STUDY TIPS
TIPS FOR MORE EFFECTIVE LEARNING
This webpage provides information and tools for students in order to make their learning time more effective as well as offers guides for better time management skills.
Organizational tools
DOWNLOAD A NOTE-TAKING TEMPLATE
This template provides a guide for more effective in-class note-taking by providing pre-filled sections that are proven to facilitate the processing of new information.
DOWNLOAD A SEMESTER ORGANIZER
Use this semester organizer to list important dates for classes and due dates for assignments. Having strong time management and organization skills will allow you to be more productive and less stressed.
DOWNLOAD A WEEKLY ORGANIZER
Being a college student can demand a lot of your time, however, having strong time management skills may allow you to maintain a healthy school-life balance.
Learning Strategies
“Skilled learners have a wide range of learning strategies that they can apply fairly automatically. Using learning strategies and study skills is related to higher grade-point averages (GPAs) in high school and persistence in college or university” – Robbins, S. B. et al., 2004, Winne, 2013.
WHAT ARE LEARNING STRATEGIES?
Learning strategies are methods (different ways) for approaching new knowledge with the objective of maximizing your understanding of this knowledge and retaining the most important information in your long-term memory.
TIPS FOR Identifying the Key Idea(s)
The “key” ideas (or sometimes referred to as the “main” ideas) are the larger, more pertinent messages that an author or speaker is attempting to convey to the reader or audience. For example, the key ideas for the film/novel series Harry Potter might be “Harry Potter learns the trials and tribulations of growing up, the value of friendship and the ability of good to overcome evil.”
Source: “What is the Main Idea of a Story?” Study.com, 30 May 2017, study.com/academy/lesson/what-is-the-main-idea-of-a-story.html
Summarize after taking notes
What is a summary?
A summary (similar to an abstract) is a tool for briefly organizing main points.
Tip:
Creating summaries can help students learn by breaking down a large amount of information into an organized list. Jeanne Ormrod (2012) offers these suggestions for helping students to create summaries:
- Find or create a topic sentence for each paragraph or section
- Identify big ideas that cover several specific points
- Find some supporting information for each big idea
- Delete any redundant information or unnecessary details
Similarly, you could use this template:
This paragraph is about ______ and ______. They are the same in these ways:______, but different in these ways: ______.
Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
Underlining and Highlighting while reading
What does underlining (text) mean?
To place emphasis on a specific portion of text.
Tip:
Underlining and note-taking is one of the most often used, yet ineffectively used, learning strategies among students. Why?
- One common problem is that students underline or highlight too much. It is far better to be selective.
- Research in Phil’s lab (Winne et al., 2017) indicates you have about twice as much chance to remember what you highlight compared to what you do not.
In studies that limit how much students can underline—for example, only one sentence per paragraph—learning has improved (Snowman, 1984).
- In addition to being selective, you also should actively transform the information into your own words as you underline or take notes.
- Do not rely on the words of the book.
- Note connections between what you are reading and other things you already know.
- Draw diagrams to illustrate relationships.
- Finally, look for organizational patterns in the material, and use them to guide your underlining or note taking.
Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
Effective Note-taking
Define note-taking:
The dual process of listening and then transferring these thoughts into written text.
Tip:
As you fill your notebook with words and try to keep up with a lecturer, you may wonder if taking notes makes a difference. It does if the strategy is used well.
- Taking notes focuses attention during class. Of course, if taking notes distracts you from actually listening to and making sense of the lecture, then note-taking may not be effective.
- Taking organized notes makes you construct meaning from what you are hearing, seeing, or reading, so you elaborate, translate into your own words, and remember (Armbruster, 2000).
- Notes provide extended external storage that allows you to return and review. Students who use their notes to study tend to perform better on tests, especially if they take many high-quality notes.
- Expert students match notes to their anticipated use and modify strategies after tests or assignments, use personal codes to flag material that is unfamiliar or difficult, fill in holes by consulting relevant sources (including other students in the class), and record information verbatim only when a verbatim response will be required. In other words, they are strategic about taking and using notes.
Students with a learning disability
Although note-taking is a valuable learning strategy, from middle school through to graduate school, students with learning disabilities often have difficulty with it.
- Middle school and high school students with learning disabilities who used a strategic note-taking* form recalled and understood significantly more key ideas from science lectures than students in control groups who used conventional note-taking methods.
*Dividing up the page is an idea from the Cornell Notes system, devised by Walter Pauk of Cornell University, who wrote the classic guide, How to Study in College in the 1950s. It is still available (Pauk & Owens, 2010). This form could be useful for any student who needs extra guidance in note-taking.
Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
Reading Strategies
Reading strategies are methods for approaching texts with the goal of facilitating comprehension. According to Anita Woolfolk and toher educational psychology scholars, “these strategies are effective for several reasons:
1. Following a systematic approach makes students more aware of the organization of a given chapter. How often have you skipped reading headings entirely and thus missed major clues about the way the information was organized?
2. These steps require students to study the chapter in sections instead of trying to learn all the information at once. This makes use of the concept of distributed practice. Answering questions about the material forces students to process the information more deeply and with greater elaboration.”
Source: Woolfolk, A., et al. (2019). Educational Psychology (Seventh Canadian Edition).
THE READS STRATEGY
The R.E.A.D.S. strategy is an excellent tool for rapid reading and comprehension, however, note that strategies are not universal and all students learn in different ways.
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R – Review headings and subheadings.
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E – Examine boldface words.
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A – Ask, “What do I expect to learn?”
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D – Do it—Read!
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S – Summarize in your own words
Source: Friend & Bursuck, 2012 in Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
THE CAPS STRATEGY
The C.A.P.S strategy guides the reader to thinking critically about the main components of a written text.
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C – Who are the characters?
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A – What is the aim of the story?
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P – What problem happens?
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S – How is the problem solved?
Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
THE 8 HABITS OF EFFICIENT LEARNERS*
You may have read all of the strategies listed above but still feel as though you do not fully understand how to apply them to your own unique needs.
Applying learning strategies can be tricky, however, this list of habits of efficient learners may provide some insight as to how you can go about doing so.
1. SET GOALS WHEN STUDYING
Examples:
- Survey readings to target specific concepts on which you will focus.
- Today, I will write the introduction section of my research paper.
2. MAKE SURE YOU HAVE THE NECESSARY DECLARATIVE KNOWLEDGE (FACTS, CONCEPTS, IDEAS) TO UNDERSTAND NEW INFORMATION
Examples:
- Keep definitions of key vocabulary available in a separate document to draw back on while you study.
- Use your general knowledge to create a foundation for a new concept. Ask yourself, “What do I already know about this topic?”
- Build your vocabulary by learning two or three new words a day and try using them in everyday conversation.
3. FIND OUT WHAT TYPE OF TEST THE TEACHER WILL GIVE (ESSAY, SHORT ANSWER), AND STUDY THE MATERIAL WITH THAT IN MIND
Examples:
- For exams that ask detailed questions and expect long answers, practice writing answers to possible questions.
- For a multiple-choice test, you can use mnemonics (a learning technique) to remember definitions of key terms.
4. MAKE SURE YOU ARE FAMILIAR WITH THE ORGANIZATION OF THE MATERIALS TO BE LEARNED
Examples
- Preview the headings, introductions, topic sentences, and summaries of the text.
- Be alert for words and phrases that signal relationships, such as: on the other hand, because, first, second, however, since.
5. KNOW YOUR OWN COGNITIVE SKILLS, AND USE THEM DELIBERATELY
Examples
- Use examples and analogies to relate the new material to something you care about and understand well, such as sports, hobbies, or films.
- If one study technique is not working, try another—the goal is to stay involved, not to force any particular strategy.
- If you start to daydream, stand up from your desk and face away from your books, but do not leave. Then sit back down and study.
6. STUDY THE RIGHT INFORMATION IN A PRODUCTIVE WAY
Examples
- Be sure you know exactly what topics and readings the test will cover.
- Spend your time on the important, difficult, and unfamiliar material that will be required for the test or assignment. Resist the temptation to go over what you already know well, even if that seems important.
- Keep a list of the parts of the text that give you trouble, and spend more time on those pages.
- Process the important information thoroughly by using mnemonics, forming images, creating examples, answering questions, making notes in your own words, and elaborating on the text. Do not try to memorize the author’s words—use your own.
7. MONITOR YOUR OWN COMPREHENSION
Examples
- Use questioning to check your understanding.
- When reading speed slows down, decide if the information in the passage is important. If it is, note the problem so you can re-read or get help to understand. If it is not important, ignore it.
- Check your understanding by working with a friend and quizzing one another.
8. MANAGE YOUR TIME
Examples
- When is your best time for studying? Morning, late at night? Study your most difficult subjects then.
- Study in shorter rather than longer blocks, unless you are really engaged and making great progress.
- Eliminate time-wasters and distractions. Study in a room without a television or your roommate, then turn off your phone and maybe even your connection to the Internet.
- Use bonus time—take your notes to the doctor’s office waiting room or laundromat. You will use your time well and avoid reading old magazines.
*Based on ideas from: https://ucc.vt.edu/academic_support/study_skills_information.html; Wong, L. (2015). Essential study skills (8th ed.) Stamford, CT: Cengage., Pearson Education in Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
TIPS FOR MANAGING THE SEMESTER
Self-regulated learning is the ultimate goal of higher education. Expert self-regulated learners are able to:
- Independently prioritize their time
- Question their methods
- Think critically
- Set goals for and reflect on their process
- Create objectives to obtain goals
- Adapt learning strategies
Below are a few more tips for becoming a self-regulated learner.
TIME MANAGEMENT
Time management refers to strategies for organizing your time within a day, week, month, year, etc. The most effective time management strategy is the use of a schedule.
How to use a schedule, effectively
Time blocks are used within a schedule to label what you will do within a timeframe. For example, if you are using a weekly schedule, on Monday, within the 8:00 PM – 9:00 PM time block, you may write that this time will be used for reviewing the English lesson that you learned in the morning.
Time management
The most effective method for managing time is to use multiple schedules. This allows for specific as well as general organization options.
- 1. Semester schedule (15 weeks)
- Create a semester-long schedule, at the beginning of the semester, to organize the most important dates within that timeframe. Using this system, you will be able to foresee how much time you have to prepare for important assignments, exams, or projects.
- 2. Weekly schedule
- Create weekly schedules to organize your time. Weekly schedules should take all aspects of your life into account. For example, schedule times for studying, working on assignments, and reviewing lectures, but also, schedule time for socializing with friends, physical activity, and engaging in a hobby that you enjoy.
- 3. Daily schedule
- Daily schedules are not favored by most as they tend to shift as a result of life’s unpredictability. Nonetheless, daily schedules can be an excellent tool for self-discipline and time management as it allows you to plan goals for your day and by extension, feel accomplished when those goals have been met or act as a reinforcer to be more disciplined the following day.
Scheduling technology
You can find many different types of schedule or calendar-builder applications and software through a simple Google search. However, we recommend the following:
- Write by hand!
- Download the templates that we provide on this webpage and write down the dates and times that you need. Writing by hand allows your brain to focus more on the information you are writing through the physical action.
- Google or Apple Calendar
- Google (or Apple) Calendars are free schedule-building software that allows the user to switch from daily, weekly, monthly or annual schedules. These calendar apps are also available as mobile applications and can synchronize with other applications available by the same provider, such as Google Contacts, which allows multiple users to see each other’s calendars.
GOAL SETTING
Goals are specific targets that we want to accomplish. Goal setting is listing those goals in an organized manner. Goal setting helps us to not only organize our thoughts but also, to list where we are and where we want to be with something.
Setting goals is related to higher success rates and improved performance (Latham, 2002). This is because goal setting is a form of cognitive (brain function) organization and also, a form of motivation.
Tips for setting goals
- Be specific
- Create short-term goals that are realistic
- Set hard goals for yourself to reach, but not to the point where it causes stress
- Revisit your goals and update if needed
- Take away goals once you have accomplished them
Example of a goal in your context
- It is Sunday morning, I know that I have a test coming up on Tuesday morning. I will set a goal today to study for 3 hours between 6:00 – 9:00 PM and then again tomorrow night at the same time.
- I will review … from 6:00 – 8:00 PM and then I will review … from 8:00 – 9:00 PM
Source: Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717.
HOW TO STIMULATE INTEREST
Sometimes the topic of what we are learning can seem dull or boring and you may find yourself having trouble focusing because your interest is simply not there.
A strategy that you can apply to the topic to stimulate interest is called “real-world application,” also known as “authentic or problem-based learning.” This is a strategy that many teachers use in their courses, however, students can use it as well.
How to apply the strategy
To stimulate your interest in a topic that isn’t interesting to you or doesn’t seem relevant, consider how the topic can be applied to a real-world problem. Why does this work? This strategy works because you are then pairing new knowledge with knowledge that you already had, thus enhancing your understanding of the new information. Further, you are applying new information to something that is personal and familiar to you, which will peak your interest and help you retain the new information.
Examples:
- New information: I am a student in the Early childhood education program and I have just learned about the positive effects of bilingual education on children.
- How can this be applied to my own life? My best friend has a two-year-old and is hesitant to introduce her child to a second language.
Updated: May 5, 2022
Do you have questions or comments?
LEGEND:
SEMESTER 1
202-NYA-05 GENERAL CHEMISTRY: MATTER
Course description:
Designed as an extension of concepts learned in high school, this course prepares students for the chemistry of solutions, organic chemistry, and biology courses while introducing them to laboratory work. The student is called upon to establish the relevant links between phenomena and fundamental concepts and verify them from data provided or observations obtained in the laboratory.
At the end of the course, students will be able to:
- Apply the probabilistic model of the atom to the analysis of the properties of elements
- Solve problems affecting the structure and states of matter in using modern theories of chemistry
- Apply the laws of stoichiometry to the study of chemical phenomena
- Experimentally verify the physical and chemical properties of matter
203-NYA-05 MECHANICS
Course description:
As an extension of the notions of mechanics already studied in high school, this course will teach students to develop a rigorous working method through the resolution of physical problems and the explanation of various phenomena of everyday life by verifying them experimentally.
This course uses the mathematical concepts and skills acquired in the Differential Calculus course as well as certain concepts addressed concurrently in the Integral Calculus course. The course helps to equip the student with knowledge and know-how specific to a rigorous scientific approach: observation, modeling, comparison of theoretical models with real behavior, and validation of hypotheses.
At the end of this course, students will be able to:
- Describe the translational and rotational movement of bodies
- Apply the concepts and laws of dynamics in the analysis of the movement of bodies
- Perform calculations of work and energy in simple situations
- Apply the principles of conservation of mechanics
- Experimentally verify the laws and principles related to mechanics
The concepts introduced in this course will subsequently be used in the Electricity and Magnetism and Waves and Modern Physics courses.
603-101-MQ INTRODUCTION TO COLLEGE ENGLISH
Course Description:
The objective of this course is to analyze and produce various forms of discourse.
Competencies to be developed are:
- To identify the characteristics and functions of the components of literary texts
- To determine the organizations of facts and arguments of a given literary text
- To prepare ideas and strategies for a projected discourse
- To explicate a discourse
- To edit the discourse
All competencies lead to the production of an approximately 750-word essay.
345-101-MQ KNOWLEDGE
Course Description:
The objective of this course is to apply a logical and analytical process of thinking to how knowledge is organized and used.
Competencies to be developed are:
- To recognize the basic elements of a field of knowledge
- To define the modes of organizations and utilization of a field of knowledge
- To situate a field of knowledge within its historical context
- To organize the main components into coherent patterns
- To produce a synthesis of the main components
602-100-MQ BASIC FRENCH
Course Description:
The objective of this course is to apply basic concepts for communicating in standard French.
Competencies to be developed include:
- Writing and revising a simple text
- Understanding the meaning of a simple text
- Conveying a simple oral message
- Understanding the meaning of a simple oral message
201-NYA-05 CAL I: Differential calculus
Course description:
This course establishes the foundations of differential calculus for its use in pure and applied sciences. It prepares students, in particular, for the courses, Mechanics, Modern Physics, and Integral Calculus. The course explains the conceptual bases of differential calculus, i.e. the notions of a function, variation of a function, and limit, and applies them to concrete situations.
By the end of the course, students will be able to:
- Recognize and describe the characteristics a function represented in the form of a symbolic expression or in graphic form
- Determine if a function has a limit, is continuous, is differentiable, at a point and over an interval
- Apply the rules and techniques of derivation
- Use the derivative and the concepts related to analyze the variations of a function and draw its graph
- Solve optimization and rate of change issues
SEMESTER 2
603-102-MQ LITERARY GENRES
Course Description:
The objective of this course is to apply a critical approach to literary genres.
Competencies to be developed are:
- To distinguish genres of literary texts
- To recognize the use of literary conventions within a specific genre
- To situate work within its historical and literary period
- To explicate a discourse and representative of a literary genre
- To edit the discourse
All competencies lead to the effective presentation of an approximately 1000 word integrated response to a text.
602-TVA-TV FRENCH FOR SPECIFIC PROGRAMS
Course Description:
The objective of this course is to apply basic concepts for communicating in the French language in relation to the student’s field of study.
Competencies to be developed include:
- Writing and revising a short text related to the student’s field of study
- Understanding the meaning and characteristics of a text related to the student’s field of study
- Conveying a simple oral message related to the student’s field of study
- Understanding the meaning of a simple oral message related to the student’s field of study
109-101-MQ PHYSICAL ACTIVITY AND HEALTH
Course Description:
The objective of this course is to analyze one’s physical activity from the perspective of trends in health relating to lifestyle choices.
Competencies to be developed include:
- Establishing the relationship between one’s lifestyle habits and their health
- Being physically active in a manner that promotes good health
- Recognizing one’s needs, abilities, and motivational factors with respect to regular and sufficient physical activity
- To propose physical activities and nutritional guidance that promote a healthy lifestyle
201-NYB-05 CAL II - INTEGRAL CALCULUS
Course description:
This course establishes the bases of integral calculus with a view of its applications to concrete situations: calculation of the area under a curve, calculation of the area and volume of solids, calculation of the length of a portion of a curve. The course follows and relies heavily on the concepts developed in Differential Calculus by consisting of doing the reverse operation of the derivation.
At the end of this course, students will be able
- Determine the indefinite integral of a function
- Calculate the limits of functions with indeterminate forms
- Calculate definite integral and the improper integral of a function over an interval
- Translate concrete problems in the form of differential equations and solve simple differential equations
- Calculate volumes, areas, and lengths to construct graphic representations in the plane and in space
- Analyze the convergence of a series
202-NYB-05 CHEMISTRY OF SOLUTIONS
Course description:
This second chemistry course deepens understanding, more quantitatively, of the basic theories relating to the nature of matter in aqueous solutions through its physical and chemical properties. Students will establish links between fundamental phenomena and concepts using models of approximations.
Students will experimentally verify certain theoretical models, establish their limits, and analyze them in order to establish the causes of variation in the results obtained. The practical work thus makes students able to criticize their results and to estimate the degree of precision and reproducibility.
At the end of this course, students will be able to:
- Analyze the colligative properties of solutions
- Resolve problems related to the kinetics of reactions in solutions
- Resolve the problems related to chemical equilibrium
- Experimentally verify certain properties of solutions
- Experimentally determine certain characteristics of reactions in solutions
101-NYA-05 GENERAL BIOLOGY I
Course description:
This course is the first biology course in the program, which presents the organization of living things in a hierarchical fashion, from the most fundamental level of life, the cell, to its most global level, the maintenance and the complexity of life on Earth.
At the end of this course, students will be able:
- Distinguish the relationships between the structures and functions of certain levels of organization of living things
- Analyze the mechanisms responsible for the genetic variation of living things
- Appreciate the action of the mechanisms of evolution of diversity and life complexity
- Analyze the integration of living in a community
- Explain the transformation process of matter and of energy
Students will also be able to recognize the characteristics of a rigorous scientific approach in the originality of the approach of some biologists who have marked the evolution of this science and to hold a critical discourse on current technological applications in the domain.
SEMESTER 3
603-103-MQ LITERARY THEMES
Course Description:
The general objective of this course is to enable the student to apply a critical approach to a literary theme. The student will study various examples in English literature in order to understand how well-known authors unify their works around themes.
Further, the student will be able to read various selections of unfamiliar literature, either fiction or non-fiction, and discuss them intelligibly in writing through the understanding of their themes.
By the end of this course, the student will apply their understanding of the theme by writing an analysis of a literary text (an approximately 1000 word paper.)
345-102-MQ WORLD VIEWS
Course Description:
The objective of this course is to apply a critical thought process to world views.
Competencies to be developed are:
- To describe world views
- To explain the major ideas, values, and implications of a worldview
- To organize the ideas, values, and experiences of a worldview into coherent patterns
- To compare world views
- To convey the ideas, attitudes, and experiences of the societies or groups studied
109-102-MQ PHYSICAL ACTIVITY AND EFFECTIVENESS
Course Description:
The objective of this course is to improve one’s effectiveness when practicing physical activity.
Competencies to be developed include:
- Planning an approach to improve one’s effectiveness when practicing a physical activity
- Using a planned approach to improve one’s physical health
420-TVB-TV USE OF MICROCOMPUTER SOFTWARE
Course Description:
This elective course approaches the novel technology of 3D printing with an interdisciplinary perspective and opens it up to all DEC program students at the College. The course aggregates several disciplines into one coherent learning experience by drawing on perspectives of:
- Mathematics
- Design
- Physics
- Computer science
- Engineering
- Biology
In today’s world, every field and every industry needs innovative thinkers that can make a difference. Inquiry-based learning is a 21st-century teaching and learning philosophy that requires students to not only be “problem solvers”, but “problem finders” as well. Instead of simply presenting established facts, teachers guide students to discover their worlds and how they could make it better. This is accomplished by posing questions, challenging the norm, and pushing the boundaries. Innovation is a keyword at the core of this philosophy.
No other technology, since the invention of the computer has the potential to positively impact education and learning as the 3D printer. 3D printers are now being used in practically every field. Learning how to use them is becoming as essential a skill as reading and writing.
From the medical field, automotive and aerospace industry, fashion, food, and architecture, 3D printers are becoming a regular on- the scene. Putting the world of 3D printing in the hands of students will help better prepare them to shape their world and be innovative in their field of choice.
This course, on the fundamentals of CAD design for rapid prototyping and 3D printing, provides all of the foundational knowledge necessary to bring the world of 3D printing to the students and start their journey to innovation in whichever field they choose to pursue.
201-NYC-05 LINEAR ALGEBRA AND VECTOR GEOMETRY
Course description:
This course introduces students to the notions of linear algebra and vector geometry and to develop tools that can be used in particular, in the physics course, Electricity and magnetism given in the 4th session, but concurrently in the context of applications specific to the natural sciences, mathematics, economics, and computer science, at the pre-university level. The main subjects of study are matrix calculus, geometric and algebraic vectors, the structure of vector space, and representations and equations of geometric loci in the plane and in space.
At the end of this course, students will be able:
- Translate concrete problems in the form of linear equations
- Solve systems of linear equations using matrix methods
- Establish links between geometry and algebra
- Establish the equation of geometric loci (lines and planes) and determine their intersections
- Calculate angles, lengths, areas, and volumes
- Demonstrate propositions
- Construct representations of geometric places in the plane and in space
203-NYB-05 ELECTRICITY AND MAGNETISM
Course description:
Using several notions seen in mechanics: kinematics, forces, potential and kinetic energies, the moment of force, etc. and using the concepts of mathematics acquired in the differential calculus and integral calculus courses, widely used in the analysis of a continuous distribution system of stationary or moving electric charges, this course is an introduction to electric and magnetic phenomena. Starting from the formulation of the laws of electromagnetism, students will be able to explain the overall functioning of the various devices and the mechanisms describing the electrical and magnetic phenomena and also to apply electromagnetism in situations of everyday life.
At the end of this course, students will be able to:
- Analyze physical situations related to electric charges at rest and to electric current
- Analyze physical situations related to magnetism and magnetic induction
- Apply the laws of electricity and magnetism
- Experimentally verify the laws of electricity and magnetism
420-PRA-TV INTRODUCTION TO PROGRAMMING
Course description:
In this course, students will learn the development of effective algorithmic solutions to simple problems following a correct analysis of the situation, the available data, the desired results, and the necessary treatments as well as the validation of it.
Students will also be able to use a programming language by correctly recognizing
- the characteristics and functionality of a computer and its network
- the correct use of a workstation in a development environment
- the correct translation of algorithms,
- the rigorous application of coding standards
- the efficient use of environmental functionality in tracking and correcting compilation errors
- the correct application of test sets necessary to verify the functioning of the environment program
- the appropriate debugging of the program according to the algorithm
- the basic concepts of object-oriented programming: class, object, method, and attribute.
SEMESTER 4
603-TVE-TV ENGLISH ADAPTED TO PROGRAM
Course Description:
The objective of this course is to communicate in the forms of discourse appropriate to one or more fields of study, focusing on citation styles and preparing the student for university-level writing.
Competencies to be developed include:
- Identifying the forms of discourse appropriate to given fields of study
- Recognizing the discursive frameworks appropriate to given fields of study
- Analyze and succinctly explain the main ideas of an oral and written discourse
109-103-MQ PHYSICAL ACTIVITY AND AUTONOMY
Course Description:
The objective of this course is to demonstrate one’s ability to assume responsibility for maintaining a healthy lifestyle through the continued practice of physical activity.
Competencies to be developed include:
- Planning a personal physical activity program
- Combining the elements of a regular and sufficient practice of physical activity as part of a healthy lifestyle
- Manage a personal physical activity program
345-TVH-TV CRITICAL THOUGHT APPLIED TO WORLD ISSUES
Course description:
The objective of this course is to apply a critical thought process to ethical issues relevant to the field of study.
Competencies to be developed include:
- Situating significant ethical issues within appropriate world views and fields of knowledge
- explaining the major ideas, values, and social implications of ethical issues
- organizing the ethical questions and their implications into coherent patterns
- Debating ethical issues
203-NYC-05 WAVES, OPTICS AND MODERN PHYSICS
Course description:
In this third physics course in the program, students will have to use the notions of mathematics acquired in the Differential Calculus, Integral Calculus, and Mechanics courses. Students will use functions with several independent variables necessary for the description of waves and obtain certain characteristics of them, which have recourse to partial derivatives and to integrals.
From revolutionary discoveries on several aspects of the Universe and of matter, students will be introduced, in particular, to geometric and wave optics, to the structure of matter and to radioactivity, to mechanical waves and vibrations, to the electromagnetic spectrum and relativity, which are notions useful both for students of the health, pure and applied or computer sciences.
The approaches followed will address the history of the main discoveries and will stress the importance of the major fundamental questions in physics, relating to science, technology, and social progress.
At the end of the course, students will be able to:
- Apply the basic principles of physics to the description of vibrations, waves, and their propagation
- Apply the laws of geometrical optics
- Apply the characteristics of waves to light phenomena
- Analyze situations based on notions of modern physics
- Experimentally verify the laws and principles related to waves, optics, and modern physics
203-EPH-TV PROBLEM SOLVING IN ENGINEERING PHYSICS
Course description:
This course prepares students to apply an experimental/numerical analysis in order to solve physics and engineering problems using MATLAB/Octave.
At the end of this course, students will be able to:
- Represent various situations, drawing upon relevant concepts, laws, and principles of mechanics, electricity, magnetism, waves, and optics.
- Solve problems using numerical methods through MATLAB/Octave.
- Apply experimental/numerical analysis or validation specific to physics and engineering
360-200- TV INTEGRATION PROJECT
Course description:
This course is an extension of the comprehensive assessment that must be successfully completed in order to obtain a DEC in Science. By the end of the course, students will have demonstrated the integration of the general goals of the Science program.
Integration, in the context of this course, means to possess the ability to clearly make: connections between the elements of the student’s learning, to recombine knowledge in various ways, and to put them to use in order to adapt to new situations. To this end, students will be asked to propose, conduct and present a research project on a scientific theme of their choice.
The integration project is multidisciplinary in its approach and should take into account not only the specific components of the program but also, its components of general education as well.
The course is designed to support students throughout their independent projects by providing relevant theoretical guidance as the projects progress. The projects require students to draw on prior knowledge from previous courses as well as provide them with the opportunity to engage in personal, stimulating, and creative work in their chosen area of personal interest. The choice of a project should ultimately reflect the student’s learning goals throughout their DEC.