General organization of a maths, physics or chemistry course
From the very first lesson, the teacher will take stock with the student to understand and target the difficulties
Difficulties could arise from any source, and these will be identified by the teacher:
— Inadequate or poorly assimilated basic knowledge of the subject
— Working methods not in line with those of the student’s school or teacher
— Insufficient work done
— Lack of self-confidence
The course content is broken down to match the student's needs:
— Customized lesson sheets
— Series of exercises to assess theoretical understanding
— Homework assigned for the following lesson and reviewed by the teacher
Before an examination, the teacher prepares model or "mock" tests for the student, which consist of:
— A set number of exercises
— A precise time limit for doing these
— A clearly defined level of difficulty
mechanics, thermodynamics, Newtonian physics, astrophysics, waves, particles, quantum mechanics ...
analysis, linear algebra, geometry, integration, derivatives, probabilities, statistics, functions, series...
organic chemistry, inorganic chemistry, biochemistry, theoretical chemistry, materials...
"If you can't explain it simply, you don't understand it well enough."
The study of chemistry, mathematics and physics helps develop a strategy for research and development, with the key objective of producing basic knowledge.