"Power reading" for learning physics?

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Discussion Overview

The discussion revolves around the effectiveness of power reading techniques for learning physics and related fields such as mechanics, aerospace, and electrical engineering. Participants explore whether such techniques can enhance comprehension and retention of complex material, particularly in STEM subjects.

Discussion Character

  • Debate/contested
  • Conceptual clarification

Main Points Raised

  • Some participants assert that power reading does not work for physics fields, suggesting it may be more suitable for subjects like politics or psychology.
  • Others question the effectiveness of power reading in understanding complex concepts, emphasizing the need for thorough comprehension rather than speed.
  • A participant expresses a desire to read a 300-page book on fluid dynamics with full understanding, indicating a potential interest in power reading seminars.
  • Concerns are raised about the challenges of reading in a non-native language, with one participant describing difficulties in concentration and comprehension when reading complex texts in English.
  • Some suggest that power reading may not provide mastery of the material but could offer a preliminary understanding of concepts and terminology.
  • Several participants emphasize the importance of engaging with exercises and working through material systematically rather than relying on speed reading techniques.
  • One participant shares that they find it challenging to follow along with video content in English, suggesting that different learning modalities may be more effective for them.
  • Another participant expresses skepticism about the existence of shortcuts in learning physics, advocating for a methodical approach to understanding material.

Areas of Agreement / Disagreement

Participants generally disagree on the effectiveness of power reading for learning physics, with multiple competing views presented. While some believe it may not be suitable for understanding complex subjects, others suggest it could be beneficial in certain contexts.

Contextual Notes

Participants highlight various limitations, including language barriers, the complexity of the material, and the necessity of engaging with exercises to achieve understanding. The discussion reflects a range of personal experiences and learning preferences.

  • #31
physicsponderer said:
Most students of physics find the math easier than the concepts.

For sure physics is harder,phsyics you must really understand,math you can practice with repetition..
If you don't understand physics,none repetition will help you!
So if your IQ is low, forget about physics
You can't be pretty if you are ugly.
 
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  • #32
John Mcrain said:
math you can practice with repetition..

Maybe some high school math and basic calculus but even then not everything you can practice with repetition. In general math needs as much of deep understanding as physics. During my studies at Warsaw University most of first year students failed because of math.

I would say that high school physics is harder than high school math, but on advanced level the difficulty is kind of equal.
 
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  • #33
weirdoguy said:
I would say that high school physics is harder than high school math, but on advanced level the difficulty is kind of equal.

I agree.
 
  • #34
John Mcrain said:
For sure physics is harder,phsyics you must really understand,math you can practice with repetition..
If you don't understand physics,none repetition will help you!
So if your IQ is low, forget about physics
You can't be pretty if you are ugly.
"IQ" is a big misunderstanding.
 
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  • #35
weirdoguy said:
I would say that high school physics is harder than high school math[...]
For me high school physics was a breeze for the most part (some or the math was a slight problem), while high school math was a nightmare. I remember looking at a model answer of applied math and understanding easily how the initial equations were created by resolving the diagram horizontally and vertically, and being able to see that the simultaneous equations were solved for the solution, but not being able to see how the solver had been able to see how to solve those simultaneous equations. When I showed it to a friend, he said, it's just a matter of getting better through experience. It's the same now. It's as if math is the only major school subject I find difficult. When I think mathematically I become error-prone and generally stupid.
 
  • #36
physicsponderer said:
For me high school physics was a breeze for the most part (some or the math was a slight problem), while high school math was a nightmare. I remember looking at a model answer of applied math and understanding easily how the initial equations were created by resolving the diagram horizontally and vertically, and being able to see that the simultaneous equations were solved for the solution, but not being able to see how the solver had been able to see how to solve those simultaneous equations. When I showed it to a friend, he said, it's just a matter of getting better through experience. It's the same now. It's as if math is the only major school subject I find difficult. When I think mathematically I become error-prone and generally stupid.
Your experience is what you say it is. We cannot argue much against it. You needed to get better at basic arithmetic and basic algebra. My guess is those are what are standing in your way.
 
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  • #37
In this thread, people discover a shocking truth about life: different people find different things hard.
 
  • Haha
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  • #38
We try to soften many different things here at PF :cool:
 
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  • #39
There is physics and then there is physics.

Einstein apparently once sat next to an attractive young lady at a dinner party.

She had no idea who he was and began a polite conversation by asking "What do you?"

"I study physics", said Einstein.

"Gosh!", said she, clearly surprised. "I stopped studying physics at school."
 
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  • #40
I recently came across this most apposite ancient Chinese proverb
Clipboard01.png

I hear - and I forget
I see - and I remember
I do - and I understand

Attributed to Xun Kuang (c. 310 - c. 235 BC) known as Xunzi (”Master Xun”), a Chinese Realist Confucian philosopher. See https://en.wikipedia.org/wiki/Xun_Kuang which has a link to Tell me and I forget; teach me and I may remember; involve me and I will learn which gives a literal translation as
Not hearing is not as good as hearing, hearing is not as good as seeing, seeing is not as good as mentally knowing, mentally knowing is not as good as acting; true learning continues up to the point that action comes forth
 
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