Studying Why do I consistently receive low marks in basic science quizzes?

[DifferentialGalois]

Greetings, I am a twelve year old currently attending an academically selective school, intrigued by theoretical astrophysics and working on laying the ground for my mathematical intuition (which I am lacking greatly). At the succession of each science unit, we must undertake an assessment of 25 questions. Unfortunately, I have a tendency to score atrociously in such tests, and I'm flummoxed as to why this is the case. The questions are basic (relating to dichotomous key reading and taxonomic classification), but I regularly tend to make careless errors, which arguably partially accounts for it. How can I avoid making such careless errors, and what is a topic/strand of science that I ought to work relentlessly on so as to enhance my knowledge? I'm dubious as to whether six months of mastery of integral calculus, conceptual basics of QM, appreciation for the theoretical physics community and effort to become better at mathematical thinking had any fruit to it. My classmates generally remark that I am an intellectual, but I beg to differ. How could I be classified as intelligent - having any ability to acquire knowledge - when I have invested the majority of my time into pseudorandom, SEEMINGLY FRUITLESS topics? I aspire to become a theoretical physicist; howbeit, I wish to steer clear from the hope of embarking on an intellectual journey of any sort, because I simply do not have the intellect. Please assist me, sagacious autodidacts. I'm currently facing a major dilemma, in which I am skeptical as to what I shall do next - what I ought to learn next. (For all those who were wondering, my mark for the biology quiz was a pathetic 76 percent).

 

[TeethWhitener]

six months of mastery

Six months is not long enough to master anything. Six years is barely long enough to master anything.

First, cut the self-pity. As long as you work hard and seek quality guidance, you'll be fine. Second, what makes you think learning QM will help you on a middle school biology quiz?

 

[Choppy]

1. Don't be afraid to be twelve years old. It's great that you aspire to become a physicist. But you don't have to be a physicist now. Read up on the science that you're interested in in your spare time, but not at the expense of the time you need to master the subjects that you're currently covering in school.
2. If you're not performing as well as you would like, ask your teachers for guidance. They are the ones most familiar with your particular circumstances, and they are the best ones to know which learning strategies tend to be most successful for students in your position. There is no shame is asking for help.
3. Consider how much time you're putting into directly preparing for your quizzes. Does your performance improve if you put more time in?
4. Think about your quiz-taking approach or strategy. Are you pressed for time? Do you try to be the first person done? Do you check over your work before you hand it in? There are strategies for maximizing your performance on tests... reading the whole quiz over before answering any questions, determining a time budget, etc. Again this is where your teachers can offer guidance.
5. Take good care of yourself. Life is all about balance. Make sure you're eating well, getting enough sleep and exercise. Take time to socialize and allow yourself some down time. Taking care of the "non-studying" aspects of your life will help you focus and make your study time more efficient.

 

[symbolipoint]

After reading post #1, I agree with Choppy in post #3.

 

[DifferentialGalois]

The results I received for the most recent math competition were quite disappointing, and I have recently found that I greatly lack the ability to solve mathematical problems in an effective and creative manner, particularly in a timed context. As for the timed context, I am conscious of the fact that research mathematics is not a race against others to display superiority (the superiority is questionable, in addition). Howbeit, it does require high order thinking and spurs of creativity, which I do not possess. My mind is essentially analogous to that of a robot. I am able to solve ordinary differential equations, understand concepts such as divergence and curl, yet am unable to solve simplistic mathematical problems, let alone more complex ones. How can I boost my mathematical problem solving proficiency? Note that I am 12 years old, and I desperately require assistance when it comes to preparing for olympiads.

 

[fresh_42]

Those things are usually a matter of practice, yet not alone. Some people are simply more talented than others when it comes to very specific qualities, and solving mathematical riddles under pressure is a specific quality. Nevertheless you can improve by training. E.g. you could participate in our monthly math challenges, and / or solve the old problems you will find here:
https://www.physicsforums.com/threads/solution-manuals-for-the-math-challenges.977057/Just tackle those you think you have the knowledge for, or can get the knowledge fast by reading a Wikipedia page.

Of course you can also search the internet for examples, but it is hard to find suitable ones. We have websites with old olympiad problems (partly with solutions), and I assume similar in your country. That's another source for practice.

 

[Vanadium 50]

You've asked this before. Twice. It is unlikely that you will get any better answers this time, and indeed, it sounds like you are not planning on following the advice you got last time. Some people might even interpret these messages as humblebragging.

My mind is essentially analogous to that of a robot.

This does not sound good to me. You should probably discuss these feelings with your parents and not strangers on the internet.

 

[symbolipoint]

Note that I am 12 years old, and I desperately require assistance when it comes to preparing for olympiads.

Why are you worried?

 

[PeterDonis]

Howbeit, it does require high order thinking and spurs of creativity, which I do not possess.

How do you know? You're only 12 years old. You have a lot still to learn and a lot of time still to learn it in. It's way too early to pass judgment like this on yourself.

 

[mathwonk]

Relax. I am a retired professional mathematician with a long list of research publications, yet, when I was 12, I was mostly trying to perfect my ability to do arithmetic problems like 9x7 = whatever. If you care about my own assessment of my creative abilities, (which I am actually proud of), I always thought my enjoyment of comic books (Donald Duck, Count of Monte Cristo), was helpful! You will be just fine. The more fun you have the more creative you will probably be. Give yourself some slack, or rather a lot of slack. Forget contests and find a topic you enjoy, and then,,,well,..enjoy it! good luck.

If on the other hand you are really interested in doing well in competitions, in my experience that is associated with practicing on similar competitive tests in preparation for the actual test. I.e. very few people can solve a new creative problem in a short amount of time on a test, under pressure, so the winners are usually those who have spent the most time practicing in advance, so that the problems they see on the test are ones they have already solved before. I myself spent a lot of such practice time and thus did fairly well on such tests, and won a lot of trophies for my school. What I did not realize was how little this had to do with actual mathematical ability, or creativity, or research potential, which i had to learn later.

I.e. math contests are fun for some, and some math stars excel at them, but they may have little to do with actual research potential for many of us.

 

[Ygggdrasil]

I listen to a podcast by author Malcolm Gladwell called Revisionist History, and in a pair of episodes, he makes a very compelling argument that timed tests (he focuses on the LSAT for law school admissions) overvalue certain types of intelligence over others, and often timed tests end up rewarding the wrong types of skills needed for many fields. You may find it to be an interesting listen:

http://revisionisthistory.com/episodes/31-puzzle-rushhttp://revisionisthistory.com/episodes/32-the-tortoise-and-the-hare

 

[DifferentialGalois]

I have attained a credit in science for three semesters at high school in a row, which is unacceptable considering how much passion I have for the damn subject. I always somehow manage to mess up in the tests, which may be due to time management or test anxiety, but it’s probably to a greater extent due to my lack of ability. This is somewhat of a contradictory note however, because if I would have an affinity, I should score considerably better. What would be a likely cause for muni poor grades in science? I’m really freaking stressing out about it now, because I hope to pursue a Physics career in future, and yet, my grades have suggested that I am just a low-life cretin. Please assist, for context, I’m an eighth grader.

 

[member 587159]

I have attained a credit in science for three semesters at high school in a row, which is unacceptable considering how much passion I have for the damn subject. I always somehow manage to mess up in the tests, which may be due to time management or test anxiety, but it’s probably to a greater extent due to my lack of ability. This is somewhat of a contradictory note however, because if I would have an affinity, I should score considerably better. What would be a likely cause for muni poor grades in science? I’m really freaking stressing out about it now, because I hope to pursue a Physics career in future, and yet, my grades have suggested that I am just a low-life cretin. Please assist, for context, I’m an eighth grader.

Can you give a little more detail where you lose marks on tests? This is the first thing you should identify. If there are conceptual problems, you have a real problem. If you make a lot of mistakes while doing calculations, my guess would be that you do too much calculations in your heads to try to skip steps. Write down all intermediate steps on paper!

 

[DifferentialGalois]

Can you give a little more detail where you lose marks on tests? This is the first thing you should identify. If there are conceptual problems, you have a real problem. If you make a lot of mistakes while doing calculations, my guess would be that you do too much calculations in your heads to try to skip steps. Write down all intermediate steps on paper!

Damned conceptual problems. But I don’t know, I always seem to have obtained sufficient knowledge after revising. When it comes to a test though, I seem to get a lot of questions wrong. :/

 

[DifferentialGalois]

Can you give a little more detail where you lose marks on tests? This is the first thing you should identify. If there are conceptual problems, you have a real problem. If you make a lot of mistakes while doing calculations, my guess would be that you do too much calculations in your heads to try to skip steps. Write down all intermediate steps on paper!

I lose marks practically everywhere, even multiple choice questions. Yep, and because I have a damned loophole in my concept knowledge, I’m bound to err unless I work 12 hours a day.

 

[gleem]

I have attained a credit in science for three semesters at high school in a row, which is unacceptable considering how much passion I have for the damn subject. . . . . . , I’m an eighth grader.

Could you please explain this?

 

[hmmm27]

Could you please explain this?

And, while you're at it, how your posts read as written by somebody older than either.

Anyways, while affinity doesn't equal aptitude, it sounds like the problem stated has more to do with structuring the learning process.

(IIRC) most schoolbooks have exercises at the back of each chapter : some easy ones, some more difficult, and maybe a couple that require thinking outside the box. Don't go straight to the latter. Do the relatively simple ones first, concentrating more on form than solution.

Try to get to the point where you can do entire medium-difficulty problems in exactly the prescribed manner with all the steps neatly written down in order, all in one take.

That way, even if your higher brain functions go on vacation during a test, you can still slog through at ground level.

 

[Vanadium 50]

You've asked this before. Not just twice, but https://www.physicsforums.com/threads/atrocious-at-contest-math.978017/. It is unlikely that you will get any better answers this time, and indeed, it sounds like you are not planning on following the advice you got last time. Or the time before that. Or the time before that. Some people might even interpret these messages as humblebragging.

 

[Adesh]

I’m an eighth grader.

That actaully tells us nothing if you don’t tell us about your country (no intention of getting personal informations), because what an 8th Grader means vary from country to country. For example in my country we even didn’t have “Cell’s structure” in 8th Grade (cellulat structure in biology is a very elementary topic for some country, terms like mitochondria, endoplasmic reticulum, nucleus etc.)

I would very much like to discuss with you your problem.

 

[symbolipoint]

I have attained a credit in science for three semesters at high school in a row, which is unacceptable considering how much passion I have for the damn subject. I always somehow manage to mess up in the tests, which may be due to time management or test anxiety, but it’s probably to a greater extent due to my lack of ability. This is somewhat of a contradictory note however, because if I would have an affinity, I should score considerably better. What would be a likely cause for muni poor grades in science? I’m really freaking stressing out about it now, because I hope to pursue a Physics career in future, and yet, my grades have suggested that I am just a low-life cretin. Please assist, for context, I’m an eighth grader.

Eighth-grade is in most places not yet high-school. Some further development along with guidance and stronger self-discipline for academic study will bring you to better results IN HIGH-SCHOOL.

 

[Dale]

You've asked this before. Not just twice, but https://www.physicsforums.com/threads/atrocious-at-contest-math.978017/.

@DifferentialGalois we have merged all of your threads on this topic. Please do not start additional threads, but build on this one.

 

[DifferentialGalois]

That actaully tells us nothing if you don’t tell us about your country (no intention of getting personal informations), because what an 8th Grader means vary from country to country. For example in my country we even didn’t have “Cell’s structure” in 8th Grade (cellulat structure in biology is a very elementary topic for some country, terms like mitochondria, endoplasmic reticulum, nucleus etc.)

I would very much like to discuss with you your problem.

Eighth grade in Australia; some topics we cover as of the present are chemical reactions (exothermic, endothermic), acids and bases, metals and non metals (we typically analyse them as per their chemical properties) and atomic structure.

 

[DifferentialGalois]

Eighth-grade is in most places not yet high-school. Some further development along with guidance and stronger self-discipline for academic study will bring you to better results IN HIGH-SCHOOL.

Well, I don't think it's that I don't have the self discipline to study (causing my poor marks), and also, for reference I'm in Australia. Eighth grade in Australia is indeed the second year of high school.
I do dedicate some time to self study, and listen and build from the content I'm taught in class, but I can never seem to convert that into a half decent grade. Maybe it's because I'm getting too bogged down in the theory of specific topics, as opposed to focusing from the bare bones. I don't know though.

 

[symbolipoint]

Well, I don't think it's that I don't have the self discipline to study (causing my poor marks), and also, for reference I'm in Australia. Eighth grade in Australia is indeed the second year of high school.
I do dedicate some time to self study, and listen and build from the content I'm taught in class, but I can never seem to convert that into a half decent grade. Maybe it's because I'm getting too bogged down in the theory of specific topics, as opposed to focusing from the bare bones. I don't know though.

I myself can only somewhat understand you. Either counseling will help or you will figure out how to handle your academic struggle. If "eighth grade" is what I believe it is, then you still have four more years to go at high school. Plenty of time to change and improve. Many members could give what each believes is standard advice. My suggestion is get academic guidance WHERE YOU ARE, locally.

 

[DifferentialGalois]

I myself can only somewhat understand you. Either counseling will help or you will figure out how to handle your academic struggle. If "eighth grade" is what I believe it is, then you still have four more years to go at high school. Plenty of time to change and improve. Many members could give what each believes is standard advice. My suggestion is get academic guidance WHERE YOU ARE, locally.

I didn't think I was all too bad at science up until recently. Academic guidance isn't really feasible, since they have practically nothing catering for that service in our school. But I will try to self improve, probably relearn a lot of the concepts. I will steer clear away from my interest in non classical physics, because it's scarcely improving my science knowledge. Even if it does, I thoroughly doubt it will be any utility to me unless I plan to be a theoretical physicist (formerly my aspiration, no longer plausible due to my inability), or someone specialising in one of the subfields. I will take my aspirations to a lower level, and build up my way from there. Thanks for the suggestion, however.

 

[DifferentialGalois]

1. Don't be afraid to be twelve years old. It's great that you aspire to become a physicist. But you don't have to be a physicist now. Read up on the science that you're interested in in your spare time, but not at the expense of the time you need to master the subjects that you're currently covering in school.
2. If you're not performing as well as you would like, ask your teachers for guidance. They are the ones most familiar with your particular circumstances, and they are the best ones to know which learning strategies tend to be most successful for students in your position. There is no shame is asking for help.
3. Consider how much time you're putting into directly preparing for your quizzes. Does your performance improve if you put more time in?
4. Think about your quiz-taking approach or strategy. Are you pressed for time? Do you try to be the first person done? Do you check over your work before you hand it in? There are strategies for maximizing your performance on tests... reading the whole quiz over before answering any questions, determining a time budget, etc. Again this is where your teachers can offer guidance.
5. Take good care of yourself. Life is all about balance. Make sure you're eating well, getting enough sleep and exercise. Take time to socialize and allow yourself some down time. Taking care of the "non-studying" aspects of your life will help you focus and make your study time more efficient.

I don't think reading up on my points of interest in my spare time is really feasible anymore. Essentially, it'll be fruitless knowledge if I can't attain a high distinction or even a distinction for science, the subject I have an earnest verve and zeal for.

 

[symbolipoint]

About post #25, DifferentialGalois,
Your school or district MUST have people for guidance & counseling. Whatever is or is not provided there, you still hopefully, have a family, socially close relatives maybe with education and jobs in sciences or engineering; some of them should be able to advise.

 

[Phys12]

I don't think reading up on my points of interest in my spare time is really feasible anymore. Essentially, it'll be fruitless knowledge if I can't attain a high distinction or even a distinction for science, the subject I have an earnest verve and zeal for.

That's not the only point that @Choppy mentioned. I'd recommend actually doing all the points and see if that improves your performance.

Also, what do you mean by high distinction? As in your school? Sometimes, the anxiety to perform can actually hinder your performance. People, in my experience, who do really well in Science are the ones who do it because they are really interested in it and because of that, they devote a lot of time in doing it, which makes them better. Reading up on your points of interest (without a need to do really well for grades and such) might make you more interested in your course material, which can help you focus better. It's easier to focus when you find what you're reading fascinating

 

[DifferentialGalois]

That's not the only point that @Choppy mentioned. I'd recommend actually doing all the points and see if that improves your performance.

Also, what do you mean by high distinction? As in your school? Sometimes, the anxiety to perform can actually hinder your performance. People, in my experience, who do really well in Science are the ones who do it because they are really interested in it and because of that, they devote a lot of time in doing it, which makes them better. Reading up on your points of interest (without a need to do really well for grades and such) might make you more interested in your course material, which can help you focus better. It's easier to focus when you find what you're reading fascinating

The grading system’s a little idiosyncratic at our school; a high distinction corresponds to percentile rank namely the top 20 percent among peers in eighth grade. I do appreciate science, especially physics, but we never zone in on many intriguing aspects of physics in science during the year.
But I don’t really have a passion for biology, chemistry or geology. I don’t mind chemistry interlaced with physics (like he quantum nature of orbitals), yet chemistry on its own, not so.
If I were to make a judgement myself, I would venture to say my poor grades are caused by a lack of interest in studying the topics at school in depth, and perhaps anxiety to perform. Thanks for that suggestion, I will take heed of Choppy’s other points too.

 

[DifferentialGalois]

About post #25, DifferentialGalois,
Your school or district MUST have people for guidance & counseling. Whatever is or is not provided there, you still hopefully, have a family, socially close relatives maybe with education and jobs in sciences or engineering; some of them should be able to advise.

I don’t feel I really need the counselling, because I’m fairly sure that the issue can be absolved more easily. But I will care to inquire about these matters with my family members. Thanks for the suggestion.

 

[Delta2]

Maybe it is something in the learning process for you that isn't compatible with your learning needs. Maybe you need to get private tutors if you can afford them. But anyway don't get too disappointed by your not so good performing in tests. Einstein had poor to medium marks throughout his school and university studies but eventually he became a great scientist. Newton and Maxwell did not start as child prodigies either.

My overall advice for you would be just love yourself (try to subside this self pity attitude), love others AND love science and study hard. If you love science you will become good at it even if it takes 20-30 years.

 

[Vanadium 50]

"Grade 8" and "High School" are confusing people, I think. As far as I can tell, the OP is 12 (maybe 13 by now) and is in the class where most people his age are. In the US we would call it "Junior High".

 

[Adesh]

Can you let us know what do you want to achieve for this academic session? Do you want/desire good marks in your tests or do you want to become a physicist this year? You shouldn’t crave for the latter.

 

[Vanadium 50]

It seems like you don't want to change what you are doing, at least no more than minimally, but you want a different outcome. This is unlikely to work out that way.

 

[gleem]

If you're not performing as well as you would like, ask your teachers for guidance. They are the ones most familiar with your particular circumstances, and they are the best ones to know which learning strategies tend to be most successful for students in your position. There is no shame is asking for help.

I agree with Choppy. Have you gone into any in-depth discussions with your teacher? How you answered questions on tests should give some clues as to any problems that you are having or if you are missing key concepts especially if you talk through your thought process with him/her.

On another note, I'll be blunt. You probably do not know or understand as much as you think you do.

 

[Dr Transport]

... if I can't attain a high distinction or even a distinction for science,...

Ok. I've read enough. This is just another case of "my life is over if I don't get a perfect score in physics, how am I going to be a professor and win the Nobel Prize by age 30...". We've seen these threads numerous times over the years here.

I suspect that your problem is that you don't take tests well. First of all, slowwwwww dowwwwwn and do the problems correctly in a methodical fashion and then go on. Most likely you are trying to get all 25 of the problems done in as fast a time as possible when you are sitting taking the test. The last course I sat in on was fluid dynamics. I did about 3/4 of the problems on the final exam, still good enough for an A. Sure, it was a graduate course, but I didn't make one mistake on any problem I finished during the exam period. I looked at a problem, if I couldn't start it right away, I skipped it and went on. That is the way to take a test. If I skipped a problem, chances are I went back to it a couple of problems later because subconcuiously I solved it while working on another problem.

 

[DifferentialGalois]

Ok. I've read enough. This is just another case of "my life is over if I don't get a perfect score in physics, how am I going to be a professor and win the Nobel Prize by age 30...". We've seen these threads numerous times over the years here.

I suspect that your problem is that you don't take tests well. First of all, slowwwwww dowwwwwn and do the problems correctly in a methodical fashion and then go on. Most likely you are trying to get all 25 of the problems done in as fast a time as possible when you are sitting taking the test. The last course I sat in on was fluid dynamics. I did about 3/4 of the problems on the final exam, still good enough for an A. Sure, it was a graduate course, but I didn't make one mistake on any problem I finished during the exam period. I looked at a problem, if I couldn't start it right away, I skipped it and went on. That is the way to take a test. If I skipped a problem, chances are I went back to it a couple of problems later because subconcuiously I solved it while working on another problem.

Ok. I can never seem to call in my subconscious upon solving a problem (which for the focus of this thread, is when I need it). I’ve heard of priming the subconscious, or in other words, enhancing the process in guiding my brain along. I don’t know though if this can be achieved in any ways other than making notes, charts, etc. or conducting thorough research on the subject of what could possibly appear on the test. To be frank, these aha moments in the subconscious will need heavy patience and dedication, for which I’d rather directly help my conscious mode of thinking. But I really don’t know.

 

[DifferentialGalois]

And on an additional note, attaining a high distinction in a given course and achieving a Nobel Prize, PhD, whatever are two very distinct goals. One, the difficulty varies enormously, and two, a HD typically requires a bit of dedication and hard work, whereas something like a Nobel Prize requires the sharpest mind in a sphere of influence - an enormous feat of dedication and patience. If I could obtain a Nobel Prize (the chances are astronomical, probably on the scale of something like 10^-100), I’m sure I wouldn’t be fretting about something like a missed HD in science for Year 7 or 8. The morals and skill sets are vastly different. I’ve digressed from the point, but yeah, I don’t think my aspiration to acquire a HD is highly impractical.

 

[DifferentialGalois]

I think my best shot would simply to revise the course material to its bare bones, yet ensuring that I don’t bogged down in unnecessary detail. And maybe augment productivity by actually learning, rather than spending copious time on these forums. ;)

 

[undefined314]

maybe augment productivity by actually learning, rather than spending copious time on these forums. ;)

/thread

 

[DifferentialGalois]

/thread

I’m not accustomed to these forums’ terminology, but I presume /thread marks the end of a thread?

 

[Adesh]

And maybe augment productivity by actually learning, rather than spending copious time on these forums. ;)

Don’t get discouraged by things said here (may be hurting for you), try to ignore those things which makes you discouraged, they are part of life you cannot get rid of them. Spend time on these sub-forums and feel what it’s like when people don’t agree with you (it’s not a matter whether you’re right or wrong :-) they don’t agree just for the sake of not agreeing).

You know of this prayer:
God, grant me the serenity to accept the things I cannot change,
courage to change the things I can,
and wisdom to know the difference.

 

[gleem]

We have provided you with some good ideas to consider. However, there is one more thing that has yet to be discussed and that is your age and level of maturity. You seem to be somewhat precocious in some of your statements but then again showing a lack of maturity that those statements would presuppose. You are over-analyzing yourself and undermining your confidence. Confidence is so important in one's success. You are at an age when things start to go wacky for a while. You may need the personal guidance of a mentor who can work with you for an extended time. A forum like this may not be the best way to solve your problems since you must take the advice to heart and act on it. A mentor can evaluate your remedial work provide guidance, encouragement, hold you accountable for effort, and help build the confidence that you will need to succeed.

Have you tried any of the recommendations that have been made so far? Keep in mind that they will take significant effort and time to show results. Like the journey of a thousand miles, you complete it by taking one step at a time.

 

[DifferentialGalois]

We have provided you with some good ideas to consider. However, there is one more thing that has yet to be discussed and that is your age and level of maturity. You seem to be somewhat precocious in some of your statements but then again showing a lack of maturity that those statements would presuppose. You are over-analyzing yourself and undermining your confidence. Confidence is so important in one's success. You are at an age when things start to go wacky for a while. You may need the personal guidance of a mentor who can work with you for an extended time. A forum like this may not be the best way to solve your problems since you must take the advice to heart and act on it. A mentor can evaluate your remedial work provide guidance, encouragement, hold you accountable for effort, and help build the confidence that you will need to succeed.

Have you tried any of the recommendations that have been made so far? Keep in mind that they will take significant effort and time to show results. Like the journey of a thousand miles, you complete it by taking one step at a time.

Yes, I have discussed the matter with my relatives, and they state my main issue may be test anxiety. Looking back on some of my results, I realize that quite some marks were lost due to sheer ignorance coupled with test anxiety. I will have to practise some meditation, or alternatively, familiarise myself with test format and content extensively.

 

[Mark44]

I will steer clear away from my interest in non classical physics, because it's scarcely improving my science knowledge.

This is a good idea. If you don't understand basic (i.e., Newtonian) physics, then it makes no sense to delve into modern physics.

If I were to make a judgement myself, I would venture to say my poor grades are caused by a lack of interest in studying the topics at school in depth, and perhaps anxiety to perform.

With possibly the anxiety arising from the lack of in-depth study.

In the US we would call it "Junior High".

Indeed. At least in the U.S., "high school" started in either 9th or 10th grade, with the classes labeled as freshman, sophomore, junior, and senior.

Looking back on some of my results, I realize that quite some marks were lost due to sheer ignorance coupled with test anxiety.

Again, if you don't understand the material, it's no wonder you're becoming anxious during a text on it.

 

[Dr Transport]

I can never seem to call in my subconscious upon solving a problem

You don't call on your subconscious to solve a problem, it comes to you out of the blue, not because you command it. Have you ever gone to bed of off to do something else and the solution to a homework problem just comes to you, that is your subconscious at work.

 

[DifferentialGalois]

You don't call on your subconscious to solve a problem, it comes to you out of the blue, not because you command it. Have you ever gone to bed of off to do something else and the solution to a homework problem just comes to you, that is your subconscious at work.

And if the subconscious doesn't naturally come to you, then what? I've seldom experienced times where my subconscious thought kicks in during a test, and I think, instead of trying to cultivate these 'out of the blue' insights, I might try work on my conscious thought (which what, constitutes 90 percent of thought, right?)

 

[DifferentialGalois]

This is a good idea. If you don't understand basic (i.e., Newtonian) physics, then it makes no sense to delve into modern physics.
With possibly the anxiety arising from the lack of in-depth study.
Indeed. At least in the U.S., "high school" started in either 9th or 10th grade, with the classes labeled as freshman, sophomore, junior, and senior.
Again, if you don't understand the material, it's no wonder you're becoming anxious during a text on it.

Physics isn't my issue, it's chemistry and biology that is tripping me up in these tests. And the ages considered to be high school will vary from nation to nation. I know a lot of members here come from the US, and as a result, would benefit from reference to junior high. In NSW, Australia, there is no such "junior high" as you know it.

 

[DifferentialGalois]

This is a good idea. If you don't understand basic (i.e., Newtonian) physics, then it makes no sense to delve into modern physics.
With possibly the anxiety arising from the lack of in-depth study.
Indeed. At least in the U.S., "high school" started in either 9th or 10th grade, with the classes labeled as freshman, sophomore, junior, and senior.
Again, if you don't understand the material, it's no wonder you're becoming anxious during a text on it.

And if I do comprehend the material? Test anxiety doesn't solely come from lack of knowledge of the subject. I'm certain that all of you accomplished physics, math and what not students have undertaken innumerable tests throughout your life. And in not one of them, test anxiety was experienced?

 

[DifferentialGalois]

You don't call on your subconscious to solve a problem, it comes to you out of the blue, not because you command it. Have you ever gone to bed of off to do something else and the solution to a homework problem just comes to you, that is your subconscious at work.

Can you let us know what do you want to achieve for this academic session? Do you want/desire good marks in your tests or do you want to become a physicist this year? You shouldn’t crave for the latter.

Why in my right mind would I crave for the latter? And have I ever implied that my desire was to become a physicist this year? My primary goal for achievement is simply to improve my ability in science, and currently, my best gauge of that would be the grading system at school. I can't make self judgement, because it's rooted in lots of psychological conundrums, as some of you have mentioned. The grading system we currently have at school is as follows:
High Distinction: Top 20% of cohort
Distinction: Next 30% of cohort (so cumulatively HD+D would constitute top 50%)
Credit: Next 30% of cohort
Pass with Merit: Next 10-15%
Pass: Next 5-10%

Right now, I'm achieving a credit, between the top 50 and 80 percent of the cohort. I mentioned that I attended an academically selective school, and I am approximately one year younger than much of my cohort. In that respect, the result is not terrible. But my key goal is to at least secure a distinction, so it can be made evident that I have made progress in the study of science. AFAIK, there currently seems to be no better way to demonstrate my improvement in science.