics into columns and recording facts underneath.

5. Sentence Method : One of the simplest forms of note taking, helpful for disseminating which information from a lecture is important by quickly covering details and information.

Consider…what’s the best strategy for you: handwritten, digital, or both?

Taking notes in a way to fully understand all information presented conceptually and factually may differ between students. For instance, working memory, or the ability to process and manipulate information in-the-moment, is often involved in transcribing lecture notes, which is best done digitally; but there are individual differences in working memory processes that may affect which method works best for you. Research suggests that handwriting notes can help us learn and remember conceptual items better than digital notes. However, there are some pros to typing notes on a computer as well, including speed and storage. Consider these differences before deciding what is best for you.

Follow up after class

Part of good note-taking includes revisiting your notes a day or so after class. During this time, check for clarity, fill in definitions of key terms, organize, and figure out any concepts you may have missed or not fully understood in class. Figure out what may be missing and what you may need to add or even ask about. If your lecture is recorded, you may be able to take advantage of the captions to review.

Many times, even after taking good notes, you will need to utilize other resources in order to review, solidify, question, and follow-up with the class. Don’t forget to use the resources available to you, which can only enhance your note-taking. These resources include:

  • Office Hours : Make an appointment with your professor or TA to ask questions about concepts in class that confused you.
  • Academic Coaching : Make an appointment with an Academic Coach at the Learning Center to discuss your note-taking one-on-one, brainstorm other strategies, and discuss how to use your notes to study better.
  • Learning Center resources : The Learning Center has many other handouts about related topics, like studying and making the most of lectures. Check out some of these handouts and videos to get ideas to improve other areas of your academics.
  • Reviewing your notes : Write a summary of your notes in your own words, write questions about your notes, fill in areas, or chunk them into categories or sections.
  • Self-testing : Use your notes to make a study guide and self-test to prepare for exams.

Works consulted

“The Pen is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking.” Mueller, P., and Oppenheimer, D. Psychological Science 25(6), April 2014.

“Note-taking With Computers: Exploring Alternative Strategies for Improved Recall.” Bui, D.C., Myerson, J., and Hale, S. Journal of Educational Psychology, 105(299-309), 2013.

“How To Take Study Notes: 5 Effective Note Taking Methods.” Oxford Learning. Retrieved from https://www.oxfordlearning.com/5-effective-note-taking-methods/

“Preparing for Taking Notes.” The Pennsylvania State University. Retrieved from http://tutorials.istudy.psu.edu/notetaking/notetaking2.html

“Listening Note Taking Strategies.” UNSW Sydney. Retrieved from https://student.unsw.edu.au/note-taking-skills

“Note Taking and In-Class Skills.” Virginia Tech University. Retrieved from https://www.ucc.vt.edu/academic_support/study_skills_information/note_taking_and_in-class_skills.html

“Lecture Note Taking.” College of Saint Benedict, Saint John’s University. Retrieved from https://www.csbsju.edu/academic-advising/study-skills-guide/lecture-note-taking

“Note Taking 101.” Oregon State University. Retrieved from http://success.oregonstate.edu/learning/note-taking-tips

“Note Taking. Why Should I Take Notes in Class?” Willamette University. Retrieved from http://willamette.edu/offices/lcenter/resources/study_strategies/notes.html

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How to Do Homework in Class

Last Updated: June 4, 2020

This article was co-authored by Alexander Peterman, MA . Alexander Peterman is a Private Tutor in Florida. He received his MA in Education from the University of Florida in 2017. This article has been viewed 29,992 times.

Forgetting to do a homework assignment is something that most of us have done. While it's not an ideal situation, you can still try to work on the homework assignment during another class. However, keep in mind that most teachers won't allow you to do this. You will need to be careful and avoid getting caught while you work to finish your homework.

Keeping Your Homework Hidden

Step 1 Sit away from the teacher.

  • The closer you are to your teacher, the harder it will be to hide your homework.
  • Think about where your teacher usually walks during class and try to sit away from them.
  • If you have an assigned seat, don’t bring unnecessary attention to yourself. Do things as normal as you can.

Step 2 Get your materials out.

  • Have your regular class book and material out on top of your desk.
  • Try to make it look like your focus is the current class material.

Step 4 Start working on your homework.

  • Keep an eye out for your teacher. You may need to hide your homework quickly.
  • Don't get too involved with your homework. Remember, you are trying to look like you are just taking a few notes.

Step 5 Be ready to hide your homework.

  • Put your homework away and pay attention to the teacher for a few minutes.
  • Try asking questions and answering questions during class. Ask open-ended and broad topic questions.
  • Every few minutes, look away from your homework.
  • Keep taking the occasional note for your current class.

Visiting The Restroom

Step 1 Get your materials ready.

  • Fold your homework or worksheet up neatly and slip it in your pocket.
  • Hide your pen or pencil in a pocket.
  • If you need another textbook, you might try quickly visiting your locker to pick it up.

Step 2 Ask to use the restroom.

  • Use the stall walls as a solid writing surface, doing your homework while standing up.
  • Put the lid on the toilet down and sit down to get your homework done, using your lap as a writing surface.
  • Use the top-back section of the toilet tank as a makeshift desk.

Step 4 Go back to class.

  • Remember to hide your homework again in your pocket before returning to class.
  • It's probably a good idea to work no longer than five minutes before going back to class.
  • If you have to actually use the bathroom, make sure you do so while you’re there. You don’t want to run to the restroom twice in one period.

Getting Homework Done On Time

Step 1 Create a schedule.

  • Write down your assignment and what it requires. This can help you know how much time it might take. Use a calendar or planner to keep track of the deadlines.
  • Use your study halls to do your homework.
  • Generally, you will need around 1 to 3 hours per night for homework. This is dependent on the courses you are taking, so always estimate for more time rather than less.
  • You can try scheduling your day in hour blocks to visually see how much time you have.

Step 2 Work in a good environment.

  • Turn off any televisions or loud music.
  • Close a window if it is too noisy outside.
  • Try to avoid doing homework in a loud public space.

Step 3 Do difficult projects first.

  • Save easy problems for later, as they take less energy to do.
  • Doing the hard problems first will leave you with only the easy problems to do in class, should you forget to finish the assignment.
  • If you’re an individual that is motivated by seeing workload decrease, consider doing some simpler problems followed by a difficult one.
  • Always prioritize based on due dates or on how many points the project is worth.

Step 4 Take regular breaks.

  • Take about a 15 minute break for every hour of work.
  • Don't go too far from your workplace. Make it easy on yourself to get back to work after the break.

Community Q&A

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  • Sit far away from your teacher. Thanks Helpful 3 Not Helpful 0
  • Keep your regular class materials out on your desk. Thanks Helpful 3 Not Helpful 0

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Physics 221AB

Quantum mechanics, fall 2021 and spring 2022, university of california, berkeley, organization and logistics, the email address for this course is [email protected] .   use this to send me emails if you have any questions etc. also, i maintain an email mailing list for the course, and use it to send out announcements, corrections to homework assignments, etc back to you. if you received an email from me on august 22, 2021, then you are on the email mailing list and do not need to do anything. if you did not receive an email from me, then send an email to the course email address (above) and ask to be added to the mailing list (you do not need to be enrolled). if you drop the course or don't want to receive any more announcements, send an email to this address with a request to be dropped. , the course web site (this site) will be used to post lecture notes, special notes, homework assignments, and homework solutions., there will be no discussion section during the first week., prerequisites for 221b include graduate standing and physics 221a or equivalent. "graduate standing" implies a graduate student in the physics department, so it will be expected that you have sufficient background in subjects such as classical mechanics, statistical mechanics, electricity and magnetism and special relativity to do this course. graduate students from other departments are advised that some knowledge of these subjects will be required for physics 221b. physics 221b will require a knowledge of special relativity at the level of physics 209. undergraduates wishing to take this course must make an application to anna hilke in the physics department. you have my permission to take 221b if you have previously passed 221a with a b or better. admission to physics 221b will also require approval of the head faculty advisor., the grade will be based on homework and a final exam. the final exam will be in class. see above for time and location., weekly homework assignments will be made available on this web site (usually) by saturday of each week, and will be due at 5pm on friday afternoon of the following week. as of february 11, 2022, homeworks should be submitted as a pdf file at http://gradescope.com/. see the email sent to all enrolled students on february 10 regarding the code you need to set up an account with gradescope., late homeworks will be accepted up to one week late at 50% credit. homeworks more than one week late will not be accepted. please do not ask the reader to take late homeworks. exception: each student is allowed one free late homework (up to one week late) during the semester. you can use your free late homework for any purpose you wish (illness, travel, etc), no questions asked., students are encouraged to work together on homework , and to trade ideas. there is no better way to learn. however, it is expected that the work you turn in is your own work in your own words. it is not legal just to copy someone else's solutions. it is also strictly illegal to look at or use solutions from any previous version of this course from earlier years. you can't find those solutions anyway without going to some trouble..

  • Homework 1, due Friday, September 3 at 5pm, in pdf format.
  • Homework 2, due Friday, September 10 at 5pm, in pdf format.
  • Homework 3, due Friday, September 17 at 5pm, in pdf format.
  • Homework 4, due Friday, September 24 at 5pm, in pdf format.
  • Homework 5, due Friday, October 1 at 5pm, in pdf format.
  • Homework 6, due Friday, October 8 at 5pm, in pdf format.
  • Homework 7, due Friday, October 15 at 5pm, in pdf format.
  • Homework 8, due Friday, October 22 at 5pm, in pdf format.
  • Homework 9, due Friday, October 29 at 5pm, in pdf format.
  • Homework 10, due Friday, November 5 at 5pm, in pdf format.
  • Homework 11, due Friday, November 12 at 5pm, in pdf format.
  • Homework 12, due Friday, November 19 at 5pm, in pdf format.
  • Homework 13, due Monday, November 29 at 5pm, in pdf format.
  • Homework 14, due Thursday, December 9 at 5pm, in pdf format.
  • Homework 15, due Friday, January 28 at 5pm, in pdf format.
  • Homework 16, due Friday, February 4 at 5pm, in pdf format.
  • Homework 17, due Friday, February 11 at 5pm, in pdf format.
  • Homework 18, due Friday, February 18 at 5pm, in pdf format.
  • Homework 19, due Friday, February 25 at 5pm, in pdf format.
  • Homework 20, due Friday, March 4 at 5pm, in pdf format.
  • Homework 21, due Friday, March 11 at 5pm, in pdf format.
  • Homework 22, due Friday, March 18 at 5pm, in pdf format.
  • Homework 23, due Friday, April 1 at 5pm, in pdf format.
  • Homework 24, due Friday, April 8 at 5pm, in pdf format.
  • Homework 25, due Friday, April 15 at 5pm, in pdf format.
  • Homework 26, due Friday, April 22 at 5pm, in pdf format.
  • Homework 27, due Friday, May 6 at 5pm, in pdf format.

Lecture notes will be available in one of two forms. By now typed up versions of lecture notes are available for almost all my lectures, but for those lectures without typed notes, I will usually try to supply hand-written notes. There are enough notes that usually it should be possible to get by without taking notes in class.

  • Thursday, August 26, 2021: Notes 1, Secs. 1-17. Video .
  • Tuesday, August 31, 2021: Notes 1, Secs. 18-28, Notes 2, Secs. 1-2. Video .
  • Thursday, September 2, 2021: Notes 2, Secs. 3-9; Notes 3, Secs. 1-5. Video .
  • Tuesday, September 7, 2021: Notes 3, Secs. 6-19; Notes 4, Secs. 1-7. Video .
  • Thursday, September 9, 2021: Notes 4, Secs. 8-18; Notes 5, Secs. 1-16. Video .
  • Tuesday, September 14, 2021: Notes 5, Secs. 17-18; Notes 6, entire; Notes 7, Secs. 1-3. Video .
  • Thursday, September 16, 2021: Notes 7, Secs. 4-11. Video .
  • Tuesday, September 21, 2021: Notes 7, Secs. 12-13; Notes 8, Secs. 1-8. Video .
  • Thursday, September 23, 2021: Notes 8, Secs. 9-10; Notes 9, Secs. 1-4. Video .
  • Tuesday, September 28, 2021: Notes 9, Secs. 5-13, 16-17; Notes 10, Secs. 1-2. Video .
  • Thursday, September 30, 2021: Notes 10, Secs. 3-6. Video .
  • Tuesday, October 5, 2021: Notes 10, Secs. 7-8; Notes 11, Secs. 1-8. Video .
  • Thursday, October 7, 2021: Notes 11, Secs. 9-14 (you may skip Sec. 15); Notes 12, Secs. 1-8. Video .
  • Tuesday, October 12, 2021: Notes 12, Secs. 9, 11, 13-14 (you may skip Secs. 10 and 12); Notes 13, Secs. 1-8, 10 (you may skip Sec. 9). Video .
  • Thursday, October 14, 2021: Notes 13, Secs. 11-12; Notes 14, Secs. 1-7. Video .
  • Tuesday, October 19, 2021: Notes 14, Secs. 8-9; Notes 15, entire. Video .
  • Thursday, October 21, 2021: Notes 16, Secs. 1-10. Video .
  • Tuesday, October 26, 2021: Notes 16, Sec. 11, Notes 17, entire. Video .
  • Thursday, October 28, 2021: Notes 18, entire. Video .
  • Tuesday, November 2, 2021: Notes 19, entire; Notes 20, Secs. 1-2. Video .
  • Thursday, November 4, 2021: Notes 20, Secs. 3-9, 12 (you may skip Secs. 10-11); Notes 21, Secs. 1-4. Video .
  • Tuesday, November 9, 2021: Notes 21, Secs. 5-11; Notes 22, Secs. 1-9. Video .
  • Thursday, November 4, 2021: No class.
  • Tuesday, November 16, 2021: Notes 22, Secs. 10-19; Notes 23, Secs. 1-5. Video .
  • Thursday, November 18, 2021: Notes 23, Secs. 6-7; Notes 24, entire. Video .
  • Tuesday, November 23, 2021: Notes 25, Secs. 1-14. Video .
  • Thursday, November 25, 2021: Holiday, no class.
  • Tuesday, November 30, 2021: Notes 25, Secs. 15-18; Notes 26, entire; Notes 27, Secs. 1-3. No video available.
  • Thursday, December 2, 2021: Notes 27, Secs. 4-8. Video .
  • Tuesday, January 18, 2022: Notes 28, entire; Notes 29, entire. Video .
  • Thursday, January 20, 2022: Notes 30, Secs. 1-7. Video .
  • Tuesday, January 25, 2022: Notes 30, Secs. 8-11. Video .
  • Thursday, January 27, 2022: Notes 30, Sec. 12; Notes 32, Secs. 1-6. Video .
  • Tuesday, February 1, 2022: Notes 32, Secs. 7-13. Video .
  • Thursday, February 3, 2022: Notes 32, Secs. 14 and 16 (skip 15); Notes 33, Secs. 1-8. Video .
  • Tuesday, February 8, 2022: Notes 33, Secs. 9-10, Notes 34, Secs. 1-3. Video .
  • Thursday, February 10, 2022: Notes 34, Secs. 4-14. Video .
  • Tuesday, February 15, 2022: Notes 34, Secs. 15-21; Notes 36, Secs. 1-8. Video .
  • Thursday, February 17, 2022: Notes 36, Secs. 9-15. Video .
  • Tuesday, February 22, 2022: Notes 36, Secs. 16-17; Notes 37, Secs. 1-4. Video .
  • Thursday, February 14, 2022: Notes 37, Secs. 5-14. Video .
  • Tuesday, March 1, 2022: Notes 37, Secs. 15-19; Notes 38, Secs. 1-5. Video .
  • Thursday, March 3, 2022: Notes 38, Secs. 6-10; Notes 39, p. 1. Video .
  • Tuesday, March 8, 2022: Notes 39, pp. 2-12. Video .
  • Thursday, March 10, 2022: Notes 40, Secs. 1-9. Video .
  • Tuesday, March 15, 2022: Notes 40, Secs. 10-17.
  • Thursday, March 22, 2022: Notes 40, Secs. 18-20; Notes 41, Secs. 1-8.
  • Tuesday, March 29, 2022: Notes 41, Secs. 9-15, 17.
  • Thursday, March 31, 2022: Notes 41, Secs. 18-21, Notes 42, Secs. 1-4.
  • Tuesday, April 5, 2022: Notes 42, Secs. 5-10.
  • Thursday, April 7, 2022: Notes 42, Secs. 11-12; Notes 43, Secs. 1-8.
  • Tuesday, April 12, 2022: Notes 43, Secs. 9-14; Notes 44, Secs. 1-2.
  • Thursday, April 14, 2022: Notes 44, Secs. 3-9.
  • Tuesday, April 19, 2022: Notes 44, Secs. 10-12; Notes 45, Secs. 1-2.
  • Thursday, April 21, 2022: Notes 45, Secs. 3-7, Notes 46, Secs. 1-7. Video .

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Typed lecture notes are available for most lectures, not all.

  • Notes 1: The Mathematical Formalism of Quantum Mechanics , pdf format.
  • Notes 2: The Postulates of Quantum Mechanics , pdf format.
  • Notes 3: The Density Operator , pdf format.
  • Notes 4: Spatial Degrees of Freedom , pdf format.
  • Notes 5: Time Evolution in Quantum Mechanics , pdf format.
  • Notes 6: Topics in One-Dimensional Wave Mechanics , pdf format.
  • Notes 7: The WKB Method , pdf format.
  • Notes 8: Harmonic Oscillators and Coherent States , pdf format.
  • Notes 9: The Propagator and the Path Integral , pdf format.
  • Notes 10: Charged Particles in Magnetic Fields , pdf format.
  • Notes 11: Rotations in 3-Dimensional Space , pdf format.
  • Notes 12: Rotations in Quantum Mechanics, and Rotations of Spin 1/2 Systems , pdf format.
  • Notes 13: Representations of the Angular Momentum Operators and Rotations , pdf format.
  • Notes 14: Spins in Magnetic Fields , pdf format.
  • Notes 15: Orbital Angular Momentum and Spherical Harmonics , pdf format.
  • Notes 16: Central Force Motion , pdf format.
  • Notes 17: Hydrogen , pdf format.
  • Notes 18: Coupling of Angular Momenta , pdf format.
  • Notes 19: Transformation of Operators Under Rotations , pdf format.
  • Notes 20: The Wigner-Eckart Theorem , pdf format.
  • Notes 21: Parity , pdf format.
  • Notes 22: Time Reversal , pdf format.
  • Notes 23: Bound-State Perturbation Theory , pdf format.
  • Notes 24: The Stark Effect in Hydrogen and Alkali Atoms , in pdf format.
  • Notes 25: Fine Structure in Hydrogen and Alkali Atoms , pdf format.
  • Notes 26: The Zeeman Effect in Hydrogen and Alkali Atoms , pdf format.
  • Notes 27: Hyperfine Structure in Atoms , pdf format.
  • Notes 28: The Variational Method , pdf format.
  • Notes 29: Identical Particles , pdf format.
  • Notes 30: Helium , pdf format.
  • Notes 31: The Thomas-Fermi Model , in pdf format.
  • Notes 32: The Hartree-Fock Method in Atoms , in pdf format.
  • Notes 33: Elements of Atomic Structure in Multi-Electron Atoms , in pdf format.
  • Notes 34: Time-Dependent Perturbation Theory , in pdf format.
  • Notes 35: The Photoelectric Effect , in pdf format.
  • Notes 36: Introduction to Time-Independent Scattering Theory , in pdf format.
  • Notes 37: Green's Functions in Quantum Mechanics , in pdf format.
  • Notes 38: The Lippmann-Schwinger Equation , in pdf format.
  • Notes 39: Adiabatic Invariance, the Geometric Phase, and the Born-Oppenheimer Approximation , in pdf format.
  • Notes 40: The Classical Electromagnetic Field Hamiltonian , in pdf format.
  • Notes 41: The Quantized Electromagnetic Field , in pdf format.
  • Notes 42: Emission and Absorption of Radiation , in pdf format.
  • Notes 43: Scattering of Radiation , in pdf format.
  • Notes 44: Natural Line Width and the Lamb Shift , in pdf format.
  • Notes 45: The Klein-Gordon Equation , in pdf format.
  • Notes 46: Introduction to the Dirac Equation , in pdf format.
  • Notes 47: Lorentz Transformations in Special Relativity , in pdf format.
  • Notes 48: Covariance of the Dirac Equation , in pdf format.
  • Notes 49: The Foldy-Wouthuysen Transformation , in pdf format.
  • Notes 50: Solutions of the Dirac Equation , in pdf format.
  • Notes 51: Hole Theory and Second Quantization of the Dirac Field , in pdf format.
  • Notes 52: Electromagnetic Interactions With the Dirac Field , in pdf format.
  • Appendix A: Gaussian, SI and Other Systems of Units in Electromagnetic Theory , pdf format.
  • Appendix B: Classical Mechanics , pdf format.
  • Appendix C: Gaussian Integrals , pdf format.
  • Appendix D: Vector Calculus , pdf format.
  • Appendix E: Tensor Analysis , pdf format.

Homework Solutions.

  • Solutions for Homework 1 .
  • Solutions for Homework 2 .
  • Solutions for Homework 3 .
  • Solutions for Homework 4 .
  • Solutions for Homework 5 .
  • Solutions for Homework 6 .
  • Solutions for Homework 7 .
  • Solutions for Homework 8 .
  • Solutions for Homework 9 .
  • Solutions for Homework 10 .
  • Solutions for Homework 11 .
  • Solutions for Homework 12 .
  • Solutions for Homework 13 .
  • Solutions for Homework 14 .
  • Solutions for Homework 15 .
  • Solutions for Homework 16 .
  • Solutions for Homework 17 .
  • Solutions for Homework 18 .
  • Solutions for Homework 19 .
  • Solutions for Homework 20 .
  • Solutions for Homework 21 .
  • Solutions for Homework 22 .
  • Solutions for Homework 23 .
  • Solutions for Homework 24 .
  • Solutions for Homework 25 .
  • Solutions for Homework 26 .
  • Solutions for Homework 27 .
  • Table of Clebsch-Gordan Coefficients, etc in pdf format only.
  • I can do that for you! in pdf format only.

Links to web sites for other courses I have taught .

  • Physics 209, Fall 2002 .
  • Physics 250, Fall 2015 .

Browse Course Material

Course info, instructors.

  • Prof. Esther Duflo
  • Dr. Sara Ellison

Departments

As taught in.

  • Probability and Statistics
  • Econometrics

Learning Resource Types

Data analysis for social scientists.

Lecture 2 Slides: Fundamentals of Probability (PDF)

  • Download video
  • Download transcript

Lecture 3 Slides: Random Variables, Distributions, and Joint Distributions (PDF)

Lecture 4 Slides: Gathering and Collecting Data (PDF)

Homework 2 (PDF) | Homework 2 Data and Code

MIT Open Learning

Foundations of Real Analysis II

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Lecture notes.

Last Modified: 9/23/15

  • Final Exam : will take place 3-6pm on Tuesday, June 7, in AP&M B402A. Please be on time. Bring your own Blue Books in which to write the exam. You may bring two double-sided sheets of notes (that you prepare yourself ). No calculators or other electronic devices will be allowed. Here is a Summary of Key Facts for the Final; and here again are the summaries for Exam 1 and Exam 2 . Here are 4 Final Practice Problems focusing on material from later in the quarter. Solutions have been posted on Piazza.
  • Homework 10 has been posted. It is due on Friday, June 3.
  • Midterm Exam 2 : will begin at 8pm on Tbursday, May 19, in CENTR 216. Please be on time. Bring your own Blue Books in which to write the exam. You may bring one double-sides sheet of notes (that you prepare yourself ). No calculators or other electronic devices will be allowed. Here is a Summary of Key Facts for the second Midterm Exam. Here is a Practice Midterm similar is content, length, and difficulty to the actual exam. Solutions have been posted on Piazza.
  • Homework 8 has been posted. It is due on Friday, May 20.
  • Homework 5 has been posted. It is due on Friday, April 29.
  • Office Hours : for the week of April 18-22, Prof. Kemp will have Office Hours on Monday 1-2pm and Wednesday 2-3pm, both in his office; Jacqueline Warren will have Office Hours on Monday 3-4pm (in AP&M B402) and Thursday 11:30-12:30pm (in AP&M 5829).
  • Midterm Exam 1 : will begin at 8pm on Tuesday, April 19, in CENTR 216. Please be on time. Bring your own Blue Books in which to write the exam. You may bring one double-sides sheet of notes (that you prepare yourself ). No calculators or other electronic devices will be allowed. Here is a Summary of Key Facts for the first Midterm Exam. Here is a Practice Midterm similar is content, length, and difficulty to the actual exam. Solutions have now been posted on Piazza.
  • Homework 4 has been posted. It is due on Friday, April 22.
  • Welcome : to Math 140B: Foundations of Real Analysis II, in Spring 2016! Prof. Kemp will be away for the first week; Lectures 1 and 2 will be given by Prof. Novak. Your discussion section will meet as normal on Wednesday evening.

Course Information

  • Textbook : The required textbook for this course is Principles of Mathematical Analysis, 3rd edition , by Walter Rudin; ISBN 9780070542358 We will cover parts of chapters 4-8 of the text. All posted reading and homeowork assignments will refer to the chapter and section numbers of this textbook. We will also post lecture notes as we go.
  • Coursework : There will be weekly homework assignments due on Fridays; they are posted below . There will be two evening midterm exams and a final exam; dates, times, and locations posted below .
  • Piazza : We will use Piazza , an online discussion board. It will allow you to post messages (openly or anonymously) and answer posts made by your fellow students, about course content, homework, exams, etc. The instructors will also monitor and post to Piazza regularly. You can sign up here if you are not signed up.

Instructional Staff

We will be communicating with you and making announcements through an online question and answer platform called Piazza (sign up link: piazza.com/ucsd/spring2016/math140b ). We ask that when you have a question about the class that might be relevant to other students, you post your question on Piazza instead of emailing us. That way, everyone can benefit from the response. Posts about homework or exams on Piazza should be content based. While you are encouraged to crowdsource and discuss coursework through Piazza, please do not post complete solutions to homework problems there. Questions about grades should be brought to the instructors, in office hours. You can also post private messages to instructors on Piazza, which we prefer to email.

Our office hours can be found in the following calendar.

Welcome to Math 140B: the second course (of three) introducing the foundations of real analysis (i.e. the rigorous mathematical theory of calculus). According to the UC San Diego Course Catalog , the topics covered are differentiation, the Riemann-Stieltjes integral, sequences and series of functions, power series, Fourier series, and special functions. Most of the material for these topics will be taken from chapters 5-8 of the text by Rudin. (Students may not receive credit for both Math 140B and Math 142B.)

Prerequisite:   Math 140A.

Lecture:   Attending the lecture is a fundamental part of the course; you are responsible for material presented in the lecture whether or not it is discussed in the textbook. You should expect questions on the exams that will test your understanding of concepts discussed in the lecture.

Homework:   Homework assignments are posted below , and will be due at 5:00pm on the indicated due date.  Please turn in your homework assignments in the dropbox in the basement of AP&M.  Late homework will not be accepted. Your lowest two homework scores will be dropped.   It is allowed and even encouraged to discuss homework problems with your classmates and your instructor and TA, but your final write up of your homework solutions must be your own work.

Regrades:   Homework and midterm exams will be returned in the discussion section.  If you notice an error in the way your homework/exam was graded, you must return it immediately to your TA .  Regrade requests will not be considered once the homework/exam leaves the room.  If you do not retrieve your homework/exam during discussion section, you must arrange to pick it up from your TA within one week after it was returned in order for any regrade request to be considered.

Grading: Your course grade will be determined by your cumulative average at the end of the quarter. The letter grades assigned will depend on the performance of the class.

  • 20% Homework,  20% Exam I,  20% Exam II,  40% Final Exam
  • 20% Homework,  20% Best Midterm Exam,  60% Final Exam

Academic Integrity:   UC San Diego's code of academic integrity outlines the expected academic honesty of all studentd and faculty, and details the consequences for academic dishonesty. The main issues are cheating and plagiarism, of course, for which we have a zero-tolerance policy. (Penalties for these offenses always include assignment of a failing grade in the course, and usually involve an administrative penalty, such as suspension or expulsion, as well.) However, academic integrity also includes things like giving credit where credit is due (listing your collaborators on homework assignments, noting books or papers containing information you used in solutions, etc.), and treating your peers respectfully in class. In addition, here are a few of our expectations for etiquette in and out of class.

  • Entering/exiting class: Please arrive on time and stay for the entire class/section period. If, despite your best efforts, you arrive late, please enter quietly through the rear door and take a seat near where you entered. Similarly, in the rare event that you must leave early (e.g. for a medical appointment), please sit close to the rear exit and leave as unobtrusively as possible.
  • Noise and common courtesy: When class/section begins, please stop your conversations. Wait until class/section is over before putting your materials away in your backpack, standing up, or talking to friends. Do not disturb others by engaging in disruptive behavior. Disruption interferes with the learning environment and impairs the ability of others to focus, participate, and engage.
  • Electronic devices: Please do not use devices (such as cell phones, laptops, tablets, iPods) for non-class-related matters while in class/section. No visual or audio recording is allowed in class/section without prior permission of the instructor (whether by camera, cell phone, or other means).
  • E-mail etiquette: You are expected to write as you would in any professional correspondence. E-mail communication should be courteous and respectful in manner and tone. Please do not send e-mails that are curt or demanding.

Accommodations:

Weekly homework assignments are posted here. Homework is due by 5:00pm on Friday, in the dropbox in the basement of AP&M. Late homework will not be accepted.

  • Homework 1 , due Friday, April 1.
  • Homework 2 , due Friday, April 8.
  • Homework 3 , due Friday, April 15.
  • Homework 4 , due Friday, April 22.
  • Homework 5 , due Friday, April 29.
  • Homework 6 , due Friday, May 6.
  • Homework 7 , due Friday, May 13.
  • Homework 8 , due Friday, May 20.
  • Homework 9 , due Friday, May 27.
  • Homework 10 , due Friday, June 3.

Here are Lecture Notes , continuing from Math 140A, most recently updated on June 1.

Here are self-contained notes on the Weierstrass Function , which is continuous but nowhere differentiable.

  • Department of Mathematics, UC San Diego

ME 200: Thermodynamics I

In-class materials.

Chapter 1 Chap. 1 - Tablet Notes

Chapter 2 Chap. 2 - Tablet Notes

Chapter 3 Chap. 3 - Tablet Notes Lecture 8 SLVM-SHV-CL Tables with Examples

Chapter 4 Chap. 4 - Tablet Notes Hydroelectric Power Example Air Compressor Example Heat Exchangers Adiabatic Mixing Example Integrated Pumping System Example Transient Oil Tank Example

Conceptual Quiz #4 Questions Conceptual Heat Pump Questions Conceptual Quiz #5 Questions

Chapter 5 Chap. 5 - Tablet Notes

Chapter 6 Chap. 6 - Tablet Notes Entropy (Real Fluid) Properties and Example (Lecture 24) Lecture 31 - Isentropic Nozzle Efficiency

Chapter 8 Chap. 8 - Tablet Notes Rankine  Cycle Trends and Improvements (Lecture 34)

Chapter 10 Chap. 10 - Tablet Notes Refrigerator-Freezer Example (Lecture 35)

Chapter 9 Chap. 9  - Tablet Notes

Purdue University

  • (512) 464- 6491 (classroom)
  • [email protected]
  • McNeil HS Home Page
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  • Parent Letter-Precalculus
  • Parent Letter-Calculus

Precalculus

Mrs. Snow's Math

McNeil High School

Notes are intended to compliment the current text in use at McNeil High School Precalculus, Enhanced with Graphing Utilities, Texas Edition By Michael Sullivan and Michael Sullivan, III

FALL SEMESTER

Fundamentals

MATHXL FOR SCHOOL – where to find it on line and where are all the assignments!

Algebra II Review Annotated Notes

Chapter 2:  Functions and Their Graphs All assignments are due at the start of the next class period.  The first assignments of this school year will be completed on paper: 

Current assignments are currently not available on Mathxl, the precalculus online homework program.  For full credit, use separate paper:   please write your full name, class period, and identify the assignment with chapter.section number.  Write out each problem, show all work and circle the answer.

Lesson 2.1 and Lesson 2.2 Functions and 2.2 The Graph of a Function Mathxl Homework 2.1 and 2.2 Solutions 2.1 2.2 Mathxl -Textbook Homework 2.3 and 2.4 Solutions Textbook 2.3 and 2.4 Mathxl – Textbook Homework 2.5 Solutions 2.5 Annotated Notes Video Lesson 2.1 and 2.2 Lesson 2.3 and Lesson 2.4 Properties of Functions,   2.4  Piecewise and Greatest Integer Functions Annotated Notes 2.3 and 2.4 Video Lesson 2.3 and 2.4 Lesson 2.5   Graphing Techniques:  Transformations Annotated Notes 2.5 Video Lesson 2.5 In-class Transformation Practice Annotated Transformation Practice mrssnowsmath.com/…/chapter2review.2023r.pdf 2.5 Homework Worksheet Chapter 2 Review Review Solutions  

Chapter 4:  Polynomial and Rational Functions

Lesson 4.1  Polynomial Functions and Model Annotated Notes Video Lesson 4.1 Lesson 4.2 The Real Zeros of a Polynomial Function Lesson 4.3 Complex Zeros; Fundamental Theorem of Algebra Annotated Notes 4.2 and 4.3 Video Lesson 4.2 and 4.3 Lesson 4.4 and Lesson 4.5  4.4 Properties of Rational Functions and.4.5 The Graphs of a Rational Function Annotated Notes 4.4 and 4.5 Video Lesson 4.4 and 4.5 Lesson 4.6 Polynomial and Rational Inequalities Annotated Notes 4.6 Video Lesson 4.6 Chapter 4 Spiral Ch 2 Review    Updated 9/2023 Spiral Review Solutions    

Chapter 6 Trigonometric Functions

Quizlet Links: Sine, Cosine, and Tangent Radian Values Practice with radians from the unit circle; flashcards and more Unit Circle practice page   2 unit circles for drill practice

Lesson 6.1 and 6.2 Part 1 Angles and Their Measure, The Unit Circle Annotated Notes 6.1 And 6.2 Part 1 Video Lesson 6.1 and 6.2 part 1 Lesson 6.1 and 6.2 Part 2 Trigonometric Functions: Unit Circle Approach Annotated Notes 6.1 and 6-2 Part2 Video Lesson 6.1 and 6.2 part 2 2 Unit Circles   Practice Form Lesson 6.3 Properties of the Trigonometric Functions Annotated Notes Video Lesson 6.3 Review 6.1-6.3 Chapter 6.1-6.3 Review Solutions   

Unit Circle Chart – In Order Lesson 6.4 Graphs of the Sine and Cosine Functions Annotated Notes 6.4 Video Lesson 6.4 Worksheet6.4 Lesson 6.5   Graphs of Secant and Cosecant Functions Annotated Notes 6.5 Part 1 Lesson 6.5 Graphs of Tangent and Cotangent Functions Annotated Notes 6.5 Part 2 Worksheet 6.5    Worksheet for: secant, Cosecant, Tangent and Cotangent Functions Video Lesson 6.5    this covers both part 1 and part 2:  Secant, Cosecant, Tangent and Cotangent Functions Lesson 6.6 Phase Shift Annotated Notes 6.6 Video Lesson 6.6 Worksheet 6.6 Lesson 8.5   Simple Harmonic Motion Annotated Notes 8.5 Video Lesson 8.5   “The Ferris Wheel Problem”   Video showing Simple Harmonic Motion Spiral Review 6.1-6.6, 8.5   Spiral Review Solutions

Lesson 5.1 and Lesson 5.2 Composite Functions and One-to-One Functions, Inverse Functions Annotated Notes 5.1 and 5.2 Video Lesson 5.1 and 5.2

Lesson 7.1 and 7.2   The Inverse Sine, Cosine, and Tangent Functions and The Inverse Trigonometric Function, Continued 7.1 and 7.2 Annotated Notes Video Lesson 7.1 Extra Examples Lesson 7.3 Trigonometric Equations Annotated Notes 7.3 Video Lesson 7.3 Review 5.1-5.2  and 7.1-7.3 Review 7.1-7.3 Solutions (revised 11/2/2019)

Unit Circle Sine, Cosine and Tangent values – Quizlet     link to a quizlet that has flash cards for our unit circle values.  The “Learn” link will quiz you with the flash cards out of order.

Trigonometric Identities Reference Sheet The first page will need to be memorized! Lesson 7.4 Trigonometric Identities Annotated Notes 7.4 Video Lesson 7.4 Worksheet Proofs Trig Identities   fall 2022 we are only doing the odd problems.  The even are available for additional practice Lesson 7.5 Sum and Difference Formulas Annotated Notes 7.5 Video Lesson 7.5 Lesson 7.6 Double-angle and Half-angle Formulas Annotated Notes 7.6 Video Lesson 7.6 Review Spiral 5.1-2, 7.1-3 7.4-7.5 Review Answers    Corrected!

 Chapter 10

Lesson 10.1 and 10.2 Conics and the Parabola Annotated Notes 10.1 and 10.2 Video Lesson 10.1 and 10.2

Lesson 10.3 The Ellipse Annota te d Notes 10.3 Lesson 10.4 The Hyperbola Annotated Notes 10.4 Lesson 10.7 Plane Curves and Parametric Equations Annotated Notes 10.7

Fall Final Exam Review Fall Final Exam solutions

GUIDELINE FOR NOTECARD

This link will take you to an excel spreadsheet that will allow you to take your averages for either fall or spring semester and see what you need for the grading period or final to pass class.  This is designed for the grading cycles at McNeil High School. “WHAT IF…”GRADE CHECK  for Fall and Spring Semesters

SPRING SEMESTER 

Chapter 8 Lesson 8.1 Right Triangle Trigonometry; Applications Annotated Notes 8.1 Video 8.1 Trigonometry Applications Worksheet Lesson 8.2 The Law of Sines Lesson 8.2 The Ambiguous Case Example Annotated Notes 8.2 Video 8.2 Lesson 8.3 The Law of Cosines Lesson 8.4 Area of a Triangle Annotated Notes 8.3 and 8.4 Video 8.3 and 8.4 Review Chapter 8 Review Chapter  Solutions  

Lesson 8.5 Simple Harmonic Motion (presented in the fall with Chapter 6) Annotated Notes 8.5 are located with Chapter 6

Chapter 9 Lesson 9.1 Polar Coordinates Annotated Notes 9.1 Video Lesson 9.1 Lesson 9.2 Polar Equations and Graphs Annotated Notes .9.2 Video Lesson 9.2 Limacon Examples Polar Graph Paper Lesson 9.4 Vectors Video Lesson 9.4 Annotated Notes 9.4 9.4 Static Equilibrium Problem #19 example Lesson 9.5 The Dot Product Annotated Notes 9.5 Video Lesson 9.5 Spiral Ch 8 and 9 Re view Spiral Review Solutions

Chapter 5 and 11.5 Lesson5.3 Exponential Functions Annotated Notes 5.3  and corrected Video Lesson 5.3 Lesson 5.4 Logarithmic Functions  and Lesson 5.5 Properties of Logarithms Annotated Notes 5.4 and 5.5 V ideo Lesson 5.4 Video Lesson 5.5

Lesson 5.6 Logarithmic and Exponential Equations Annotated Notes 5.6 Video Lesson 5.6 Lesson 5.7 and Lesson 5.8 Financial Models   and  Exponential Growth and Decay Models Annotated Notes 5.7 and 5.8 Video Lesson 5.7  Video Lesson 5.8 Chapter 5 Review  Review Solutions Chapter 5

Extra Lessons 11.5 and Rational Expressions Addition and Subtraction of Rational Expressions Annotated Notes Video Lesson Addition and Subtraction of Rational Expressions Multiplication and Division of Rational Expressions  Annotated Notes Video Lesson Multiplication and Division of Rational Expressions

Lesson 11.5 Partial Fraction Decomposition Annotated Notes 11.5 Video Lesson 11.5 https://www.youtube.com/watch?v=8lSCAY15BdQ

Chapter  12 Lesson 12.1 Sequences Annotated Notes 12.1 Video Lesson Lesson 12.2 Arithmetic Sequences Annotated Notes 12.2 Video Lesson Lesson 12.3   Geometric Sequences Lesson 12.3 Lecture Notes modified for voice over lecture Annotated Notes 12.3 Video Lesson Lesson 12.4 Mathematical Induction Lesson 12.4 Lecture Notes modified for voice over lecture Annotated Notes 12.4 Video Lesson 12.4 Homework Worksheet Lesson 12.5  The Binomial Theorem Lesson 12.5 Lecture Notes modified for voice over lecture Annotated Notes 12.5 Video Lesson Review Chapter 12    

Solutions Review Ch 12 and 11.5   if you want credit for the review, make sure you show your work,  copying these answers will result in a 0%

Chapter 14 –  A Preview of Calculus  

Lesson 14.1 Finding Limits Using Tables and Graphs Annotated Notes 14.1 *    Video Lecture 14.1 14.1 Worksheet

Lesson 14.2 Algebra Techniques for Finding Limits *    Video Lecture 14.2 Annotated Notes 14.2 14.2 Worksheet

Lesson 14.3  The Tangent Problem:  The Derivative Annotated Notes 14.3 *     Video Lecture 14.3 14.3 Worksheet Helpful videos for visualizing secant lines morphing into a tangent line: The Tangent Line and the Derivative   an 11 minute video, all is very good, the definition by derivative starts at 4 minutes. Applet:  Ordinary Derivative by Limit Definition   as an interactive applet to let the student see as the distance between points goes to zero,  the secant line becomes the tangent line.

Lesson 14.4  Limits at Infinity Annotated Notes 14.4 14.4 Worksheet *    Video Lecture 14.4

Lesson 14.5 The Area Problem:  The Integral Annotated Notes 14.5 14.5 Worksheet *    Video Lecture 14.5

Solutions to Chapter 14 practice problems

14.3, problem #7: correct answer is f'(x)=-5

Spiral Review Chapter 14 and Chapter 12 -remember, no work no credit!! Review Ch 12 and 14 Solutions

Note Card For Precalculus Final All students, whether exempting the final exam or not,  are required to complete the Final Exam Review.  Work must be shown for credit.   Spring Final Exam Review Spring Final Review Solutions

Other Notes

Intro to Calculus Lesson on Derivatives and Integration Annotated Notes Derivatives Worksheet #1 – Product and Quotient Rules Worksheet #2 – Chain Rule Chain Rule Notes Worksheet #3 – Integrals Integral Notes

This link will take you to an excel spreadsheet that will allow you to take your averages for either fall or spring semester and see what you need for the grading period or final to pass class.  This is designed for the grading cycles at McNeil High School. “WHAT IF…”GRADE CHECK for 2020-2021 School Year

Class Tuning Incoming on February 27 for Druid, Hunter, Paladin, Rogue, Shaman - Season of Discovery

  • Lifebloom mana cost reduced by 50%. Developers’ notes: Lifebloom refunds half its new base mana cost per stack when it expires or is dispelled. This part has always functioned in this way, and we’ve seen a bit of confusion around how the mana return portion of Lifebloom functions.
  • Dual Wield Specialization no longer grants a 30% damage bonus to Raptor Strike for wielding two weapons of the same type.
  • Crusader Strike now deals Holy damage instead of Physical damage, ignoring armor, and is now affected by Holy damage prevention. Crusader Strike is still considered a melee attack, and not a spell.
  • Seal of Martyrdom can no longer trigger Art of War, and will no longer be triggered by Frost Oil or other weapon procs.
  • Redirect no longer triggers or is affected by the global cooldown, and its own cooldown has been reduced to 10 seconds. Developers’ notes: when Redirect is combined in a macro with other Combo Point related abilities, it often does not function as expected. We recommend not including it in such macros.
  • Two-Handed Mastery rune now also provides 10% increased Attack Power and 10% increased chance to hit with spells after hitting a target with a two-handed weapon.
  • Shamanistic Rage rune now grants 5% of the Shaman’s maximum mana per second, instead of a value scaling from Attack Power, Spell Power, or Healing Power.
  • Spirit of the Alpha rune now grants the casting Shaman 20% increased Attack Power if they cast the spell on a target other than themselves.
  • Earth Shield mana cost reduced by 67%, and charges increased from 3 to 9. The base amount healed now properly scales with level and is about 50% higher than previously at level 40.
  • Power Surge tooltip revised to clarify functionality. This rune periodically grants mana every 5 seconds, equal to 15% of the Shaman’s intellect. Some potential timing issues that could have sometimes made it give less mana than intended have been fixed.
  • Ancestral Guidance cooldown reduced to 1 minute (was 2 minutes).
  • The increased armor value of certain mechanical bosses in Gnomeregan has been reduced slightly. Developers’ notes: The higher armor values on certain mechanical enemies in Gnomeregan was correct and intended, but we will adjust the armor on Crowd Pummeler 9-60 and Mekingeer Thermaplugg slightly to provide up to a 10% increase in physical damage received, depending on modifiers present. We also checked the Mechanical Managerie, and it is using the correct armor values.

Comment by johano3012

Thank god for the hunter change

Comment by josephxp

The Blue Post was removed. EDIT: The Blue Post was posted again.

Comment by ajames27

Why do I even play this game? Blizzard has no idea what they are doing

Comment by Horcruxis

Nerfing classes when people still aren't that geared is weird. 90% of pugs not able to kill the last boss of gnomer mostly cause they're horrible players but even still nerfing the top spec isn't doing anyone any favors, just bring up the underperformers to their level instead. Such a stupid philosophy

Comment by Dean67

Shadowstep still on GCD and so not usable while in stealth....

Comment by Hulkhack

Same old Blizzard, a spec needs an adjustment, and they go overboard and gut it instead. Time to buff ranged Hunter then, I guess.

Comment by YeOlChum

CRUSADER STRIKE IS FINALLY HOLY LETS *!@#ING GOOOOOO.

Same old Blizzard, a spec needs an adjustment, and they go overboard and gut it instead. Time to buff ranged Hunter then, I guess. It's top dps by a large margin in a lvl 40 raid where bosses have armor comparable to lvl 60 40 man raid bosses. People are honestly mentally insane, like mental asylum levels of deluded if they thought that was even remotely fine.

Comment by bboypose

what the f**k kind of changes are these. hunters literally haven't gone a hotfix without getting nerfed in a month. rogue's still 1 shot with mutilate. moonkins get nerfed then immediately buffed back up to what they were at? paladins still left in the trash can with a MINISCULE change that should've been there from the start? balancing in this game is laughable.

Comment by Rethric

Good twohanded enhancement shaman buffs

Comment by AdamRC

Wow they finally fixed the bug where Ret pallies were above frost mages on damage

Comment by shyguyyetnot

CRUSADER STRIKE IS FINALLY HOLY LETS *!@#ING GOOOOOO. Bro holy #$%^ I !@#$ my pants reading this change! Bout to pop off in Gnomer with total armor ignore on this!

Comment by Sgf916

Why does everyone freak out about damage numbers, focus on the QoL and actual functionality changes instead. SoD is a test bed and changes will be non stop, if you focus only on high numbers you will miss out on the entire point of the season

Comment by Rockyy

Enh buffs are looking great, shame I'm almost done leveling it. Don't plan on playing it after 40 since it's my 2nd alt. Shadowstep still on GCD and so not usable while in stealth.... Good, rogues do not need more pvp power. Stop asking for more.

Same old Blizzard, a spec needs an adjustment, and they go overboard and gut it instead. Time to buff ranged Hunter then, I guess. Why are you all overreacting, classes will get changed/buffed/nerfed constantly for the entire life of SoD stop reacting so negatively and just enjoy the content. Dps numbers aren’t everything.

Nerfing classes when people still aren't that geared is weird. 90% of pugs not able to kill the last boss of gnomer mostly cause they're horrible players but even still nerfing the top spec isn't doing anyone any favors, just bring up the underperformers to their level instead. Such a stupid philosophy They also have no gear. Melee hunter is an outlier, I don't want every class to be that strong or gnomer would be even easier than BFD...

Comment by videogamer

so main gauche is 3 combo points for 10 energy now and its still not gonna be strong enough to be taken over broken mutilate lol

Comment by bootsandcats352

YAY the classes with the most utility are now also the best in single target AND aoe dps. Why play rogue or warrior still? Actual determents to bring to you're raid if they are trying to dps. Can we tone done bleed and poison DR to 10 or 5%? Can rogue tanks get any magic DR in their kit? Cant parry or dodge a spell and no magic DR makes me get three shot on thermaplugg. Like doesnt matter how much threat I gen if im dead.

Comment by staticxtras

thanks for killing the only way for shamans to get mana back blizz, it actually felt really cool swaping to RB before using sham rage then swaping back now its just gone

Comment by Cuyi

Why the f*** armor exists bro? Only to ruin warrior. No sense to play warrior when you can play a ret-ardin, ignoring all resistances with your holy damage.

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Yale to Require Standardized Test Scores for Admissions

Officials said test-optional policies might have harmed students from lower-income families.

homework class notes

By Stephanie Saul

Yale University will require standardized test scores for students applying for the class entering in the fall of 2025, becoming the second Ivy League university to abandon test-optional policies that had been widely embraced during the Covid pandemic.

Yale officials said in an announcement on Thursday that the shift to test-optional policies might have unwittingly harmed students from lower-income families whose test scores could have helped their chances.

While it will require standardized tests, Yale said its policy would be “test flexible,” permitting students to submit scores from subject-based Advanced Placement or International Baccalaureate tests in lieu of SAT or ACT scores.

Yale’s decision, which will not affect students who applied during the current admissions cycle, followed a similar decision in February from Dartmouth College. Dartmouth, in Hanover, N.H., said an analysis had found that hundreds of students from lower socioeconomic backgrounds who had solid scores — in the 1,400 range on the SAT — had declined to submit them, fearing that they fell too far below the perfect 1,600. In 2022, the Massachusetts Institute of Technology announced that it had reinstated its testing requirement.

These institutions remain in the minority. Many decided to keep their test optional policies in place as the pandemic waned. Columbia announced last year it is test optional, and Harvard has said it is test optional through the class that will graduate in 2030.

The California university system has enacted a “test-blind” policy, meaning they will not look at scores, even if they are submitted.

The University of Michigan, one of the country’s most selective public universities, announced on Wednesday that it was moving to a test-optional policy, which it said was a move to “providing access to high-achieving students from all backgrounds.” Michigan had previously used a test-flexible policy.

More than 80 percent of four-year colleges — or at least 1,825 of the nation’s institutions that grant bachelor degrees — will not require SAT or ACT scores this fall, according to the organization FairTest, which has fought against standardized testing. In 2022, the number of students taking the SAT dropped to 1.7 million, a decline from 2.2 million in 2020.

The anti-testing movement has long said that standardized tests help fuel inequality, because many students from affluent families use tutors and coaches to bolster their scores.

But recent research has questioned whether test-optional policies may actually hurt the very students they were meant to help.

In January, Opportunity Insights, a group of economists based at Harvard, published a study that found that test scores could help identify lower-income students and students from underrepresented populations who would thrive in college. High scores from less privileged students can signal high potential.

Yale, in New Haven, Conn., said that test scores were particularly valuable in evaluating students who attend high schools with fewer academic resources or college preparatory courses.

Jeremiah Quinlan, the dean of undergraduate admissions at Yale, said in a statement that the university had determined that test scores, while imperfect, were predictive of academic success in college.

“Simply put,” he said, “students with higher scores have been more likely to have higher Yale G.P.A.s, and test scores are the single greatest predictor of a student’s performance in Yale courses in every model we have constructed.”

When students do not submit test scores, the admissions committee focuses on other elements of the student’s file, Mr. Quinlan said.

“For students attending well-resourced high schools, substitutes for standardized tests are relatively easy to find: Transcripts brim with advanced courses, teachers are accustomed to praising students’ unique classroom contributions, and activities lists are full of enrichment opportunities,” he said in the statement. “Increased emphasis on these elements, we found, has the effect of advantaging the advantaged.”

After the Supreme Court’s decision last year banning race-conscious admissions, many experts predicted that some schools would use test-optional policies to protect themselves from future litigation. In the cases against Harvard and the University of North Carolina, standardized test scores were used to show disparate admissions treatment for some ethnic and racial groups.

In an interview, Mr. Quinlan said Yale took that into account in its decision over whether to reinstate test requirements.

“I think we’re pretty confident that we can still run a pretty thoughtful and legal admissions process with this policy,” Mr. Quinlan said. “We couldn’t let that legal concern, or let potential litigation, impact this important decision.”

In making its announcement, Yale released the middle range of SAT and ACT scores of its 2020 first-year class. Since Yale instituted a test-optional policy, the university said that roughly half its applicants had not submitted SAT or ACT scores.

Applications to Yale and other highly selective schools have spiked as a result of test optional policies. Yale, which has an acceptance rate of about 4 percent, said recently that it had received over 57,000 applications for this fall’s admission, a record number and an increase of about 20,000 since 2019 , before the pandemic. The increase included a huge number of international students, Mr. Quinlan said.

“The quality and quantity were not increasing in lock step,” Mr. Quinlan said.

Bob Schaeffer, public education director of FairTest, downplayed the potential impact of Yale’s move. “Since an overwhelming percentage of future Yale applicants will have taken Advanced Placement or International Baccalaureate exams, which have long been a factor in admissions at super-selective institutions, the impact will not be very significant,” he said.

He did, however, think the new policy could create a barrier to international students, some of whom have complained about limited access to standardized tests.

“I think it’s safe to say we will see some decrease moving forward,” Mr. Quinlan said. “We don’t want more applications. We want the right applications.”

Stephanie Saul reports on colleges and universities, with a recent focus on the dramatic changes in college admissions and the debate around diversity, equity and inclusion in higher education. More about Stephanie Saul

How Americans define a middle-class lifestyle — and why they can’t reach it

A poll from The Washington Post finds widespread agreement among Americans on what it means to be middle class. But just over a third of U.S. adults have the financial security to meet that definition, according to a Post analysis of data from the Federal Reserve.

Americans also underestimate the income required for that lifestyle, suggesting that the popular image of middle-class security is more of an aspiration than a reality for most Americans.

About 9 in 10 U.S. adults said that six individual indicators of financial security and stability were necessary parts of being middle class in the Post poll. Smaller majorities thought other milestones, such as homeownership and a job with paid sick leave, were necessary.

“Middle class-ness and predictability are very tied in the American imagination,” said Caitlin Zaloom, an anthropology professor at New York University. “Sometimes that is about security in the present, but it also means feeling secure about where life is going.”

Are you in the American middle class? Use our income calculator.

Just over a third of Americans met all six markers of a middle-class lifestyle. While about 9 in 10 Americans had health insurance, only three-quarters had health insurance and a steady job. With each added measure of financial security, more Americans slipped away from the middle-class ideal.

homework class notes

About a third of Americans meet middle class criteria

About 90 percent of Americans agreed that these six individual conditions were necessary to belong to the middle class, according to a Washington Post poll

American adults ...

... with health insurance ...

... and steady employment ...

... who can save for

the future...

... pay their bills ...

expenses ...

... and retire

comfortably.

35% meet all 6

65% do not meet all

middle class criteria

Source: 2022 Survey of Household Economics

and Decisionmaking

homework class notes

About 9 in 10 Americans agreed that these six conditions were necessary to belong to the middle class, according to a Washington Post poll

... who can save for the future...

... afford emergency

Source: 2022 Survey of Household Economics and Decisionmaking

homework class notes

About 90 in 10 Americans agreed that these six individual conditions were necessary to belong to the middle class, according to a Washington Post poll

91% of American

... pay their bills without worry ...

35% meet all 6 criteria

65% do not meet all 6 middle class criteria

homework class notes

About a third of Americans match popular image of the middle class

About 9 in 10 Americans agreed that these six individual conditions were necessary to belong to the middle class, according to a Washington Post poll

... pay bills

without worry ...

... who can save

for the future...

... and steady

employment ...

... with health

insurance ...

all 6 criteria

Researchers often define the middle class based on income, in part because income data is frequently collected and easy to access. But that income doesn’t guarantee a middle-class lifestyle.

One commonly used definition from the Pew Research Center sets a middle-class income between two-thirds and twice the national median income, or $67,819 to $203,458 for a family of four in 2022. Most Americans consider the lower end of that range, $75,000 and $100,000, to be middle class, according to the Post poll.

Even when looking at middle-income Americans using Pew’s more expansive range, the majority did not have the security associated with the middle class.

Those that did tended to be older, had higher incomes and were more likely to have a college education and own their homes. While the Post poll found 60 percent of Americans considered homeownership essential to being middle class, homeowners over age 30 were more likely to be financially secure even when comparing people with similar ages and incomes, according to a Federal Reserve survey .

The most common barrier was a comfortable retirement, something that about half of middle-income Americans over 35 felt they were on track to achieve.

homework class notes

Most middle-income people lack

middle-class financial security

Percent of Americans that meet criteria

in each income group

Meets all criteria

U.S. adults

Lower income

Middle income

Upper income

Health insurance

Able to save

Pay all bills

Emergency $1K expense

Retirement (35+)

Lower income for a family of 4 is defined as a household income of $68K or below, middle income is between $68K and $203K, and upper income is above $203K. Percent meeting

retirement criteria reflects only people 35 and older; younger people did not have to meet the retirement criteria to meet the full definition.

2022 Survey of Household Economics and Decisionmaking

homework class notes

Percent of Americans that meet criteria in each

income group

Lower income (under $68K)

Middle income ($68K-$203K)

Upper income (above $203K)

All incomes adjusted for a household size of 4. Percent meeting retirement criteria reflects only people 35 and older; younger people did not have to meet the retirement criteria to meet the full definition.

homework class notes

Most middle-income people lack middle-class financial security

Percent of Americans that meet criteria in each income group

Americans overall

Middle income ($68K to $203K)

Upper income (over $203K)

Pay emergency $1K expense

Comfortable retirement (35 or older)

All incomes adjusted for a household size of 4. Percent meeting retirement criteria reflects only people 35

and older; younger people did not have to meet the retirement criteria to meet the full definition.

Gallup polling last spring found that retirement was Americans’ top financial worry. Even for those who can save, retirement planning requires complicated judgments about how long someone expects to live and the future of government support through programs such as Social Security and Medicare.

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“The de facto landscape now for retirement is to save like hell and hope you don’t live too long,” said Ben Harris, vice president and director of economic studies at Brookings. “And that’s a terrible paradigm.”

The shift from defined benefit plans to individual retirement accounts has increased the importance of saving for retirement, at the same time as rising housing and student loan payments are taking up a growing share of income, according to Annamaria Lusardi, senior fellow at the Stanford Institute for Economic Policy Research.

“There was a time in which family income was a lot more defining about your life and your financial security,” Lusardi said. “But now you are in charge of much more of your future, particularly in terms of the financial decisions that people have been asked to make.”

While the path to middle-class financial security has become more complicated, the share of people with it hasn’t markedly declined over time.

Since 2017, the earliest year of comparable data, between 32 and 40 percent of Americans met all six measures, with a low in 2017 and a high in 2021.

Are you rich? How your net worth compares to the rest of America.

Another survey, the Federal Reserve’s Survey of Consumer Finances, provides a broader view of American financial stability back to the 1980s. More Americans today have $1,000 in liquid savings than they did 40 years ago, after adjusting for inflation. And the share of Americans with money in a retirement or pension account has held steady over the past 40 years.

“The idea that you can have a secure job with predictable wages, with health care and retirement, and being able to pay for your housing — those things are all part of a mid-century vision of the middle-class life trajectory,” said Zaloom, the anthropologist.

“Even in the 1960s, the idea that this was a very widespread phenomenon was always kind of a fiction,” she added.

The draw of the middle class is rooted in far more than the desire for financial security.

Not rich? Take this quiz to see how to build your wealth.

“It’s the perfect model of American identity,” said cultural historian Larry Samuel, author of “ The American Middle Class: A Cultural History .” “It fits so well with our ethos of egalitarianism and being a meritocracy. These are all myths, of course, but they’re embedded in how we see ourselves.”

“It’s a club that everyone kind of wants to be a part of,” Samuel said, “regardless of your economic circumstances.”

About this story

Sonia Vargas and Dylan Moriarty contributed to this report.

This Washington Post poll was conducted Nov. 3-6, 2023, among a national sample of 1,280 U.S. adults with an error margin of plus or minus 3.7 percentage points. The sample was drawn through SSRS’s Opinion Panel, an ongoing survey panel recruited through random sampling of U.S. households. To enable subgroup comparisons, the survey included oversamples of households with lower incomes. This and other groups were weighted back to their share of the adult population according to the U.S. Census Bureau.

The definitions of low, middle and upper household incomes are based on values from the 2023 Annual Social and Economic Supplement to the Current Population Survey. All household incomes are adjusted for size via an equivalence adjustment scale, following the Pew Research Center’s methodology .

Analysis of the financial security of American households uses data from the Federal Reserve’s Survey of Household Economics and Decisionmaking (SHED) and the Survey of Consumer Finances (SCF).

The middle class criteria were defined as follows for each survey:

  • Steady job: had a non-temporary job or were already retired (SHED 2017-2022); working, retired, disabled, student or homemaker (SCF).
  • Cover emergency expenses: could pay a $1,000 emergency expense using only their savings (SHED 2022 for point in time analysis); would pay a $400/500 emergency expense using their savings or a credit card they would pay off in full at the end of the month (SHED 2017-2022 for historical analysis); had at least $1,000 in liquid assets (SCF).
  • Pay bills: were able to pay all their bills in full during the month of the survey and would be able to pay those bills even if they had had to pay an emergency expense of $400 or $500 (SHED 2017-2022); no late debt payments in the last year (SCF).
  • Health insurance: had health insurance (SHED 2017-2022); not applicable for SCF.
  • Comfortable retirement: feel that their retirement savings are on track, or are already retired and feel they are doing at least okay financially; individuals under 35 did not have to meet this criteria to be considered middle class (SHED 2017-2022); any amount in retirement savings or pension accounts (SCF).
  • Save for the future: spent no more than their household income in the last month or has a rainy-day fund that can cover three months of expenses (SHED 2017-2022); saved over the last 12 months (SCF)

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  28. How Americans define the middle-class and why they can't reach it

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