Today we look at some problems physics students encounter when transitioning between representations of complex numbers.
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Author: Nick Young
I am a physics and computational mathematics, science, and engineering PhD student at Michigan State University and the founder of PERbites. I'm interested in applying machine learning to analyze educational datasets and am currently studying the physics graduate school admissions process.
Gender and racial biases still a problem in physics post-doctoral hiring
Even when the CVs are otherwise identical, physics faculty preferred applicants from majority groups as opposed to candidates from minority groups.
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Research-backed advice for mentoring researchers
Mentoring an undergraduate researcher for the first time or looking to improve your mentoring ability? See what the literature has to say.
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The chicken and the egg problem of academic productivity
Faculty at more prestigious universities tend to publish more. However, faculty at prestigious universities tend to be trained at prestigious universities. So it is the training or their current position that causes their productivity bump?
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Sexual harassment is a problem in physics
75% of undergraduate women in physics report experiencing some form of sexual harassment.
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Virtual Labs vs Physical Labs: does it matter?
Physics labs can be done with physical equipment or done virtually. It appears each has its own benefits.
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Will I get worse student evaluations if I switch to active learning? Probably not.
Many instructors fear that switching from lecture to active learning will result in worse student evaluations. That doesn’t appear to be the case.
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This title is like an analogy; it should explain this post but it really doesn’t.
Analogies are used all of the time in physics education. But what makes a good analogy?
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That’s no schematic, it’s a power box
Today’s post introduces a new type of representation for understanding circuits, the power box with multiple examples.
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Hey instructors, your beliefs can affect students’ grades (and not in a positive way)
Minority students in classes with fixed-mindset instructors do worse than in classes with growth-mindset instructors.
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