Any advanced physics students/academics that have failed?

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Discussion Overview

The discussion centers around the experiences of advanced physics students and academics regarding academic challenges, specifically failures in physics courses. Participants share personal anecdotes and advice related to overcoming difficulties in understanding physics, particularly in the context of electricity and magnetism, while also addressing the emotional and psychological aspects of academic performance.

Discussion Character

  • Exploratory
  • Debate/contested
  • Conceptual clarification

Main Points Raised

  • One participant expresses feelings of discouragement due to struggles in a physics class and seeks stories of others who have faced similar challenges and succeeded.
  • Another participant notes that electricity and magnetism is often perceived as one of the most difficult standard physics courses.
  • Suggestions are made for collaborative study with classmates as a potential strategy for improvement.
  • A participant attributes some struggles to a lack of mathematical background and emphasizes the importance of building a solid foundation in both math and study habits.
  • Encouragement is provided through anecdotes of well-known figures, such as Terry Tao, who faced academic setbacks but ultimately succeeded, highlighting that poor grades do not necessarily determine future success.
  • Practical advice is offered regarding hands-on learning through DIY electronics projects to enhance understanding of theoretical concepts.
  • Concerns are raised about the cumulative nature of physics education, suggesting that difficulties in early courses may hinder success in later, more advanced courses.
  • Discussion includes the impact of external factors like test anxiety and personal challenges on academic performance, which may not reflect a student's true understanding of the material.

Areas of Agreement / Disagreement

Participants express a range of views on the nature of academic challenges in physics. While some agree that many successful students encounter significant hurdles, others highlight the distinction between struggling with material and outright failing. The discussion remains unresolved regarding the implications of early academic failures on future success in physics.

Contextual Notes

Participants mention various factors that could influence academic performance, including study habits, mental health, and the cumulative nature of physics education. These factors are acknowledged but not fully explored or resolved within the discussion.

Who May Find This Useful

This discussion may be of interest to current physics students, educators, and individuals considering a transition into physics from other disciplines, particularly those facing academic challenges.

  • #31
MathematicalPhysicist said:
I did quite a lot, but I didn't count them, I believe it was something like ~100 problems.
You actually counted each one? :-)
Don't count them if you want to keep them in superposition. Counting is a measurement which collapses the wavefunction of the problems. :)
 
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  • #32
PhDeezNutz said:
For the first 6 or 7 chapters in Griffiths I did all the “in chapter problems” (as opposed to the end of the chapter problems). Since they are numbered it wasn’t hard to count.
For the intro to combinatorics and graph theory I went over problems from several books; there were books with solved exercises so I covered them and also found exercises from websites some with solutions and some without. I also found a book of Riodran and another one on combinatorial identities which can be solved also algebraically, so obviously solving them algebraically is the easy route which I did; these didn't have solutions just quite a lot of identities. I can't recall if I did them all or just the tough ones.
UG in maths and physics combined is quite a tough degree; I have quite a good memory so it can help in closed text exam where the lecturers ask us to know how to prove such and such theorems by heart or know to state the theorems.

After a few years later I found one of the tough recursion relation problems in a book on Numerical methods in C++ in PDE; it's called "Solving PDEs by C++" by Yair Shapira; I think it's the 1.19 example in the book on Pascal's triangle.

Nowadays, the syntax of the codes there must be obsolete...

P.S
some people in tests just say that something such and such exists because of some theorem, but they don't state what the theorem actually says or if it has a name. (for example Liouville's theorem in complex analysis or Roche argument theorem, etc). What I did in such closed book or without formula sheets is repeating my notes several times, and in maths after repeating it several times, I then stated what each theorem said without looking in my notes and also repeated the proofs without looking at my notes.
I was quite obsessive in my studies...
But it seems it has waned with time...
 
  • #33
DennisN said:
Don't count them if you want to keep them in superposition. Counting is a measurement which collapses the wavefunction of the problems. :)
It's more like, "don't count them, keep them coming, the more the merrier..."
:oldbiggrin:
 
  • Haha
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