Physics Grad Programs that don't require Jackson's Electrodynamics

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Discussion Overview

The discussion centers around the necessity of Jackson's Electrodynamics in graduate physics programs, particularly in the context of selecting a graduate school. Participants explore whether programs can be found that do not require this text and the implications of such a requirement on students' education and future careers.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Technical explanation

Main Points Raised

  • Some participants question the necessity of Jackson's Electrodynamics, suggesting that many students in condensed matter research may not need to take it.
  • Others argue that Jackson's text is a valuable experience that helps develop problem-solving skills essential for a physicist.
  • One participant mentions that the choice of textbook is ultimately up to the professor, and some programs may not use Jackson at all.
  • There is a sentiment that enduring the challenges of Jackson is part of the graduate experience, with some viewing it as a rite of passage.
  • Concerns are raised about the implications of avoiding Jackson, suggesting it may limit future job opportunities in fields that rely on advanced electromagnetism.
  • Some participants express that the workload in graduate programs is intense, and if one cannot handle a challenging E&M course, they may struggle with the overall demands of graduate school.
  • Questions arise about whether students are the best judges of what they will need in their careers, with some advocating for the importance of mastering difficult material.
  • Clarifications are sought regarding what Jackson's Electrodynamics entails, indicating some participants may not be familiar with the text.

Areas of Agreement / Disagreement

Participants express a range of views on the necessity of Jackson's Electrodynamics, with no consensus reached. Some believe it is essential, while others argue it is not required for all fields of physics.

Contextual Notes

The discussion highlights varying perspectives on the role of challenging coursework in graduate education and the potential impact on career paths. There is also uncertainty regarding the specific requirements of different graduate programs.

  • #61
Prologue said:
Nearly every school requires a 2 semester Jackson course, but some don't even require one semester of a theoretical mechanics course. That is just offensive in my opinion. How can EM be that important?

Classical EM is a solved problem. Classical mechanics isn't. You can spend two semesters and learn "everything that's worth knowing' about classical EM, whereas you can spend decades on one aspect of classical mechanics and still not get to the bottom of it.

One analogy is that if you learn painting, a lot of teachers will have you spend inordinate amounts of times painting a sphere or a cube. Once you have that, there are some standard subjects that you'll be asked to paint (i.e. fruit baskets).

Jackson is the physics equivalent of painting a cube.
 
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  • #62
twofish-quant said:
Classical EM is a solved problem. Classical mechanics isn't.

I definitely agree but there are still surprises out there. One of my professors showed us this article a couple days ago:

http://physics.aps.org/featured-article-pdf/10.1103/PhysRevLett.108.163901

I am also in agreement of your learning philosophy. I've always been the type that wants to learn something as deep as I can in hopes that it will pay off somewhere else. In most cases, it has paid off even in surprising ways (representation theory, Lie stuff) but in others not so much (Galois theory, number theory..). Maybe it's helped my learning abilities but sometimes it doesn't feel like it.

On another note, I loved Jackson's book mostly for the real world nasty non symmetrical problems. It made me feel like I was getting close to model an actual physical phenomenon rather than a "thought" experiment one.
 

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