Let’s break down conceptual understanding even further to find a solution.
It is also a self-centered way of viewing the world, blaming the world for not spoon-feeding oneself the required information. I think that blaming others, schools or the society at large is rather childish. Who is at fault here? Well, I can only blame myself for poor conceptual understanding. Because of this requirement and my poor intuition, I often add in the extra terms wrongly resulting in the wrong final answer. Professors like to put a twist in the ideal scenario (for example telling us to now include electrostatic potentials) that would require us to rewind back to the initial equations and re-setup the equation.
#Uiuc physics 101 midterm full
However, graduate courses are full of derivations that will be tested in the exam. If I were asked to memorize these equations, it would be on a manageable difficulty similar to previous education levels. Right from the beginning, concepts required an intuitive visualization of ideal scenarios, which are subsequently described by a combination of physics and mathematical equations. Students are assumed to have a strong foundation going into these courses (during stat thermo Professor Schweizer repeatedly answered my questions with “you should have learnt this in undergraduate”). This weakness is now severely exposed in graduate level education as it brings conceptual understanding to the next level. The headache thinking about these concepts gives me are just like attempting to solve those logic puzzles in IQ tests. I could never understand the concept even though it was pushed to me across several stages of education. I have learned probabilities and combinatorics before, but I have to admit that I memorized the procedures from middle school through university. I find ensemble methods very difficult as they are not intuitive. In fact, I think any course with the prefix “statistical” uses ensemble methods. That is because developing an understanding for polymer chains statistics hinged upon ensemble methods. This polymer physics course feels like a pre-requisite for that stat thermo course. Readers may recall that I took an extremely grueling statistical thermodynamics course last Fall (mandatory against my will). In some ways, taking this course now felt like studying in reverse order. II: Dilute Solution and Real Chain Statistics.I: Polymer Structure and Ideal Chain Statistics.The course is taught by Professor Antonia Statt and the scope of this midterm covered three major themes. Thus, this blog post is an accumulation of my reflections leading up to the midterm exam. Yesterday, I took my midterm exam for polymer physics.
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