Hello Yes, I am fine.

Alright, since you're comfortable, let's get started. How do you approach making advanced concepts in theoretical physics accessible to undergraduates who might not have a strong math background?

Mathematics background. So you're taking. About how to handle the Wichita student.

Right,

So actually I would like to. Actually I would like to identify where the. The conceptual game lies like where is the mathematics or fundamental. Confidence. So the mathematics is the main part in the Theoretical Physics. So it. I have the research. The face background so I can handle both the. Mathematics and the theory at the same time.

Okay, so you focus on pinpointing where students' conceptual gaps are, especially in the math behind theoretical physics. Can you give me a concrete example of a time

Yes, Thor. So in most of the physics or Theoretical Physics is based on the mathematical formulation. So mathematics is the very important tools in understanding that. Theoretical Physics. So I'd like. So there are lots of. Mathematics derivation so. The undergraduate student who is. Alarm for. Understanding the Theoretical Physics.

So you're saying undergraduates often struggle with the mathematical derivations in theoretical physics, and your background lets you address both math and theory. Can you walk me through a specific classroom moment where you helped a student bridge that gap—what exactly did you do?

Yes, yesterday I would like to simplify the concept using the analogy and the. Provided step-by-step explanations and. The most important things is for with the student is. Who encouraged them? Uh. Uh, questions with? Without hesitations which helps them understanding the both the. Mathematics and the Physics. Simultaneously.

So you use analogies, step-by-step explanations, and encourage students to ask questions freely to help them grasp both the math and the physics. When you notice a student is still struggling even after that, what’s your next move?

So the next move is to. So you're talking? Only the mathematics or physics.

You’re asking if I meant just math or both

So actually the. Yes. So actually we know that the. Course. Included both there is a mathematical physics course. In uh. Every undergraduate physics owners students. So first, uh. I wish to lend them the mathematical phase like vector analysis. And difference integrations.

So actually the. Yes. So actually we know that the. Course. Included both there is a mathematical physics course. In uh. Every undergraduate physics owners students. So first, uh. I wish to lend them the mathematical phase like vector analysis. And difference integrations. To go. Beyond the mathematics and try to develop their concept in the Theoretical Physics so past. Is the other thing that uh. I would like to help them in understanding the mathematics. And then I'd like to. Move forward with the. Basically this concept.

Okay, so you start with foundational math topics like vector analysis and integration to build up their skills. How do you adjust your approach if you’re teaching a class where most students already have strong math backgrounds?

Alright, so you start with foundational tools like vector analysis and integration, then use that to help students move into the deeper theoretical physics concepts. When you have a class where most students

Yes, yes, yes.

Okay, so you use the standard mathematical physics course to build up students' math background, then transition to the conceptual side in theoretical physics. How do you handle students who are resistant to engaging with the math, even after you’ve provided support?

So first. If they do not understanding. The Theoretical Physics so. I would like. Try some practical explanations why the mathematics. In understanding the physics. So first I'd like to. Encourage the necessity. Mathematics in understanding the basic. Then like to what is that? To learn the mathematics. Then, uh, you. Prefer to go to the. Men core physics for No, no, I want to finish uh. My thoughts.

Yeah sure, take your time and finish your thought.

Yes, I I want to finish my call.