When did you mind really sharpened as a physics students

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Discussion Overview

The discussion revolves around personal experiences that contributed to participants' intellectual growth and sharpening of their minds as physics students. It includes reflections on transitions from student to professor, self-study experiences, tutoring moments, and the impact of peer interactions on learning.

Discussion Character

  • Exploratory
  • Conceptual clarification
  • Debate/contested

Main Points Raised

  • Some participants suggest that the transition from student to professor marks a significant sharpening of their minds in physics.
  • One participant reflects on a moment in math when they realized their advisor would not solve their research problem, prompting them to think independently.
  • A participant shares a humorous anecdote about a tutoring experience that highlights the importance of self-reliance in learning.
  • Another participant expresses a desire for their mind to develop further in math and physics, feeling confined but excited about future accomplishments.
  • A participant recounts an epiphany while studying electromagnetism, where a focus on handwriting transformed their understanding of mathematical notation.
  • There is a request for book recommendations on advanced calculus for self-study, indicating interest in pursuing biophysics courses.
  • One participant emphasizes the value of having peers who challenge their assumptions and correct mistakes, noting that writing down assumptions has been particularly helpful in solving physics problems.

Areas of Agreement / Disagreement

Participants share personal anecdotes and reflections, but there is no consensus on a singular experience or method that universally sharpens the mind in physics. Multiple perspectives and approaches are presented, indicating a variety of experiences and insights.

Contextual Notes

Some discussions involve personal anecdotes that may lack broader applicability, and there are references to specific educational contexts that may not be universally relevant.

Who May Find This Useful

This discussion may be useful for students transitioning into advanced studies in physics or mathematics, educators looking for insights on student development, and individuals interested in self-study strategies in STEM fields.

Benzoate
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When you begin your transitional period from student to professor. I bet most of you will say during your graduate studies or even beyond that stage of learning
 
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(in math) when i realized my advisor was not going to solve my research problem for me and i had to think as hard about it as i possibly could do.

it reminds me of my most effective day as a high school tutor, once when i wAS TOO TIRED TO DO THE KID'S HOMEWORK FOR HIM, AND HE BEGAN TO DO IT HIMSELF.
 
mathwonk said:
it reminds me of my most effective day as a high school tutor, once when i wAS TOO TIRED TO DO THE KID'S HOMEWORK FOR HIM, AND HE BEGAN TO DO IT HIMSELF.

That sort of made me laugh. Just goes to show what people will do when they can not depend on someone else.
 
Still waiting - hopefully it is before the dementia kicks in!
 
BioCore said:
That sort of made me laugh. Just goes to show what people will do when they can not depend on someone else.

Haha! I laughed too. It's a good point, though!

I have many years to go before my mind has any sense whatsoever of knowing what I'm doing in math or physics. I feel so confined: it's really exciting to look at others and see what in a few years I should be able to accomplish. Thanks for starting this thread :)
 
Taking upper division electromagnetism as a sophomore undergraduate, I had self-studied the multivariable calculus and differential equations, and I was at the top of my class. But the professor would always give me scores of 8/10 on assignments, since he held the students at my small school to the same level of rigor as he had experienced in the ivy league (so my classmate's scores were even worse).

Anyway, one day I sat in the quiet library basement and told myself I would get a 10 on the next assignment. I used a pen and demanded that my handwriting be perfect, and somehow this caused my brain to forge a new connection with the symbols I was writing. For the first time, I could look directly at written mathematics as if I had gone from being legally blind to having perfect 20/20 vision. I began to interpret all the notation literally, and could see every deductive step in the demonstration. I got a 10, and went on to have a great relationship with that professor.

After that epiphany in the basement my handwriting came from a different place; in my mind, as opposed to from muscle memory in my hand. When I got injured and had to teach class with my non-dominant hand, the students were amazed to no end that I could fill the chalkboard with proofs with my alternate hand without any prior practice. The handwriting looks eerily the same as on the hand I spent dozens of hours "practicing" with in my youth. But practice is nothing, and focus is everything.

P.S. Never belittle the importance of handwriting in math/phys education!
 
Crosson said:
Taking upper division electromagnetism as a sophomore undergraduate, I had self-studied the multivariable calculus and differential equations, and I was at the top of my class.

That was an interesting story Crosson. I too am interested in self-studying some advanced topics in Calculus, so that I ca later pursue some Biophysics courses. I was interested in knowing if you could send me a PM with some of the books you used to teach yourself. Thanks.
 
BioCore said:
I too am interested in self-studying some advanced topics in Calculus, so that I ca later pursue some Biophysics courses. I was interested in knowing if you could send me a PM with some of the books you used to teach yourself. Thanks.

I'll answer this in the thread, in case anyone else cares.

I don't buy books, and as I mentioned I was in the library, so I actually used many different books that had minor variations on these generic titles:

Advanced Calculus
Multivariable Calculus
Introduction to Differential Equations

I read 3-5 books on each of those subjects. There is so much overlap that this is much easier than it sounds. In fact I think that the overlap is necessary to give that well rounded view of the subject that you cannot get from one single book. So my recommendation is to go to a university library and read as many books on the subjects you are interested in as you can.

For Biophysics, I think the introduction to differential equations would be the most applicable, which would open the doors to many other books on applied math.
 
Thanks for the answer Crosson.
 
  • #10
I have to say, I was transformed after meeting a friend who wasn't afraid of correcting my mistake. I had a roommate who would attack me for every time I talk about physics. Almost all the time, when I'm trying to convince him of something, he would not listen to me unless I first write down all of my assumptions. Now, I found that writing out explicitly what are my assumptions in solving physics problem really really really helpful.
 

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