Self Learning Math/Physics

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Discussion Overview

The discussion centers around the challenges and motivations of self-learning math and physics, particularly from the perspective of an individual who has faced personal obstacles and is now seeking to deepen their understanding of these subjects. The scope includes theoretical concepts, self-study strategies, and the impact of technology, specifically AI, on the relevance of learning these fields.

Discussion Character

  • Exploratory
  • Debate/contested
  • Technical explanation
  • Conceptual clarification

Main Points Raised

  • Andreas expresses a desire to relearn math and physics despite acknowledging the limitations of self-study compared to formal education.
  • Some participants suggest that community colleges could provide a structured learning environment, though others note that such options may not be available in Germany.
  • There is a discussion about the importance of understanding the language of physics, including concepts like Einstein notation and Christoffel symbols, as essential for grasping physical theories.
  • Concerns are raised about the future relevance of learning math and physics in a world increasingly dominated by AI, with some participants questioning the necessity of such knowledge if AI can perform these tasks.
  • Others argue that even with AI, there will still be a need for human understanding and application of these concepts, especially for intellectual curiosity.
  • The approach of learning calculus and linear algebra in parallel with algebra-based physics is mentioned, with references to common educational practices in the US.
  • Participants provide resources and tips for self-study, including the use of online lecture notes and exercises from university servers.

Areas of Agreement / Disagreement

The discussion reflects a mix of agreement and disagreement. While there is a shared understanding of the challenges of self-study, opinions diverge on the relevance of learning math and physics in the context of AI advancements and the necessity of formal education structures.

Contextual Notes

Limitations include the lack of access to formal educational structures for some participants, differing educational systems (e.g., Germany vs. the US), and unresolved questions about the future role of AI in math and physics.

  • #61
weirdoguy said:
Why drawings are mentioned so much, when one can write equations without them? Some of you didn't have to make living out of teaching math/physics :wink:
My objection was not that they are taught, but that so much time is spent on them. When you tell the idea, and show an example to someone, a light bulb will light in there head and that's it. No need for dozens of lessions and hundreds of trivial exercises. Not to metion pedantic teachers who will insist on circles (as close as possible) and mark blobs as wrong.
 
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  • #62
weirdoguy said:
Long time ago I read a set theory textbook where author said that Venn diagrams are way more general tools then most people think. He talked way more about that, but I was reading it just for fun, and it wasn't fun, so I don't remember more. Anyways, in polish schools they are taught just as a tool, without naming them. They are also used in the context of some exerices in probability (eg. to write ##P(A'\cap B)## in terms of other sets - for me Venn diagrams are the best way to see things).
Well we can’t all be going around reading set theory books for fun. :woot:

Nah. I shouldn’t talk. I read the weirdest things. Quite recently a book about infant gymnastics and I have no children.
 
  • #63
martinbn said:
but that so much time is spent on them.

Oh, ok. In Poland not that much, so I guess I didn't notice the context.


martinbn said:
Not to metion pedantic teachers who will insist on circles (as close as possible) and mark blobs as wrong.

They are not pedantic, they are sick and should not be close to any children.
 
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  • #64
sbrothy said:
Well we can’t all be going around reading set theory books for fun. :woot:
I have a book titled "Hundert Jahre Mengenlehre" (Hundred Years Set Theory) by Herbert Meschkowski. It is a small paperback and is intended to be fun, and reading it was! It contains examples as Hilbert's hotel, Peano curves, and a lot more.
 
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  • #65
sbrothy said:
Well we can’t all be going around reading set theory books for fun. :woot:

Nah. I shouldn’t talk. I read the weirdest things. Quite recently a book about infant gymnastics and I have no children.
What's infant gymnastics? How does an infant who can't walk to gymnastics? What's the name of the book?
 
  • #66
Venn diagrams are a great way to show overlapping sets visually and understandably! Even a 7 year old kid can understand a Venn diagram, though the words "set theory" and all of those set symbols might scare them off :)
martinbn said:
My objection was not that they are taught, but that so much time is spent on them. When you tell the idea, and show an example to someone, a light bulb will light in there head and that's it. No need for dozens of lessions and hundreds of trivial exercises. Not to metion pedantic teachers who will insist on circles (as close as possible) and mark blobs as wrong.
I actually agree with this so much. I remember losing a handful of marks on a test because my venn diagram used blobs instead of circles (because... well they were circles but then I got a few of the categories wrong by making dumb mistakes but instead of moving the words I just changed the shape of the circles because I'm lazy like that) and apparently my excuse "but sir, they're still sorted correctly" wasn't valid. Oh well.
sbrothy said:
Well we can’t all be going around reading set theory books for fun. :woot:
Hey, I did that! :sorry: Year 8 me had way too much free time, seriously...
 
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  • #67
Muu9 said:
What's infant gymnastics? How does an infant who can't walk to gymnastics? What's the name of the book?

I'm not a native English speaker so I can well imagine what Olympic pictures that conjured in your mind. What I meant was "baby gymnastics" or "toddler gymnastics" where a mum trains her infant child playing patty cake or moving their limbs to train muscles. We have these public "Take a book, leave a book" things around the city and sometimes I just take a bunch at random at end up with the weirdest things!

With a little imagination I can see how it might sound but I'm not a weirdo! :woot:
 
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  • #68
Also, people in this city, Odense, Denmark, call me simply "book" because I tend to walk around reading (sometimes even bicycling), with all the slapstick consequences that may entail. Random people approach me on the street with books they think I might enjoy.

EDIT: Which kinda puzzles me because noone thinks it's strange to walk around reading on your phone. Go figure.

EDIT2: So I guess I'm somewhat of a weirdo after all! :woot:
 
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  • #69
sbrothy said:
Which kinda puzzles me because noone thinks it's strange to walk around reading on your phone. Go figure.

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  • #70
sbrothy said:
Also, people in this city, Odense, Denmark, call me simply "book" because I tend to walk around reading (sometimes even bicycling), with all the slapstick consequences that may entail. Random people approach me on the street with books they think I might enjoy.

EDIT: Which kinda puzzles me because noone thinks it's strange to walk around reading on your phone. Go figure.

EDIT2: So I guess I'm somewhat of a weirdo after all! :woot:
I used to do that until people started commenting on what book I was reading and then subsequently asking my age because I didn't seem of the age to be reading the books... and then yeah I decided that maybe just reading on the bus to and from school (which is 1 hour one way) and just before bed is enough... saves me some embarrassment sometimes and I dont accidentally end up walking into people/things and also almost get run over by cars of which there are many in Cambridge city more than I should
 
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  • #71
sbrothy said:
Also, people in this city, Odense, Denmark, call me simply "book" because I tend to walk around reading (sometimes even bicycling), with all the slapstick consequences that may entail. Random people approach me on the street with books they think I might enjoy.

EDIT: Which kinda puzzles me because noone thinks it's strange to walk around reading on your phone. Go figure.

EDIT2: So I guess I'm somewhat of a weirdo after all! :woot:
TensorCalculus said:
I used to do that until people started commenting on what book I was reading and then subsequently asking my age because I didn't seem of the age to be reading the books... and then yeah I decided that maybe just reading on the bus to and from school (which is 1 hour one way) and just before bed is enough... saves me some embarrassment sometimes and I dont accidentally end up walking into people/things and also almost get run over by cars of which there are many in Cambridge city more than I should
Sinde the thread seems to have come to an end I can’t be accused of hijacking it when I tell you this (and only god knows why I do cause it’s embarrassing although also funny. YMMV):

When I said “slapstick consequences” I meant it quite literally. I can’t count the number of times I walked into street lamps and other permanent fixtures. One time stands out:

Maybe you know those ads standing on springs outside supermarkets and the like. I think it’s so they can bend in strong wind so they don’t get pushed around. I once walked straight into one of those and naively thought I could roll over “Jackie Chan”-style. Instead I got a hands-on Newtonian lesson and got shot back several meters! All traffic, cars included, came to a halt as they waited to see if I was OK. When I got up and it was obvious I was, people exited their cars and started clapping! I had to bow gracefully to be a good sport.

Talk about embarraasing!
 
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  • #72
sbrothy said:
Three? Were’s the third? But that’s Swedish. Swedes don’t have the Æ. They use ä.

(Couldn’t find umlaut on my phone.)
Need to crack some eggs to make an umlaut.
 
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