Why couldn't the math portion be crammed into entry level physics?

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Discussion Overview

The discussion revolves around the integration of mathematics into physics education, particularly questioning the rigor of mathematical content in physics textbooks compared to mathematical physics texts. Participants explore the implications of this perceived lack of rigor and its impact on students' understanding and application of mathematics in physics.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Technical explanation

Main Points Raised

  • Some participants express concern that physics textbooks often present mathematical concepts incorrectly from a mathematician's perspective, while mathematical physics texts are seen as more rigorous.
  • There is a suggestion that the lack of mathematical rigor in physics education may stem from time constraints, implying that more math would detract from physics content.
  • Several participants share personal experiences regarding the perceived inadequacies of math education in relation to physics, noting that some students may not be well-prepared for the mathematical demands of physics courses.
  • One participant mentions a specific instance where a mathematician pointed out a factual error in a physics textbook's definition, contrasting it with the accuracy found in mathematical physics books.
  • Another participant questions the validity of claims regarding errors in physics textbooks, suggesting that without specific examples, such claims may be exaggerated.
  • Some participants highlight the difference in approach between physics and mathematical physics, with the former being more application-focused and the latter emphasizing rigor.

Areas of Agreement / Disagreement

The discussion features multiple competing views regarding the adequacy of mathematical rigor in physics education. While some participants agree on the existence of issues, others challenge the claims made and seek specific examples to substantiate them. Overall, the discussion remains unresolved.

Contextual Notes

Participants reference personal experiences and anecdotal evidence regarding the teaching of mathematics in relation to physics, but there is a lack of specific examples to support claims about inaccuracies in physics textbooks.

Pleonasm
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Is it too much to combine side by side in a physics class? I'm particularly interested concidering the lack of mathematical rigor that tends to characterize physics textbooks. Some of the math descriptions in physics textbooks is incorrect from a mathematicans viewpoint, while it's precise in the mathematical physics textbooks. So why then take pure math classes for undergraduates if they ultimately only use it as a tool, and abandon several principles taught in pure math?

See here with discussion by mathematicans for reference:

What-do-mathematicians-think-of-the-lack-of-rigor-that-sometimes-happens-in-physics-calculations-e-g-the-way-physics-deals-with-differentials?

https://www.quora.com/What-do-mathe...-e-g-the-way-physics-deals-with-differentials
 
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One could also ask why history classes are not as rigorous as English classes with respect to grammar.

It comes down to time. More math means less Physics.
 
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IIRC, the math course in my uni first year (Chemistry) was tacitly admitted to be 'remedial'. I liked Math, but it wasn't my best subject at school. (I got an 'A' in 'General Studies' ! Go figure... ) I certainly had an abstracts 'glass ceiling' beyond simple calculus. Even so, I was astonished to discover how badly many of my fellow students must have been taught...
 
Nik_2213 said:
IIRC, the math course in my uni first year (Chemistry) was tacitly admitted to be 'remedial'. I liked Math, but it wasn't my best subject at school. (I got an 'A' in 'General Studies' ! Go figure... ) I certainly had an abstracts 'glass ceiling' beyond simple calculus. Even so, I was astonished to discover how badly many of my fellow students must have been taught...
Generosity can be valuable especially when the receivers appreciate it.
 
pleonasm,
Are you complaining about Mathematics courses outside of Physics, or about "Mathematical Physics", the course?
 
Dr. Courtney said:
One could also ask why history classes are not as rigorous as English classes with respect to grammar.

It comes down to time. More math means less Physics.

Some of the mathematics definitions are just plain wrong in physics book, but never so in mathematical physics books. There was a glaring example of that referenced by a mathematican (former undergrad physicist) I chatted with in which the mathematical definition of something in the physics book was wrong, while it was correct in the mathematics physics book, and he added that ALL mathematical physics books get the math fundamentals right, not so the physics book. That is an unneccesary lack of rigor, don't you think?
 
symbolipoint said:
pleonasm,
Are you complaining about Mathematics courses outside of Physics, or about "Mathematical Physics", the course?

Mathematical physics is very rigorous. Physics (including theoretical physics) is not, though. It's more about function and using math as a tool, which is fine, but I know mathematicans who are highly critical of "non mathematical physicists" use of math in general.
 
Pleonasm said:
Some of the mathematics definitions are just plain wrong in physics book, but never so in mathematical physics books. There was a glaring example of that referenced by a mathematican (former undergrad physicist) I chatted with in which the mathematical definition of something in the physics book was wrong, while it was correct in the mathematics physics book, and he added that ALL mathematical physics books get the math fundamentals right, not so the physics book. That is an unneccesary lack of rigor, don't you think?

Perhaps, would be interesting to have the specifics.

My son's mathematical physics teacher freely admits that their approach is perfunctory and barbarian compared with proper mathematical rigor. At the same time, all his math profs are sticklers for rigor. On the whole, he'll be OK. (He's a physics major with a math minor).
 
Dr. Courtney said:
Perhaps, would be interesting to have the specifics.

My son's mathematical physics teacher freely admits that their approach is perfunctory and barbarian compared with proper mathematical rigor. At the same time, all his math profs are sticklers for rigor. On the whole, he'll be OK. (He's a physics major with a math minor).

It was a factual error about the definition or function of some mathematical quantity. I am not a math major, but all the math in statistics books for social sciences is to the best of my knowledge copy and pasted from pure statistics, then applied to the field of study. Apparently not when physicists write their books...

Perhaps someone who has done both physics and math know what type of factual errors that might plague physics books, which mathematical physics book do NOT contain.

I can't speak for the frequency of such errors, but there are some, apparently.
 
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Pleonasm said:
Some of the mathematics definitions are just plain wrong in physics book, but never so in mathematical physics books.
Unless you can cite a specific example, this just seems like hyperbole to me.
Pleonasm said:
There was a glaring example of that referenced by a mathematican (former undergrad physicist) I chatted with in which the mathematical definition of something in the physics book was wrong, while it was correct in the mathematics physics book, and he added that ALL mathematical physics books get the math fundamentals right, not so the physics book. That is an unneccesary lack of rigor, don't you think?
Again, what example can you show?
Pleonasm said:
It was a factual error about the definition or function of some mathematical quantity.
This is vague to the point of uselessness.
 
  • #11
Mark44 said:
Unless you can cite a specific example, this just seems like hyperbole to me.
Again, what example can you show?
This is vague to the point of uselessness.

I don't recall his example. Surely some here know of some
 
  • #12
Pleonasm said:
Some of the math descriptions in physics textbooks is incorrect from a mathematicans viewpoint, while it's precise in the mathematical physics textbooks. So why then take pure math classes for undergraduates if they ultimately only use it as a tool, and abandon several principles taught in pure math?
Since you aren't able to provide any examples to back up your claim in post #1, I am closing this thread.
 
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