Is this a typical physics curriculum?

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Discussion Overview

The discussion revolves around the physics curriculum at UC Irvine, particularly the structure and prerequisites of courses such as "Computational Methods" and "Mathematical Physics." Participants express concerns about the implications of these course requirements for transfer students and the use of software like Mathematica in coursework.

Discussion Character

  • Debate/contested
  • Technical explanation
  • Conceptual clarification

Main Points Raised

  • Some participants express concern about the "Computational Methods" course being a substitute for "Mathematical Methods for Physical Sciences," questioning if this is common across other schools.
  • There is a discussion about the prerequisites for the "Mathematical Physics" course, with some arguing that it should only require lower-division math and physics, while others note that having upper-division physics knowledge may enhance understanding of the mathematical tools.
  • Participants mention that while Mathematica is widely used and user-friendly, its licensing cost is a concern, with some schools opting for alternatives like MATLAB.
  • Some participants share personal experiences regarding the usefulness of Mathematica and the challenges of learning advanced math without prior physics context.
  • There is a debate about whether the "Mathematical Physics" class would be more beneficial if taken before upper-division physics courses, with some arguing that knowing the math beforehand aids in understanding physics concepts.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the appropriateness of the course prerequisites or the timing of the "Mathematical Physics" class. Multiple competing views remain regarding the necessity of prior physics knowledge for understanding the mathematical concepts presented in the course.

Contextual Notes

Some participants note that the difficulty of the problems assigned in the "Mathematical Physics" course may be challenging for those without upper-division physics experience, suggesting a potential gap in preparedness for students who have only completed lower-division courses.

  • #31
complexPHILOSOPHY said:
Always work independently through your text in conjunction with an alternate text, preferably one recommended to you from PFers. Never trust the professor's workload. That's retarded as hell though that you were given zero proofs and then a proof-based exam.

Surely you worked through the proofs in your text regardless of what the professor said, or were there no proofs?

The text was mostly just telling you how to solve problems. For instance, if you want to find the eigenvalues of a matrix, do the following. The professor wanted bonified proofs. I complained to his superior directly, and I basically got the response that he was very difficult to work with.
 
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  • #32
Damn dude, that's just retarded. I thought my CC was bad...
 

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