Ask the Author: Chris McMullen
Answered Questions (6)
Chris McMullen
If you mean which books cover the mathematical prerequisites to understanding quantum physics, I would say differential equations, partial differential equations, and linear algebra texts. Some modern physics and quantum mechanics textbooks are pretty good at incorporating the mathematical components into the text. For example, at the introductory level, Eisberg and Resnick offer an interesting conceptual take on solving Schrodinger's differential equation in 1D and build up to it in steps. Even good advanced quantum mechanics books often are good at including the math with the book (but it definitely helps to be fluent in the prerequisite math before diving into the quantum mechanics texts). To me the math and physics concepts aren't separate, but really go hand-in-hand, and someone who really excels at both can put together a good quantum mechanics book. I've seen so many excellent texts on this subject, it's amazing.
Chris McMullen
That's a good question. After Algebra 1, Geometry, and Algebra 2, the next course is usually precalculus, which covers a variety of topics and can go by different names. Precalculus includes trigonometry and also includes other topics that are often labeled under "math analysis." These other topics include functions, logarithms, properties of functions, and can include other topics, too, such as the basics of complex numbers and introductory calculus concepts like limits.
For your question, "What's next?" I would say, "Trigonometry." Then I would also look to study logarithms and properties of functions. Then you would be ready for calculus, beginning with limits and derivatives. Good luck with your studies.
For your question, "What's next?" I would say, "Trigonometry." Then I would also look to study logarithms and properties of functions. Then you would be ready for calculus, beginning with limits and derivatives. Good luck with your studies.
Chris McMullen
That's a really good and challenging question. It's sometimes possible to present the same idea in multiple forms, visual (with a picture), audio (speak while writing), written, doing (hands-on), etc. There is never time to do everything every way, so we have to pick and choose what is important. A huge part of teaching is clear communication. I strive to use words and phrasing that will be clear to all students when possible; I feel like big and abstract ideas can be expressed in terms that everyone can understand without losing technical detail; it's a challenge, but a good goal. When I interact with students, occasionally I learn that a student interpreted a word or phrase in a way that I had never anticipated, and I try to learn from it; experience helps me avoid this, but language is so complex, the best we can hope to do is minimize it. However, there still needs to be balance; if the students are only used to the extra effort that I make to make things clear, they won't be prepared for what they are likely to encounter beyond the class. For that, they need to be confronted with communication they are likely to encounter elsewhere, and hopefully discussions about this and feedback will help them learn to cope with it. It's a very complicated problem (making the material clear for everyone and preparing them for beyond the curriculum), but we can strive to help. As for students who have documented disabilities, when I was teaching at both the university and a math/sci high school, there were people at the school trained to help provide accommodations (particularly for testing conditions), and they were helpful to me also when needed. Good luck.
Chris McMullen
I haven't followed much nuclear physics. I'm instead fascinated by the similar field of particle physics, such as the data collected by the Large Hadron Collider. Both fields involve scattering events, but it's particle physics that has my attention.
Good luck with your marketing. When it's slow, I usually wrap myself in writing a new book, trying not to look at marketing results for a while. The hope that the next book will be successful pulls me through slow periods.
Good luck with your marketing. When it's slow, I usually wrap myself in writing a new book, trying not to look at marketing results for a while. The hope that the next book will be successful pulls me through slow periods.
Chris McMullen
That's a good question. There are a few ways that I try to do this.
(1) Try to use creativity to make a few examples seem fun. I often have monkeys doing silly things, since it's easy for me to draw a stick figure for the monkey, and many students seem to appreciate the monkeys. In the end though, the child will eventually need to cope with just dry math problems.
(2) If you can somehow show a child how math is relevant to things the child really enjoys doing, the child may show a little more interest. This isn't always easy, especially depending upon the child's interests. But math does relate to very many things. And if you're creative, you can come up with math ideas that relate to almost any subject.
(3) Confidence helps. Some students don't realize that they can do math well. If you can somehow put the child in a position where they can figure out some problems on their own and feel like they really accomplished something, that can go a long way. It's a wonderful feeling to think, "Hey, I'm pretty good at this stuff."
(4) Patience. Sometimes, pushing too much leads to resistance. I look for signs of this and try to back off for a while, if possible.
(5) Motivation. My dad used to offer me the coins when he got change at a store provided that I could figure out what the change would be before the cashier did. The prize can be small, even stickers. Ideally, it would feel good to win, but not seem too bad to lose, and the problems need to be the right level for the child so that it's doable.
Good luck.
(1) Try to use creativity to make a few examples seem fun. I often have monkeys doing silly things, since it's easy for me to draw a stick figure for the monkey, and many students seem to appreciate the monkeys. In the end though, the child will eventually need to cope with just dry math problems.
(2) If you can somehow show a child how math is relevant to things the child really enjoys doing, the child may show a little more interest. This isn't always easy, especially depending upon the child's interests. But math does relate to very many things. And if you're creative, you can come up with math ideas that relate to almost any subject.
(3) Confidence helps. Some students don't realize that they can do math well. If you can somehow put the child in a position where they can figure out some problems on their own and feel like they really accomplished something, that can go a long way. It's a wonderful feeling to think, "Hey, I'm pretty good at this stuff."
(4) Patience. Sometimes, pushing too much leads to resistance. I look for signs of this and try to back off for a while, if possible.
(5) Motivation. My dad used to offer me the coins when he got change at a store provided that I could figure out what the change would be before the cashier did. The prize can be small, even stickers. Ideally, it would feel good to win, but not seem too bad to lose, and the problems need to be the right level for the child so that it's doable.
Good luck.
Chris McMullen
Yes. Volume 2 of my detailed guide to self-publishing is predominantly about marketing. One large chapter is strictly devoted to marketing, while most of the others also relate to marketing. The ISBN for volume 2 is 1484037243, and you can find its Goodreads page here:
https://www.goodreads.com/book/show/1...
Thank you for reading my blog and taking the time to comment and ask your question here at Goodreads.
Kindly,
Chris
https://www.goodreads.com/book/show/1...
Thank you for reading my blog and taking the time to comment and ask your question here at Goodreads.
Kindly,
Chris
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