“What do you know about science and math?”

When you think of science and mathematics, most people think of math, and most people also think of physics.

Yet a new survey conducted by the Association for Science Education (ASCE) shows that a majority of teachers and students still don’t understand the fundamentals of science.

It shows that only 35 percent of science teachers and 30 percent of math teachers, and even less of both, are familiar with the basic concepts of quantum mechanics, string theory and string theory.

This survey also shows that while a majority (57 percent) of teachers know that quantum mechanics is the basic physics of the universe, less than half of them know that string theory is a branch of physics that is not related to the theory of relativity, or that quantum field theory is not a branch, or not the basic theory of electromagnetism.

The survey found that just over half of teachers have seen quantum mechanics explained in a class, and that the number of people who had read about string theory in a book has decreased by about 20 percent since 2008.

The same survey also found that a greater number of teachers were unaware of the basic principles of the theory and the nature of the wavefunction.

This study was conducted for the ASCE by the University of Michigan and the University at Buffalo.

The ASCE is an organization of about 20,000 science teachers, students and community members.

In addition to the survey, the organization conducted an online survey with more than 30,000 people, and it found that most teachers were either unaware or did not understand the fundamental concepts of string theory, or string theory was not a theory at all.

The lack of awareness of basic concepts such as wavefunction is particularly troubling because, in the United States, the Department of Energy is trying to develop a new method of measuring the density of matter, which will help explain the nature and size of the cosmos.

Yet, despite these basic knowledge gaps, nearly half of American teachers have at least one science lesson per week in their classroom, according to the American Association of Secondary Teachers (AAST).

And teachers are spending a lot of time studying quantum mechanics.

According to a 2012 survey by the Institute for Educational Technology (IER), more than half (56 percent) teachers reported spending at least 10 minutes per day doing science, technology, engineering, and mathematics (STEM) subjects in the past 12 months.

But that number is only about half of what it was in 2007, when nearly half (48 percent) reported doing at least five hours per week of STEM subjects in their classrooms.

Many of these teachers are still using their computers, which are often used for research.

Another problem is the increasing popularity of online learning, and the increased amount of time spent in classrooms.

The majority of students use online learning as their primary source of information, and almost one in five students have visited an online learning website at least once in the last two years.

The recent push by the Trump administration to make online learning more accessible is another reason for a lack of understanding of basic physics and quantum mechanics among teachers.

In February, Trump announced that the federal government would pay for research on quantum mechanics in the classroom.

However, the Trump Administration did not include any information about the research in the budget for the Department at Large, and instead made vague promises about funding for the research.

The Trump Administration also proposed a $1 billion grant program for online learning.

However only 30 percent, or 12 percent, of students who attended a STEM class at the Department for Energy last year received a grant, according a 2015 study by the National Science Foundation.

The American Association for Education, the Association of College and Career Professionals, the American Council of Learned Societies and other organizations also released a statement expressing concern about the lack of knowledge and understanding of the STEM concepts among teachers, noting that many of these educators are using their computer and mobile devices.

However it is also important to note that this survey of science teacher and students also shows an overall lack of familiarity with the basics of physics, and more than one-third of teachers reported that they had not read a textbook or had not seen a textbook that deals with physics.

It also indicates that more than three-quarters of teachers are not familiar with a basic theory, and nearly two-thirds are unfamiliar with quantum mechanics and string theories.

This lack of general knowledge about the basic fundamentals of physics is a major reason why more than a third of students in a 2016 survey by ASCE said they had never heard of string and wave theory.

Another major concern that comes to mind when talking about the science teachers of the future is the lack, or even the absence, of science literacy among students.

As a society, we want to be good at math, science, engineering and math.

But, when we’re talking about our future in schools, how do we actually be good?

One of the main reasons that this gap exists is that many teachers do not understand basic physics, which is a science in which the fundamental equations are different from the equations that describe our