19

One angle you could look at is molecular geometry. Not really my subject area but a couple of examples: Organic molecules can have different chiralities. That means that while one is the mirror image of another you cant rotate one molecule to the other. The reasons for this are pretty deep mathematically, but chemically give rise to interesting things as ...


10

This is not exactly what you seek, but at least you can find educational research articles under the key phrase dimensional analysis. Below [1] says it's useful, [2] questions that usefulness. [1] Hrayr Ohanyan. "The Application of the Method of Dimensional Analysis When Solving Problems." American Journal of Educational Research. Vol. 4, No. 1, 2016,...


6

Pick your battles. Don't expect to have synergy in every place. But where you do have synergy, exploit that, call it a win, and move on. Concentrate on the partial fullness of the glass, not the partial emptyness. For that matter, you don't have time to totally redesign each course from the ground up in a way new to man. Nor do you want to screw up the ...


5

I am going to assume that you are teaching a calculus "helper" versus the entire physics class. Your initial statements don't match that. But then all your content described is math, not physics. And also 50 minutes per week sounds rather light for a whole class. [If the converse is the case, I would spend your time on...physics.] With that in mind, my ...


4

This is perhaps more molecular biology than it is chemistry. There are some accessible planar geometric questions suggested by the H-P (hydrophobic-hydrophilic) model of protein (amino acid) folding, which could be explored with simple manipulatives (such as K'nex). For example, which proteins in this model have a unique minimum energy folding?   &...


3

You might be interested in Brian C. Hall's book Quantum Theory for Mathematicians. The author writes on his webpage about the book: This book aspires to be a self-contained and reasonably comprehensive treatment of quantum mechanics (excluding quantum field theory) from a mathematical perspective. No prior knowledge of physics is required, but only the ...


2

You should calculate with magnitudes: m/s = (1/1000)km/(1/3600)h = 3.6 km/h My experience is that math teachers detest calculations with magnitudes. They left them to physicists. Their problem is that standard mathematical education does not explain what are magnitudes and how to calculate with them. In the paper linked below I define magnitudes and show ...


2

See Michael Spivak's "Physics for Mathematicians" See also the notes that the book came from


1

Are proofs still part of the geometry curriculum? (Some of my math colleagues have mentioned they've been downplayed over the last decade or so.) A good Chemistry answer looks an awful lot like a good proof; same sort of logic flow. (As does a good programming solution, if you're looking for another connection.) It might be a bit simple, but you could ...


1

I think the short answer, particularly for graduate texts but to some extent for undergraduate texts in the style you describe, is that the textbooks are written that way because that is the way research papers are written. Part of the point of university, certainly at graduate level, is to learn how the academic research discipline operates.


1

From a comment by Michael Joyce: The notes are by Igor Dolgachev and can be accessed here: http://math.lsa.umich.edu/~idolga/lecturenotes.html


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