<p>Just a quick comment on this. MATLAB is a software package. It’s not a language (although it has a scripting language that can be used for more advanced work.) MATLAB is essentially a very powerful calculator. In particular, it can do very fast operations on big matrices (thus the name, “MATrix LABoratory”).</p>
<p>I have no idea why Lemaitre found it to be such a challenge - perhaps he was used the command-line input version, which is somewhat less friendly since there’s no GUI? In any case, MATLAB is very nice and very user-friendly. It’s also an absolute must for anybody in engineering or the sciences.</p>
<p>My experience as an EE was that MATLAB was used in almost every single class, and inevitably I did become very proficient at it. It’s a great tool, and nothing to be scared about.</p>
<p>“being distraught over not getting an A is much better than worrying about a lesser grade, don’t you think? sounds like he is doing measurably better this semester,”</p>
<p>Hang on for the ride In some ways, Engineering classes will get easier because there is more choice to pick desired classes. But in some ways it gets harder as the years go on - the academics are intense, and there are often more long term projects.</p>
<p>Just wanted to jump in here - seems my ds is facing some of the same struggles mentioned here. His frosh engineering curriculum puts calc 1 & 2 concurrent with phy 1 & 2 in addition to the other classes (chem, engineering seminar) - he was able to manage 1st semester with a 3.25 but this semester, physics 2 is killing him. (besides, let me mention he is going to Pitt which has had about 120 bomb scares since 3/14 so that has impacted classes, exams and everything else) Out of the 2 tests in physics so far, he hit about the class avg. which is a 50. (??? and this is normal?) I am hoping there is some miraculous curve - that somehow the final which is rumored to be easier, will be and help him to keep his GPA at a 3.0 (and not lose his scholarship). Argh!</p>
<p>^ This sounds like the curriculum my D will do in the fall. Each semester is composed of 6 courses and I just added it up: 16-17 hours of lectures, 4-6 hours of tutorials, and 3-5 hours of lab. Per week. </p>
<p>Term 1:
Cal1
Phys 1
Chemistry I
Geology
CAD/eng graphics
Engineering prof. seminar</p>
<p>Term 2:
Calc 2
Phys 2
Linear algebra
Chem 2
Programming
Eng. prof. seminar </p>
<p>Is THIS normal? I have no idea how this will work out. I just hold onto the fact that they have a 93% graduation rate and she’s about the middle of the pack coming in.</p>
<p>Actually, it is common at many universities for the class average on Physics exam to be around 50/100. I think the professors tend to give very difficult tests to determine whether there are any really exceptional students in the class. If someone gets a 90 when the class average is 50 this is a student that the Physics department is going to take a real interest in.</p>
<p>My son is only in Calc and physics 1, but he seems to think he learns the Calculus better because of the physics. But he does much better on the Calculus tests. He tries to explain it to me, and I have NO idea what he is talking about.</p>
<p>And people wonder why more kids don’t go into engineering…</p>
<p>Shrinkrap, your comment reminded me of a college roommate who was pre-med and had to take physics. We lived in a group house with lots of science types who tutored her. I remember her questioning some of the more abstract ideas saying “yea, but how do they KNOW??” and finally exclaiming “O.K. I’ll memorize it. I might even learn it. But I don’t BELIEVE it!”</p>
<p>Starbright - that seems like a very full schedule for freshman engineering. Seventeen credits of lecture, plus 3-5 lab hours per week? Wow, that’s a lot, IMO. My son is an engineering freshman and took 15 credits first semester and 14 the second. Could he have managed more credits? Probably, but he didn’t need to due to AP credits, and in engineering, gpa is very important. He is at the University of Michigan, and there are some big curves. He’s doing his best to stay “ahead of the curve.” In calc 3 this semester the class average was 75% and his score was 95%. I gave him kudos for messing up the curve on that one! (No, not all of his test scores are like that!)</p>
<p>Well, one of the courses each semester is the “engineering professional seminar” which should not be significant work (mainly faculty and industry professionals come in and talk about what engineers do for a living).</p>
<p>At some schools, a normal workload may be more like four courses of 15-16 credit units (but usually one or two of the courses will have lab or computer programming). But some schools may pack more course material in the same number of courses or credit units.</p>
<p>But it is common for physics to start after completion of the first calculus course, and the physics course with electricity and magnetism to have multivariable calculus at least as a co-requisite.</p>
<p>My older son who is taking electricy and magnetism now tells me that he would be in trouble if he had not already completed multivariable calculus before taking E&M. Students are expected to be proficient in vector calculus on their first day of E&M.</p>
<p>Oh man, this thread is making me worry a little. I’ll be taking Chem, Physics III, EE 101, Calc II and Data Structures and algorithms next semester, which is my first. I am taking Data Structures and Algorithms right now so that will be a breeze. I am also taking Integral Calculus right now, that’s fine… What worries me is Physics and Chem. I am in Physics C and the last time I took Chem was sophomore year.</p>
<p>All this worry about physics makes me remember my sister’s experience in college. The final was a single multi-step problem that was so horrible and complicated that she did not know where to begin. She said she scribbled some formulas down and ran from the room in tears, fully expecting to fail. Mercifully, she received a C which she knows she did not deserve. I guess she was the beneficiary of a pretty generous curve!</p>
<p>Oh my goodness. I am feeling pretty stressed right now about this thread (haven’t read all, but have read most). I am a single mom with my first kid (daughter) headed to college this fall. Her choices (long story) are: (1) engineering/honors program Auburn Univ. or (2) state school liberal arts (UGA). I have been encouraging her to accept (1) [May 1 is deadline]. She hates both - they were both safety schools in her mind, not her top choices.</p>
<p>She has had 3 years of pre-engineering in a highly ranked H.S., is currrently in AP Calculus and AP Physics, has so far maintained a B average in Math/Science and on AP tests to date she has scored 4s and 5s. She will graduate with 11 AP courses. But she does not LOVE math. And Math is definitely her WORST subject. We’ve discussed that she should retake AP Physics and Calculus as a college freshman, even if she exempts out. I am wondering if I am encouraging her down the wrong path? She has no idea what she wants to do. So My advice (perhaps wrong) has been to continue to follow engineering until you decide you hate it or until something else grabs your soul. Advice?</p>
<p>hanaliy: she must have had some interest in engineering to take all those courses in HS, correct? To me, I think it is OK to not love math to continue as long as she feels that she loves everything else (physics, etc) and knows she just has to work a little harder at the math. </p>
<p>It odes seem like a big swing though for engineering at one school and liberal arts at another. What is your gut as far as the type of person she is? </p>
<p>If she doesn’t love engineering, she may be very unhappy at college, especially since she doesn’t seem to be in love with her college choices.</p>
<p>Meaning she did not choose safeties appropriately? A safety must be one which the student would be happy to attend, in addition to being basically assured for admission and affordability.</p>
<p>Unfortunately, if the student hates the school that s/he will attend, the chance of thriving is likely less.</p>
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<p>Students who score 5 are more likely to be fine skipping introductory courses as allowed by the college. Perhaps not so much with a 4, or especially a 3. She may want to check if old final exams from the courses that she may skip are available so that she can check her knowledge.</p>
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<p>Usually, this is not a good sign for an engineering major. However, some people are much better in their worst subjects than most other people are in their best subjects.</p>
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<p>It is usually easier to switch from engineering to something else than it is to switch from something else to engineering. On the other hand, the courses needed for freshmen and sophomore engineering majors will take up half to three quarters of the schedule, not leaving a lot of room for “exploration”. If she does skip intro math and/or physics with AP credit, then she would gain some extra schedule space for “exploration”.</p>
<p>“Exploration” for a very undecided student is often most effectively and cheaply done at a community college where there is no financial or administrative pressure to decide quickly; after deciding, the student can then complete the prerequisites for the desired major and transfer as a junior to a four year school (extra semesters at a community college are no big deal compared to extra semesters at a four year school). But it looks like your daughter may be even less receptive to the idea of going to community college than Georgia or Auburn, and many private schools are much less receptive to transfer applicants than freshman applicants (and merit scholarship opportunities at public universities may be less).</p>
<p>Dear Crizello, thanks for your imput. My daughter loves a challenge, any challenge. When we visited UGA, she commented that the Arch was just a couple of support beams and (etc - above me…more that I can absorb). She says physics is the most useful science she has ever studied. She hates (but is extremely good at) the humanities. She hates girl drama, is comfortable in her own skin and decisions, does not sway to peer pressure, is not a partier. She is unusually pretty - long blonde hair, green eyes, with a talent agency, has filmed commercials, but not a girly girl. Very logical, great sense of humor/fun. Her love is sports - world cup, soccer. Wishes she could play, but asthma keeps her back. Coaching a professional team would be her dream at 17 years of age. That’s her only passion.</p>
<p>Dear ucba, No she did not choose her safeties wisely, she was overly confident in other choices (as was I) [Ga Tech] and it did not pan out as we thought it would. She has no idea of what she would like to do hence the confusion btwn engineering vs. liberal arts college.</p>
<p>My philosophy has been that it would be easier to switch out of an engineering major that switching in, and that has been the path of my encouragement. I guess I am just concerned that her lack of passion (passion is not the same thing as competitiveness… which she is passionate about) regarding engineering means it is not something she should pursue, even though her grades are decent?</p>
<p>Most asthma can be effectively managed–many gold medal olympic winners ARE asthmatics. Please have your D properly evaluated by an excellent asthma specialist to optimally manage her asthma to see what her options might be if it is well controlled.</p>
<p>What does your D WANT most to do at this point? Does she WANT to go to one of these Us or does she want to do something else constructive and take a gap year & reapply? Are finances an issue, so that entering as a freshman at a U is important? Would going to CC & transferring be an option for her? (It helps a lot of those who want to explore learn about a variety of fields with very little pressure, even very high-achieving students.)</p>
In some ways, Engineering classes will get easier because there is more choice to pick desired classes. But in some ways it gets harder as the years go on - the academics are intense, and there are often more long term projects.</p>
(No, not all of his test scores are like that!)</p>