Grouping by age as done in traditional education as of 2020 is useless.

Rather, we should group students by subject of interest; e.g. natural sciences, social sciences, a sport, etc., just like in any working adult organization!

This way, younger students can actually actively learn from and collaborate with older students about, see notably Jacques Monod's you can learn more from older students than from faculty.

This becomes even more natural when you try to give students must have a flexible choice of what to learn.

This age distinction should be abolished at all stages of the system, not only within K-12, but also across K-12, undergraduate education and postgraduate education.

This idea is part of the ideal that the learning environment should be more like a dojo environment (AKA peer tutoring, see also dojo learning model), rather than an amorphous checkbox ticking exercise in bureaucracy so that "everyone is educated".

Perhaps, even more importantly, is that we should put much more emphasis on grouping students with other students online, where we can select similar interest amongst the entire population and not just on a per-local-neighbourhood basis.

Just make it very clear what you've tried, what you observed, and what you don't understand if anything at all.

This will already open up room for others to come and expand on your attempt, and you are more likely to learn the answers to your questions as they do.

And there's a good chance someone who knows more than you will come along and correct or teach you something new about the subject. For example, this has happened countless times to Ciro Santilli when doing Ciro Santilli's Stack Overflow contributions.

Perfect is the enemy of good.

See also: there is value in tutorials written by beginners.

Examples of famous fails:

See: Section "Exam".

The only thing that matters is that students aim towards the goals described at explain how to make money with the lesson.

Any "homework for which the student cannot use existing resources available online" is a waste of time.

The ideal way to go about it is to reach some intermediate milestone, and then document it. You don't have to do the hole thing! Just go until your patience with it runs out. But while you are doing it, go as deep and wide as you possibly can, without mercy.

This is actually how Ciro Santilli learns new subjects he is curious about, even as an adult! Some examples:

The Moonshots in Education project also has a fantastic related quote:

Bought: 2018, 2021.

Seems to work OK. But you're fighting the symptom, and it will eventually come back.

Circa 2020, a bowl fell on it from about 25 cm height and broke the screen. £159.99.

www.gsmarena.com/motorola_moto_g6_play-9002.php Upgradable to Android 9.

2023-10: unable to connect to Giffgaff. "Network unavailable". Same SIM works in other phones. So annoying. Update APN to match: www.giffgaff.com/help/articles/internet-apn-settings-guide. Went next to a tower and then got signal. So the receiver is much worse than the pixel one. Vibration appears to be broken.

Authy sync worked: 2023.

The P51 is a bit too heavy, and the battery could be better!

Published as "Fine Structure of the Hydrogen Atom by a Microwave Method" by Willis Lamb and Robert Retherford (1947) on Physical Review. This one actually has open accesses as of 2021, miracle! journals.aps.org/pr/pdf/10.1103/PhysRev.72.241

Microwave technology was developed in World War II for radar, notably at the MIT Radiation Laboratory. Before that, people were using much higher frequencies such as the visible spectrum. But to detect small energy differences, you need to look into longer wavelengths.

This experiment was fundamental to the development of quantum electrodynamics. As mentioned at Genius: Richard Feynman and Modern Physics by James Gleick (1994) chapter "Shrinking the infinities", before the experiment, people already knew that trying to add electromagnetism to the Dirac equation led to infinities using previous methods, and something needed to change urgently. However for the first time now the theorists had one precise number to try and hack their formulas to reach, not just a philosophical debate about infinities, and this led to major breakthroughs. The same book also describes the experiment briefly as:

It is two pages and a half long.

They were at Columbia University in the Columbia Radiation Laboratory. Robert was Willis' graduate student.

Previous less experiments had already hinted at this effect, but they were too imprecise to be sure.

Lecture notes that were apparently very popular at Cornell University. In this period he was actively synthesizing the revolutionary bullshit Richard Feynman and Julian Schwinger were writing and making it understandable to the more general physicist audience, so it might be a good reading.

Oh yes, see also: Dirac equation vs quantum electrodynamics.

TODO experimental discovery.

No matter how hight the wave intensity, if it the frequency is small, no photons are removed from the material.

This is different from classic waves where energy is proportional to intensity, and coherent with the existence of photons and the Planck-Einstein relation.

Great overview of the earlier history of unit standardization.

Gives particular emphasis to the invention of gauge blocks.