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regentrude

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regentrude last won the day on January 2

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  1. Every day? No way. Twice a week for multiple classes? Yes. Fwiw, we drove 100 miles one way 2 to 3 times a week so DS could train judo since there was no alternative. But for DE, it better be amazing and unlike anything I could replicate at home.
  2. Oh darn it, no hope for me then
  3. And don't forget comments about appearance. Male profs do not get comments about the way they dress.
  4. Looking at reviews only makes sense if there are a large number of them, because even specifics a student mentions can be completely incorrect. A student may claim that no help was available when the instructor offers ten hours of help sessions per week. A student may claim that there are no examples worked in lecture when, in fact, every lecture contains examples. Etc. Only if multiple reviews say the same would I be inclined to take it as factual. Some complaints are factual and ludicrous. I had a student complain that I only provide 3 hours of homework help the day before hw is d
  5. A) the professor was amazing and the student loved the class B) the student hated the professor Most reviews fall into either category.
  6. What they call "Mechanics 2" is what in many other places is called "Classical mechanics" or "theoretical mechanics", and yes, covering quantum absolutely requires an understanding of the Hamiltonian formalism. The entire Schroedinger equation is based on the Hamiltonian. And you also need it for Stat Mech. At your DS' school which is a top selective one, they can rightly expect that all incoming freshmen have enough calculus for intro mechanics in their first semester. At my uni which is a state school, only about half the freshmen even place into calculus 1 for their first semester.
  7. Our textbooks for school were much slimmer and contained the content that was supposed to be covered within a school year. US textbooks are monstrosities: way too thick and way too busy, with too many distractions, colored pictures, boxes, and too much extra content. Our textbooks were black and white, and figures were the bare necessities. Much easier not to be overwhelmed by a paperback that was less than 3/4 of an inch thick. In college, we never had one set textbook for a class. The professor gave a list of several books they recommended for the course; you went to the library
  8. The problem is the math, not the gen eds. You can't do anything in physics without calculus. 1st semester: they can't take any physics, just chemistry. calc 1. 2nd semester, they can take mechanics and calc 2. 3rd, they can take e&m and calc 3, which is not ideal since it would be better if they already had calc 3 for e&m, but that would delay graduation too much. 4th Modern 1, Eectronics lab, Diff Eq, Math for Physicists So there are gen eds, but they just fill the schedule until the kids are caught up in math to do upper level physics.
  9. if you want to first complete the physics a physics major needs for their degree, just so that you them have a better understanding of chemistry.... In our program, intro to quantum and thermo are senior year courses.
  10. because in order to have a truly systematic study of chemistry, you would have to have oodles and oodles of physics first. It's taught this way because the students do not have a quantum mechanics and thermodynamics background
  11. most of the interesting physics does not allow macro observation; that is possible pretty much only in mechanics. We don't see electric and magnetic fields, and come quantum physics, nothing can be "seen" anymore. One could just wait with chemistry and treat it as what it is: an application of quantum physics plus thermodynamics 🙂 Which means, quantum physics and thermo must be understood first. We're kind of doing chemistry backwards, by starting from all the empirical stuff. (I think @Dicentra and I had several discussions about that 🙂
  12. Why the bolded? Only because it's taught a certain way in schools. Chemistry is really nothing but applied physics. The reason we perceive it as different is that we are taught at a level that is below actual understanding, so there's a lot of fudging and rules that aren't actually rules and such.
  13. This. Every teacher knows that to thoroughly understand something, they have to teach it.
  14. The benefit of lectures in addition to a textbook is that you have an instructor who emphasizes what is important, summarizes the info, addresses common misconceptions. Textbooks are huge, and it is not feasible or necessary for a student to learn every detail that is in the book. The instructor's guidance makes the process more efficient. To get the maximum benefit of lectures, one would have at least skimmed the textbook sections beforehand, take notes during lecture, work through every example alongside the instructor, and then go back, review the notes while working on problems. If yo
  15. To do Modern physics well, yes, I'd want the instructor to have taken quantum mechanics, and some atomic or particle physics. For mech and e&m, a background in classical mechanics (like Taylor) and theoretical e&m (like Griffith) would be preferable, but you can probably teach it if you just mastered Young&Freedman ETA: even though I was perfectly capable of teaching her physics, we opted to have DD take those courses at a university (where she was volunteering in the tutoring center for engineering physics, at age 15). You don't need to teach everything yourself.
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