Rate My Physics and Math Work: 17-Year-Old Asks for Feedback

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Discussion Overview

The discussion revolves around a 17-year-old participant seeking feedback on their extensive background in physics and mathematics. They outline their self-study efforts over the past two years and inquire about their level of knowledge compared to undergraduate physics majors, as well as seeking advice on specialization and future academic paths.

Discussion Character

  • Exploratory
  • Debate/contested
  • Homework-related
  • Conceptual clarification

Main Points Raised

  • The participant describes their strong background in advanced mathematics and self-taught physics topics, including fluid dynamics, electromagnetism, quantum theory, relativity, and more.
  • Some participants express admiration for the breadth of topics covered and question how the participant managed to learn so much in a short time.
  • The participant seeks to understand how their knowledge compares to that of undergraduate physics majors, particularly those in their freshman or sophomore years.
  • Questions are raised about whether the participant should specialize in areas like fluid dynamics or quantum mechanics and how to approach their studies moving forward.
  • There is a discussion about the potential benefits of their prior knowledge when entering college and whether it may shorten their time to graduation.
  • Some participants suggest looking at college course catalogs to compare with the participant's self-study work.
  • The participant expresses uncertainty about their current learning approach and seeks advice on how to improve and focus their studies.

Areas of Agreement / Disagreement

Participants generally agree that the participant has a strong foundation in physics and mathematics. However, there is no consensus on how their knowledge compares to that of undergraduate students, and the discussion remains unresolved regarding the best path forward for the participant.

Contextual Notes

The discussion includes various assumptions about the participant's understanding and the typical curriculum of undergraduate physics majors, which may not be universally applicable.

Who May Find This Useful

Students interested in self-study in physics and mathematics, those considering college programs in STEM fields, and individuals seeking advice on academic specialization and study approaches.

  • #61
carstensentyl said:
Is it bad that I'm a junior in engineering and don't know half the **** that he listed?

nah, especially if youre not EE

Although you should be aware of those topics and at least know the general idea of them
 
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  • #62
? I am an ME and I know most of those.
 
  • #63
Cyrus said:
? I am an ME and I know most of those.

discrete math, number theory, non-euclidean geometry, quantum mechanics, differential geometry? If you know those, great, but definitely not mechanical engineering staples.

optics, semiconductors, a lot of the programming, relativity, are things maybe we've been exposed to, but I wouldn't say we would know from schooling alone.
 
  • #64
ElNino said:
Fluid Dynamics : Consistency Equations (Navier-Stokes, Euler), LinearHyperbolic Systems, Convective and Diffusive analysis for systems in 1-D and 2-D, Finite Difference Operations - Point, Matrix, Pade's formula, Stability and
Consistency of Flow by Fourier stability analysis, Vortex, Turbulence of Flow,

Differential Geometry in Physics: Vectors and Curves, Differential Forms - 1
forms, Tensors, Exterior derivatives, Hodge-* Operator, Connections - Frames,
Curvilinear coordinates, Covariant Derivatives, Theory Of Surfaces - Flux,
Manifolds, Fundamental Theorems

Electromagnetic : Integral and Differential Calculus of Vector Fields,
Electromagnetic Theory - Maxwell, Vector Potentials, Principle of Least Action,
Solutions to Maxwell's equations of Free Space and Currents Charges,
Waveguides - Transmission Lines, Cut Off, Cavity Resonators, Alternating
Currents,
Lorentz Transformations for fields, EM Mass, Internal Crystal
Geometry, AC Circuits, Reactance, Susceptance

Semiconductors: Junction Diodes, Transistors, Characteristics, Light based
devices, Amplifiers, Oscillators.

Quantum Theory: Introduction and History of the Quantum Theory, Wave-
Particle Duality, Probability Amplitudes, Spin One and Spin Half Mechanics,
Time-Dependence of Amplitude, Hamiltonian Matrices, Schrödinger Equation in

Quantum and Classical Contexts, Hyperfine Splitting in H-Atom, Heisenberg's
Uncertainty Principle


Relativity: Introduction to theory of Relativity, Special Relativity, Relativistic
Effects on Radiation, Relativistic Effects on Matter - Time Dilation etc.,
Geometry of Space time, Dynamics in 4-D, Unifying Electromagnetism and
relativity

Mechanics: Translational and Rotational Kinematics, 2D and 3D Mechanics,
Forces, Energy, Transients, Resonance, Oscillations, Wave mechanics,
Gravitational Field, Elasticity, Molecular Forces and Solid Materials


Optics: Introduction to Geometrical ray optics, Hygens principle, Freunhofer/Fresnel diffraction, Interference, YDSE, Single slit, Multiple slits, Polarisation, Wave-Particle duality of light

I expect any ME to know what I put in bold.
 
  • #65
Cyrus said:
I expect any ME to know what I put in bold.

Fair enough, does it count if I've forgotten most of the list?
 
  • #66
Honestly though, most of the 'physics' stuff I expect an ME to be able to follow along in conversation, but not know all the exact details. I took this stuff in general physics, and I know every other engineer did as well. So they SHOULD know this stuff at a basic level at the very LEAST.

It should not sound like chinese to their ears.
 
  • #67
Cyrus said:
Seriously, yes it is. And its not a he, its a she.

I'm not too concerned. Most of the things he listed were physics-related. I don't imagine the theory of relativity applies too much to building bridges.

Certainly, I recognize many of the things listed, but have never worked with their calculations. I'm afraid I'm more of the practical variant of engineer.

Why so angry Cyrus? I apologize for not keeping track of the females on the forum.
 
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  • #68
You never worked with the calculations I put in bold?

Thats impossible to believe. Let me know what bridges I should avoid driving on in the near future.

I hope your bridge does not have any air flow over it, oscillations, or possibly resonance. I also hope you can do calculations on the Molecular Forces and Solid Materials that will make up the bridge.


Tisk tisk tisk.

Certainly, I recognize many of the things listed, but have never worked with their
calculations. I'm afraid I'm more of the practical variant of engineer.

They call those construction workers. Dont be one of those, be an engineer.

Why so angry Cyrus?

Because I hate this false notion that engineering is some BS hands on practical nonsense. Its hands on after you have done the hard theory. Its the 'practical variant of engineering' that builds stuff that kills people.

Sorry, but it annoys me to no end when students make comments about not knowing something as if it does not matter. Statements like this:

Is it bad that I'm a junior in engineering and don't know half the **** that he listed?

Shows me you don't care about knowledge.
 
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  • #69
Cyrus said:
You never worked with the calculations I put in bold?

Thats impossible to believe. Let me know what bridges I should avoid driving on in the near future.

I hope your bridge does not have any air flow over it, oscillations, or possibly resonance. I also hope you can do calculations on the Molecular Forces and Solid Materials that will make up the bridge.


Tisk tisk tisk.

:smile:
 
  • #70
Cyrus said:
You never worked with the calculations I put in bold?

Thats impossible to believe. Let me know what bridges I should avoid driving on in the near future.

I hope your bridge does not have any air flow over it, oscillations, or possibly resonance. I also hope you can do calculations on the Molecular Forces and Solid Materials that will make up the bridge.


Tisk tisk tisk.



They call those construction workers. Dont be one of those, be an engineer.



Because I hate this false notion that engineering is some BS hands on practical nonsense. Its hands on after you have done the hard theory. Its the 'practical variant of engineering' that builds stuff that kills people.

Sorry, but it annoys me to no end when students make comments about not knowing something as if it does not matter. Statements like this:



Shows me you don't care about knowledge.

Sorry I misled you to believe that. I care quite a bit about knowledge and will be one of the first to argue when I overhear someone saying that engineers are 'trained on the job'. Not so much about the theory of relativity, however. Oscillations, resonance. I've done some class-based work on those topics.
Again, I'm only a sophomore in my major, and have plenty of civil classes, and otherwise, to experience.
I certainly would not say that I "don't care", as that is not the case at all.
 
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