You should really ask questions that you don't understand, even if they are ridiculous. Ridiculous ideas are meant to be corrected, and how can they be corrected if they are not brought up. Once you remove all the ridiculous ideas, you've got a head start.

Then you have to keep the ideas that make sense to you. It is said that a fool must have a thought. If you keep the deeper understanding, you're already advanced.

Third is confidence. Find the right path and stick to it, don't doubt yourself. Your teacher is so irresponsible that you don't want him at all. I can assure you that your habit of thinking more is correct. I can assure you that your habit of thinking a lot is correct, even if it sometimes leads you to a corner, but it's better than not thinking at all.

The fourth rule, not a sea of questions. It's not that it's a bad method, but it will hurt you. It's not that the method is bad, it's that it will hurt you. The problem is that it can only deal with the current exam. I've seen a lot of people who seem to have some success with the sea of questions, but in fact they are completely blinded by the questions, and can not see the essence of the content. People like you who like to get to the bottom of things shouldn't use this method.

Fifth, since you can not question sea, how to study. I can tell you this question very responsibly, if you want to put their physics is very good, then listen to my advice: because your math is very good, this already in the study of physics to take advantage of. What you need is modeling. Let a classical world form in your head --------- your brain has a universe! It's not about having all the laws of the universe in your head, it's about creating a world using the laws of physics that you've already learned. You travel in this world, compare it to the real world of your daily life, find the differences, and then think about why the differences are there. As the process builds, you'll find that you're able to answer questions far better than the people who created them.

In my experience, I don't need formulas for most physics problems in high school, including the big ones at the end. Except for calculations with specific data, I can give the answer directly. I haven't touched high school physics in 7 years because of my college major, and I've forgotten all the formulas except F=MA, and I can't memorize more than a few of the laws, but I can still answer almost all of the high school questions (including the Olympics)

For example, when the Moon's mass is suddenly cut in half, what will happen to her orbit (discussed only in high school)

This question is one that most people will use the Universal Precipitation Method (UPM), which is a method for calculating the mass of the Earth's surface. p> Most people will use the formula for gravity + centripetal force to answer this question, and it's very easy to get the result, but it's a formula, not an understanding of the substance of the approach.

My approach is: assuming that the Moon itself is two objects that do not interfere with each other, when one of them disappeared (and not fly away, because fly away momentum changes, affecting other factors, and the title does not match), the other will be affected by it? No! Then use the facts to verify: so many satellites in the sky, one of them is gone, will not affect the operation of other satellites.

Another example: in the early days, people sold ice cream without freezers, they covered a barrel with a blanket, put ice cream inside, and the ice cream would not melt for a long time. They also loved to joke: "Covered with a quilt on a hot day, it just won't melt."

Why? Some people will try to convince you with the laws of heat and work, but that just means they've memorized the words of the laws and don't understand what they mean.

It should be handled in this way to have art: winter quilt is very warm, the outside air is cold, the body is a little hotter; then summer quilt covered in ice cream outside, in fact, can also be viewed in this way: "ice cream is the cold space in winter, and the external environment of the summer is similar to the winter you have the warm body, so the quilt covers the summer environment, did not let ice cream go to cool him down" Although there is a little round, but your math is a little bit of the same. It's a little convoluted, but you're good at math, so you should be able to understand this kind of thinking.

Another example is when someone asks me: mass, volume, these things are more real units; while density, pressure, these units feel very false

Why is it false? Density, that is, the mass per unit volume, in fact, is still the mass, but it is the unit volume. Unit volume does not say how much volume. 1000KG / cubic meter, is a density unit. But in reality, a length, width and height are 1 meter tank filled with water, is 1000KG, this is still false? This tank with 1000 grids divided into 1000 equal parts, then each point is 1KG / cubic decimeter. 1KG / cubic decimeter is also a unit of density, and at this time was divided into 1000 points of 1000KG from the role of density into the role of mass. We can put 1KG / cubic decimeter, divided into 1000 points, and then there is 1G / cubic centimeter, he is also a manifestation of density, of course, can continue to be divided. You can also use 1000000000 1000KG / cubic meter of water, put together a cubic kilometer thing, don't say no, the sea can be a lot more than this water. You can practice breaking them down in your brain, putting them together, repeating the images, and building your own world.

Other things like pressure and speed can be understood in this way.

Physics in high school is just: 1. force and motion 2. electricity and magnetism 3. light 4. heat

Each build a model of the most basic coverage of the whole article, and then try to understand it, understand all aspects of it, and finally understand the essence of the grasp the whole picture, the appearance of all the changes can not confuse you.

For example, acceleration, a, is the derivative of velocity, is a measure of the change in velocity. It is actually determined by the velocity V and the time T.

V is the derivative of the velocity, the measure of the change in velocity.

V, in turn, is a measure of displacement S, which is determined by S and T.

V is the derivative of velocity, which is a measure of change in velocity.

S can be expressed in coordinates

This is when the a-v-s hierarchy is established, unified in a mathematical coordinate

What is force, f=ma? It is actually a physical quantity that is observed when an object deforms and changes speed. If the object deformation is also regarded as an internal motion, then the force is determined by a (this point is the essence of the understanding, difficult, because it is generally said that the force produces acceleration, the strength of its strength can not be seen, it is by the acceleration of this get out of the)

F-a-v-s-coordinates. Motion and force of this chapter of knowledge here

Heat: Imagine a molecule, irregularly moving at high speed, his trajectory statistics is a uniformly distributed sphere of space (refer to the hydrogen atom model). The higher the temperature, the larger the volume of the sphere, if the volume can not get bigger, then he naturally collided with the walls of the sphere the more powerful, he compressed as well. Such a model, try to understand, T-V-P the change of these three quantities to produce how many kinds of situations, all the topics can not escape this model, here to leave a little bit not to say, to see how much you can understand the model