TIMSS Mechanics Item H04
Copyright © 2002 by The Fathers' Manifesto
Please distribute freely, all portions intact.
Question H04 on the 12th Grade TIMSS test given to 12th graders around the world in 1995 reveals an astounding difference in mechanics comprehension between the sexes in all the countries who participated. The average difference in all countries was 12.8%, with 26.3% of girls and 39.1% of boys answering correctly, but the difference in the US was 19.8% (22.8% of girls and 42.6% of boys). In countries like Sweden where 53.9% of the boys answered correctly, guesses on the test would not have influenced the scores by that much, but where only 22.8% of American girls answered correctly, guesses must be taken into account.
Since this was a multiple choice question with four possible choices, the probability of getting the correct answer just by guessing is 25%. In other words, for every four students who guessed, one of them would have gotten the correct answer by chance. The maximum score would have been achieved had all the students who didn't understand the problem guessed at the answer, so where 22.8% of American girls answered the problem correctly, 25% of them or 2.2% more would have gotten the correct answer if all of them had just guessed at the answer. It's not clear how they managed to score lower than if they had just guessed, but discovering why may go a long way towards understanding what has gone wrong with American "education".
Of the 42.6% of American boys who got the correct answer, 19.13% got the correct answer by guessing, and 23.47% indicate that they understood the problem [x = total guesses, 0.25x = correct guesses, 0.75x = incorrect guesses = 57.4%, x = 76.53%, 0.25x = 19.13% guessed correctly, 42.6% got the correct answer - 19.13% guessed the correct answer = 23.47% understood the problem]. However, with an estimated error of plus or minus 3%, only 20.47% are known with certainty to have understood the problem.
Prior to adjustment for the 3% error, 53.9% of the boys in Sweden got the correct answer, 19.13% guessed correctly, 34.77% indicated that they understood the problem, and 46.1% guessed incorrectly [x = total guesses, 0.25x = correct guesses, 0.75x = incorrect guesses = 46.1%, x = 61.47%, 0.25x = 15.37% guessed correctly, 53.9% got the correct answer - 19.13% guessed the correct answer = 34.77% understood the problem]. After adjustment for the 3% error, only 31.77% are known with certainty to have understood the problem. Per capita, compared to American boys, 55% more boys in Sweden are known to have understood the problem, and compared to American girls, an infinite number are. Even though American boys did poorly on this question, compared to American girls, an infinitely larger number of them are known to have understood the problem.
Is this adequate proof that our attempt to establish "gender equality" is a failure? Yes. To achieve that ephemeral goal, our "educators" began an unnecessary and destructive "gender war" of unprecedented proportions, more than doubled education spending as a percent of GDP, and out-spent by more than three times countries whose students far outperformed ours. Japan, whose 8th graders scored 105 points higher than ours, spends half as much for education. Korea, whose 8th graders scored 107 points higher than ours, spends even less per student than Japan.
> It was Galileo who discovered the whole ting, the equation says that the time
Even though utterly STUPID feminazis were given the answer sheet and the correct answer, they continued to argue that this question was "vague", that Brian's answer was wrong, that the question wasn't worded properly, that there was no way to answer the question with the information given.
The ONE thing they never acknowledged, ever, is that the correct answer was the correct answer. None of them ever figured it out.
"Thalamus" <firstname.lastname@example.org> wrote in message
"Cary Kittrell" <email@example.com> skrev i melding news:firstname.lastname@example.org... > In article <8ko09.28058$Fq6.email@example.com> "John Knight" <firstname.lastname@example.org> writes: > Only if you believe that: > > S = at^2 > > (check any physics book; he was wrong)
It was like this, retard:
F=m(v/t) - a=(v-v0)/t - a is acceleration,v is velocity, t is time, F is force
t=mv/F - exchanging t with F, see the likeness of the equations ??
t=mv/ma - insert ma instead of F (F=ma) t=v/a - shorten the thing, by dispatching off with m (mass). t=(S/t)/a - here's the tricky part, insert S/t instead of v (S=vt or in my opinion v=S/t). t=(S/ta) - shorten the whole thing, so it is elegant. t²=(S/a) - transfer t to one side of the equation, and voila !! t=sqr(S/a) - you have Brian's equation of time, height and acceleration. It was Galileo who discovered the whole ting, the equation says that the time for a mass to fall is dependent on TWO things, acceleration and height, NOT mass (which Galileo discovered).
You loose, I win - as I am a Superior White God, and you're just a silly feminine creature :-)
In article "John Knight" <email@example.com> writes: < < <"Jet" <firstname.lastname@example.org> wrote in message <news:3D3A5859.B7212C46@yahoo.com...
[Brian Thalamus:] < <Ok, the problem isn't difficult. <F=ma <S=vt < <F=force - downward <m=mass <a=acceleration <v=velocity <t=time <S=Hight of fall < <I did it this way, first I said that F=2m(v/t). < <Then I converted the equation to t=sqr(mS/ma), moving the t to the left <side, and the F (ma) to the right side. <I used both equations for the object separatly, and ended up with the same <equation t=sqr(S/a).
Well, not only did you do it incomprehensibly, you did it incorrectly, since the correct answer would be t = sqrt (2S/a). Hint: ds/dt = v = a * t, the integral of a * t * dt is 1/2 * a * t^2
<Sqr means square-root of the equation in the parenthesis (). <So, the resulting velocity would be the same, as the same time is spent on <the fall, and the tension would be zero.
The "resulting velocity would be the same" if both masses were experiencing the same acceleration the instant of release, but they were not. The bottom mass was experiencing -2mg downards due to gravity and +2mg upwards due to the tension in the spring. The upper mass is experiencing a now unopposed -mg downwards due to gravity and a -2mg downwards due to the same spring tension. You figure it out.
> "Thalamus" <email@example.com> writes:
Why have you not been able to figure this out yet? Brian answered the question correctly on the very FIRST shot at it, and here you are spinning around in left field, yet again.
You're really embarassing American men (if you're not a woman).
> <sheesh, cary, this is really getting embarrassing. This has got to come to