Iv'e been a bit sick this week, hence the lack of posts. Anyway, it hasn't stopped me from ploughing ahead, with my MST121 final coursework.
I have now completed all of the readings of new material from the course; and I have now completed and submitted, the CMA covering the Statistics chapters. It is now all about finalising TMA04 and the other CMA that covers the whole course material.
Also, I had a bit of a wobble this week, as I found myself struggling to bring forth, from my memory, the rules and identities for integration. Specifically separating the variables, and differential equations involving double angle formulas and trig identities.
It led me to ponder the question, as to whether I should be economical with what I am covering or learning, i.e. learn what I need to, just to pass the exams and TMA's, without worrying about trying to commit the entire course to memory. Or, alternatively, whether I should be fastidiously digesting all examples, all proofs and all learning points, to the point of mastery.
I guess it all comes down to what the end goal is. My end goal, is not just to pick up qualifications, but then it got me thinking; what is my actual goal? It is not as easy to identify, as one would imagine.
I decided to examine the steps carefully, and try to extract my reason d'etre, in the process.
It went something like this:
A. I Want to score maximum marks in all of my exams and TMA's.
Q. But why?
A. Because I want to be sure that I fully understand all of the concepts and material.
Q. But why? It's not required, to pass the course and gain a good (2.1) degree.
A. Because I want an excellent degree( 1st)
Q. Yes, but Why?
A. Because I want to know that I am intellectually capable enough, to study the subject at postgraduate level.
Q. But Why?
A. Because I want to eventually study a PhD.
Q. But Why? It's 10yrs of training, will cost a fortune to fund and the remuneration is not fantastic.
A. Because I want to produce something original, that no one else has ever produced. I also want to spend my twilight years, pottering about doing maths and physics research, surrounded by learned people; not retire, playing Golf and Sudoku.
Q. Ah, now we are getting somewhere! - So it is about creating unique legacy and also being part of a community of like minded people?
A. Yes - That's exactly it.
Q. So, most people feed that need to create something unique and to leave a legacy, by having a few kids - but you want to spend tens of thousands of pounds and thousands of hours, doing maths and physics that no ordinary person could give two hoots about?
It was at this point, that I told my inner voice to shut up, and I went down the pub, for a pint and a curry.
Wednesday, 27 July 2011
Friday, 22 July 2011
Physics and Maths, Studied this Week.
Okay, I have 3 pieces of work left for MST121, including two computer marked assignments. The first is CMA41, a 20+ multiple choice paper on Statistics, yawn. I have half completed this, but just need to read through MST121 Chapter D3 and D4, before I can finalise my responses this week.
The other pieces are papers on the whole MST121 course, covering all of the calculus, matrices, vectors, series etc.
I have also engaged in some fun diversions this week, including buying a Rubik's cube, which I plan to solve this month and then I will try and get my times down over the summer, to < 5min. I have also purchased a group theory book, that is based around using the theories, to solve the cube. It seems like a bit of a hoot, although a bit contrived in places. The book is called Adventures in Group Theory.
I have also now finalised my next year's Open University, course choice. I have decided to study, (drum role).....
M208 Pure Maths
This is instead of doing MST209, first. A fellow O.U student and blogger, Chris, has helped me with this next decision and was kind enough to send me some samples of the M208 course, to assist.
I have also done some in depth analysis of my skills, needs and plans, for the next 3yrs, and realised the following things:
1. I seem to find it much easier to understand maths applications, if I, know / master, the abstract maths theories behind those applications.
2. I know that I am wired up a little differently to most normal people (what ever normal is? / Is this part of my Asperger's or Dyslexia? / who knows?). As such, I have discovered this week, that I can rotate / translate and manipulate objects, in my head, whilst reading through the stuff on Group Theory. I don't know if many people can do this, but it seems to make that subject quite straight forward, for me. Thus, it is probably a nice quick win intro to honours level maths.
3. Doing applied calculus, without first doing the analysis behind the methods, is personally difficult for me. I just can't grasp the rules all that well, without de-constructing the nuts and bolts behind integration / differentiation etc.
4. Finally, I am almost certainly going to complete some of the O.U Maths MSc modules, as part of my studies; which, at the very least, means that I need to study M208 Pure Maths, M337 Complex Analysis and M303 Further Pure Maths. I can then fit in some applied stuff, after these modules.
I did think about possibly not doing M303 and replacing it with the final presentations of Number theory and Logic, with Groups and Geometry. Thus, by doing so, being able to work on the proofs of Godel's Incompleteness theorem. However, I am just not sure that this Brucie bonus, justifies the extra 3hr exam that would occur, if I replaced M303. Also, is such self indulgence in Godel, distracting me from making progress towards PhD? Never say never, but 303 looks favourite.
Anyway, this week's study has been:
Total 20hrs.
MST121
Chapter D2 Modelling Variation
CMA41 questions 1 - 16
Recap on Trigonometry identities
Other Reading
The Calculus Lifesaver, Banner Functions, Graphs, Lines, Review of Trig.
Feynman, Lectures Vol 1. Chapter 8. Motion.
Adventures in Group Theory Chapters 1-4.
M208 Intro part 1. Group Theory part 1.
S197 How the Universe Works
Finished and sent off EMA. Course now complete.
Last night, I watched, 'A Beautiful Mind', the story of Schizophrenic Mathematician John Nash. It was really sad!
Next week, Starting my EMA for MST121.
The other pieces are papers on the whole MST121 course, covering all of the calculus, matrices, vectors, series etc.
I have also engaged in some fun diversions this week, including buying a Rubik's cube, which I plan to solve this month and then I will try and get my times down over the summer, to < 5min. I have also purchased a group theory book, that is based around using the theories, to solve the cube. It seems like a bit of a hoot, although a bit contrived in places. The book is called Adventures in Group Theory.
I have also now finalised my next year's Open University, course choice. I have decided to study, (drum role).....
M208 Pure Maths
This is instead of doing MST209, first. A fellow O.U student and blogger, Chris, has helped me with this next decision and was kind enough to send me some samples of the M208 course, to assist.
I have also done some in depth analysis of my skills, needs and plans, for the next 3yrs, and realised the following things:
1. I seem to find it much easier to understand maths applications, if I, know / master, the abstract maths theories behind those applications.
2. I know that I am wired up a little differently to most normal people (what ever normal is? / Is this part of my Asperger's or Dyslexia? / who knows?). As such, I have discovered this week, that I can rotate / translate and manipulate objects, in my head, whilst reading through the stuff on Group Theory. I don't know if many people can do this, but it seems to make that subject quite straight forward, for me. Thus, it is probably a nice quick win intro to honours level maths.
3. Doing applied calculus, without first doing the analysis behind the methods, is personally difficult for me. I just can't grasp the rules all that well, without de-constructing the nuts and bolts behind integration / differentiation etc.
4. Finally, I am almost certainly going to complete some of the O.U Maths MSc modules, as part of my studies; which, at the very least, means that I need to study M208 Pure Maths, M337 Complex Analysis and M303 Further Pure Maths. I can then fit in some applied stuff, after these modules.
I did think about possibly not doing M303 and replacing it with the final presentations of Number theory and Logic, with Groups and Geometry. Thus, by doing so, being able to work on the proofs of Godel's Incompleteness theorem. However, I am just not sure that this Brucie bonus, justifies the extra 3hr exam that would occur, if I replaced M303. Also, is such self indulgence in Godel, distracting me from making progress towards PhD? Never say never, but 303 looks favourite.
Anyway, this week's study has been:
Total 20hrs.
MST121
Chapter D2 Modelling Variation
CMA41 questions 1 - 16
Recap on Trigonometry identities
Other Reading
The Calculus Lifesaver, Banner Functions, Graphs, Lines, Review of Trig.
Feynman, Lectures Vol 1. Chapter 8. Motion.
Adventures in Group Theory Chapters 1-4.
M208 Intro part 1. Group Theory part 1.
S197 How the Universe Works
Finished and sent off EMA. Course now complete.
Last night, I watched, 'A Beautiful Mind', the story of Schizophrenic Mathematician John Nash. It was really sad!
Next week, Starting my EMA for MST121.
Monday, 18 July 2011
Exciting Mathematics
Earlier on tonight, I had a quick chat on the phone, with my tutor. I wanted some advice on future course choices, as my tutor has extensive first hand experience of studying O.U maths and science courses, over the last few years, whilst also studying for a PhD.
As we were chatting, something she mentioned, got me thinking deeply about distance learning and the absorption of subjects that are as intellectually demanding as honours level mathematics. My tutor used an adjective to describe maths home study, that I have never heard used in that context before. The word that she used, was 'Exciting'.
I didn't pay much attention to such an unusual use of this word, during our conversation; but once I sat down for dinner, I pondered its use.
Exciting?..Yes...I agree!
Sitting on my own at night, with my books, my pencil and my exercise books; the thing that keeps me coming back for more, is that every time I learn a new piece of knowledge (especially an intellectually demanding one), I am excited by this.
I love learning new stuff. I guess that it seems a little counter-intuitive, though, to call it exciting. We all know that studying mathematics, is probably last on the list of classic past-times, that could be classed as exciting. Bungee jumping, yes; roller-blading, yes; Severn of Nine's Star-Trek uniform, yes; but studying?... Well, yes.
And besides, from that excitement also comes the risk of addiction, which any long-term distance learner will appreciate.
Should there be a public health warning on the side of each O.U textbook cover, such as: 'Warning, regular use may cause dependency.'? Maybe.
However, using a critical eye, I know that this 'excitement', can be short lived, particularly if the work is too easy or far too difficult. If the work is too easy, then this can be remedied by supplementary exercises and such like; but too difficult? Well, I guess that all of my outside reading, away from core O.U courses, has all been done as a - sort of - cushion. A buffer to ease any jolts of future difficulty, that may try and make the excitement, a distant memory.
Exciting, we like.
Brain melting, like a Pan-Galactic-Gargleblaster, we don't.
As we were chatting, something she mentioned, got me thinking deeply about distance learning and the absorption of subjects that are as intellectually demanding as honours level mathematics. My tutor used an adjective to describe maths home study, that I have never heard used in that context before. The word that she used, was 'Exciting'.
I didn't pay much attention to such an unusual use of this word, during our conversation; but once I sat down for dinner, I pondered its use.
Exciting?..Yes...I agree!
Sitting on my own at night, with my books, my pencil and my exercise books; the thing that keeps me coming back for more, is that every time I learn a new piece of knowledge (especially an intellectually demanding one), I am excited by this.
I love learning new stuff. I guess that it seems a little counter-intuitive, though, to call it exciting. We all know that studying mathematics, is probably last on the list of classic past-times, that could be classed as exciting. Bungee jumping, yes; roller-blading, yes; Severn of Nine's Star-Trek uniform, yes; but studying?... Well, yes.
And besides, from that excitement also comes the risk of addiction, which any long-term distance learner will appreciate.
Should there be a public health warning on the side of each O.U textbook cover, such as: 'Warning, regular use may cause dependency.'? Maybe.
However, using a critical eye, I know that this 'excitement', can be short lived, particularly if the work is too easy or far too difficult. If the work is too easy, then this can be remedied by supplementary exercises and such like; but too difficult? Well, I guess that all of my outside reading, away from core O.U courses, has all been done as a - sort of - cushion. A buffer to ease any jolts of future difficulty, that may try and make the excitement, a distant memory.
Exciting, we like.
Brain melting, like a Pan-Galactic-Gargleblaster, we don't.
S197 Finished! Cert H.E studies complete
At last, I have now completed and submitted my EMA for S197 How the Universe Works. It was an extremely enjoyable course and one, from which, I have learnt a lot.
The course really does give a whistle-stop tour of the Universe from its first few moments of Planck time, through to postulating the future of cosmology and the M-theory that is currently being worked on.
Considering that this was a level 1 course, It didn't dumb down the concepts or the detail needed on topics such as primordial nucleosynthesis or cosmic expansion. Of course, these topics were covered qualitatively, rather than with any mathematical rigour; but none the less, it was a very enjoyable diversion from my calculus studies.
A nice added bonus is that, if passed, it will complete another university certificate for me, on the very long journey towards a PhD. Although it will be superseded by a Dip H.E and a B.A, at the end of next year, it is still a nice one to put in the back pocket and to fill the baron, white space on a C.V.
The total of Cert H.E modules included for this qualification, are (nb: not full module titles):
A103 Humanities
L192 French
S194 Astronomy
S196 Planets
S197 Cosmology / Astronomy
That is 120 points at year 1 level
I have purposely aimed for a nice balance of the liberal arts rather than just a one sided science qualification at level 1. I am hoping that it looks better to any future employer and shows that I have a more rounded education.
I know, upon speaking earlier this year, to the course director of the BSc Astronomy at Lancashire; that she is one of many academics, who actively encourage students to make good use of any free choice modules in a degree profile, by exploring other non-science subjects. This is in the belief that it produces a more well-rounded student and person. I would certainly agree with that hypothesis.
(It has also helped me shout out more correct answers when watching University Challenge. My wife is mildly impressed)
Onwards and upwards. It is now full-on MST121 until September, with a little sprinkling of self generated maths study, in between.
The course really does give a whistle-stop tour of the Universe from its first few moments of Planck time, through to postulating the future of cosmology and the M-theory that is currently being worked on.
Considering that this was a level 1 course, It didn't dumb down the concepts or the detail needed on topics such as primordial nucleosynthesis or cosmic expansion. Of course, these topics were covered qualitatively, rather than with any mathematical rigour; but none the less, it was a very enjoyable diversion from my calculus studies.
A nice added bonus is that, if passed, it will complete another university certificate for me, on the very long journey towards a PhD. Although it will be superseded by a Dip H.E and a B.A, at the end of next year, it is still a nice one to put in the back pocket and to fill the baron, white space on a C.V.
The total of Cert H.E modules included for this qualification, are (nb: not full module titles):
A103 Humanities
L192 French
S194 Astronomy
S196 Planets
S197 Cosmology / Astronomy
That is 120 points at year 1 level
I have purposely aimed for a nice balance of the liberal arts rather than just a one sided science qualification at level 1. I am hoping that it looks better to any future employer and shows that I have a more rounded education.
I know, upon speaking earlier this year, to the course director of the BSc Astronomy at Lancashire; that she is one of many academics, who actively encourage students to make good use of any free choice modules in a degree profile, by exploring other non-science subjects. This is in the belief that it produces a more well-rounded student and person. I would certainly agree with that hypothesis.
(It has also helped me shout out more correct answers when watching University Challenge. My wife is mildly impressed)
Onwards and upwards. It is now full-on MST121 until September, with a little sprinkling of self generated maths study, in between.
Subscribe to:
Posts (Atom)