Should I give up being a physics major?

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Discussion Overview

The discussion centers around the challenges faced by a physics major struggling with low grades in introductory physics courses. Participants explore the reasons behind the poor performance, study habits, and the potential for continuing in the major despite these difficulties.

Discussion Character

  • Exploratory
  • Debate/contested
  • Homework-related
  • Technical explanation

Main Points Raised

  • One participant expresses concern about their low grades (D's) in physics despite putting in significant effort and performing better in math.
  • Another participant questions the study habits and understanding of the material, suggesting that more information is needed to diagnose the issue.
  • Some participants propose that test-taking skills or anxiety may be affecting performance, while others suggest a superficial understanding of the material due to study habits.
  • There is discussion about the effectiveness of different study methods, including the importance of quality over quantity in studying.
  • One participant mentions feeling that the Mastering Physics platform did not contribute positively to their understanding of physics.
  • Another participant emphasizes the necessity of doing all homework and understanding fundamental concepts rather than just completing assignments.
  • Some participants advocate for the benefits of study groups and attending office hours to enhance understanding and performance.
  • There is a debate about the significance of completing 90% of homework versus striving for 100%, with differing opinions on its impact on understanding and grades.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the reasons for the poor performance or the best strategies for improvement. Multiple competing views on study habits, the effectiveness of resources, and the importance of homework completion remain present throughout the discussion.

Contextual Notes

Participants express various assumptions about study habits, the effectiveness of different educational resources, and the relationship between effort and performance. There are unresolved questions regarding the impact of test anxiety and the relevance of specific study techniques.

  • #31
By the way, this IS a **discussion** board, and so I am not expecting black or white answers. If I feel that some of you are answering rudely or not giving any kind of constructive criticism, I will block you. I don't mean to be rude, it's just that I need advice from you guys. I don't need humiliation or 'why don't you just get it, stupid?' kind of remarks. Thanks.
 
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  • #32
If you feel someone is answering rudely, you should report them. However, what I see is not rudeness. I see advice that you don't want to take.
 
  • #33
I don't need humiliation or 'why don't you just get it, stupid?' kind of remarks. Thanks.

Am I missing something, because I don't see anything near this in this thread??
 
  • #34
anosh_88 said:
Micromass, you say that I should do way more than 100%, then what is the point of the homework? If the homework doesn't help me to get at least familiar and some depth in the subject, then it means that the homework is useless, and that I should just rely more on exercises I pick out from the book. Is that what you're saying?
Very possibly the professor assigns some minimum set of homework exercises as a representative set of concepts and skills, and he would be prepared to assess students work in detail for just those exercises. Some students may need MORE than just those exercises in order to build-up their conceptual strength and topic-specific analytical skills.
 
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