The Corporeal Tutorial

Introduction

2010-07-06T19:35:00.000-07:00

Podcast #1 <-- Clickable

Hello all,

I felt it necessary to first and for most explain where I'm at during this moment. Podcast #1 includes a short discussion of my research as well as the methods I (along with others) am using to approach calculating genetic diversity.

Enjoy.

(Further Reading:)
http://en.wikipedia.org/wiki/Normal_distribution
http://mathworld.wolfram.com/NormalDistribution.html
http://www.uncg.edu/mat/bio-math/
http://en.wikipedia.org/wiki/Probability_distribution

Its been a while

2010-07-06T18:31:00.000-07:00

I haven't posted anything is quite some time now. I have been busy with various things and now have time to start back. I'm currently thinking of topics to bring up here at the Corporeal Tutorial. If you have any ideas for future posts feel free to comment below, if not I will most likely have something up by the end of this weekend.

Thanks,
Steve

Constant? I think not.

2010-01-11T20:04:00.000-08:00

Time and time again I hear (even from professionals): "The acceleration due to gravity is constant (~9.8 m/^s^)," this is simply not so.

First, I would like to say that in order to speak of an acceleration an object must be specified. Therefore, "The acceleration due to gravity is constant," now becomes "The field strength of gravity is constant," but even this well corrected phrase is not to my liking.

Second, the force of gravity obeys Newton's universal law of gravity (in the classical sense) whereby the field strength is constantly being depleted in accordance with an inverse square law. Therefore, "The field strength of gravity is constant," now becomes "The field strength of gravity is approximately constant at short distances to the earth's surface."

All is well with the world.

I would also like to add that with the semester introducing itself more posts will be add to the "Problems" section of the blog. Please view old posts for details.

What is information?

2010-01-08T00:08:00.000-08:00

I'm sure we have all heard this: "If a tree falls in the forest and no one is around, does it make a sound?" This question is one of tremendous importance. The reason why this question is so important is because Einstein's special-relativity (and Galileo's classical relativity) rests upon the idea of information being transverse across reference frames. When these theories were being developed the authors must have postulated what "information" means and consists of. If I tell you that "a tree fell in the woods," does that constitute as information? If I translate “a tree fell in the woods” into Latin, would it still be information relevant to the discussion?

So far it seems as though some information that is being provided, namely “a tree fell in the woods” may be of greater importance compared to “a tree fell in the woods” translated into Latin; yet better still would be a picture of the tree or, ideally, the actual light waves or sound waves produced by the tree falling. Consider “a tree fell in the woods” equal to (TW) and “a tree fell in the woods” in Latin equal to (TWL), to simplify things. (TW) is useful to you because it transfers to your frame; (TWL) is not useful (to most of you) because it doesn’t transfer to you. Therefore, this method of depicting information is not useful for any theory of relativity in which information is transverse across reference frames. This is only the case for two reasons: 1) there is no universal language (besides math) and 2) people lie/don’t gather data effectively.

Not surprisingly, the sound and light waves would be the ideal universal language to transverse information across any two reference frames. So, in conclusion I would like to jump to the point.

Random Person: “If a tree falls in the forest and no one is around, does it make a sound?”
Another Person: “I cannot say, because the information provided lacks the ability to be crossed referenced.”

Think of it this way, a tree has never fallen without a human being watching (that we know of). We may consider it common sense to assume: “the tree is on the ground, it must have fallen!” and it also seems common sense to assume sound being present after/during a tree falling but if we are to assume these statements true on “common sense” must we also assume, that without life in the universe, would it too still exist?

(special thanks to Aaron A. for a fruitful discussion of the above topics.)

Fancy a fine eye?

2010-01-02T21:56:00.000-08:00

It won't be easy peering into the relative roles Multiple Mating and Genetic Recombination play in adding genetic diversity to a colony of social insects, but I'm up for it. I feel extremely intrigued by the general thesis Olav and I have developed thus far. It's still a work in progress. What research I have started thus far has demonstrated the importance of fine tuning an acute eye for the essentials. With the vast amount of information being fed to me I absolutely must grind it down to it's essentials. To do this I must consider how relevant said information is to my under lining thesis. Every chapter, title, sub-title, etc. must be scrutinized by a finely tuned eye if I am to make the most of my time.

This idea should be emphasized more in school. We can prove that a brain which organizes better often excels; and what better way to organize than to strip stimuli to their bare essentials? I would inquire that all readers implement some techniques for acquiring an acute eye. Good luck to all ^^

Gearing Up

2009-12-27T11:19:00.000-08:00

Salve! (hello!)

So it seems, after Christmas but before the new year (and my b-day), I have started back on my usual routine academic discipline. I am reading a book by Carl Sagan titled "The demon-haunted world: Science as a candle in the dark" and partaking in an online video course offered by Yale to brush up on my area of interest. Christmas was good for me as I would imagine it was for everyone not living in a mud hut.

Carl's book has thus far illustrated very little of what I have yet to hear on the matter of science and religion. I find his title choice interesting because it seem to insinuate science lighting the way when all else is dark and empty; a school of thought I humbly belong to.

If you haven't checked out the new game show on the science channel, I highly recommended you do so. Here is the link: Head Games. I enjoy the science being advocated by the program. I do not enjoy the gay, peppy, and in sinuous character of the host; but I suppose beggars are far from to choosers.

Also, here is a little topic I would like to hear your opinion on: Joy to the World ^^

MathBio Acceptance!!

2009-11-24T15:09:00.000-08:00

I have been accepted into the MathBio program at UNCG!! Here is the link for more info on my project:

Honey bees!!

I will be developing models for the social interaction of honey bees. Hopefully we will be able to identify various traits within the bees genome which may help us to better understand social dynamics amongst all social animals. Who know what fascinating things await!!

More on this to come ^^
(did I mention that this project is funded by the NSF?!? SO exciting!)

Ceasar (not equal to) Physics

2009-10-29T18:17:00.000-07:00

Yes! I know this is a Physics/Math blog but I (at the moment) am having difficulties with Latin and I would like to translate a sentence or two here. I hope this will help me organize my thoughts and also helps me better categorize my options leading me, ultimately, to choosing the best English translation (theoretically).

This is the sentence:

Deorum numero eos solos ducunt, quos cernunt et quorum aperte opibus iuvantur, Solem et Vulcanum et Lunam, reliquos ne fama quidem acceperunt.

Ok, we can do this!

-------------------------------------------------------

quos cernunt et quorum aperte opibus iuvantur

a) This looks to me like two relative clauses. The first of which contains the verb "cernunt" which comes from "cerno, cernere, crevi, cretus - to distinguish"
b) "cernunt" is a 3rd conjugation, plural, 3rd person. Translates as: "the ___s distinguish"
c) "quos" is a relative pronoun within the first relative clause. We must find its antecedent and it is accusative plural therefore it is the object within the relative clause.
d) "iuvantur" is the second verb which belongs to the second relative clause. This comes from "iuvo, iuvare, iuvi, iutus - to help." "iuvantur" is passive, plural, 3rd person, 1st conjugation. Translates as: "the ___s are helped"
e) "aperte" is an adverb meaning "openly" (that is easy!)
f) "opibus" is ablative/dative, plural. Coming from "ops, opis (f) - power, might." I suppose this could be ablative of means, translating as: "with power"

Let's see what I have so far:

Deorum numero eos solos ducunt, (whom they distinguish and of whom they are openly helped with power,) Solem et Vulcanum et Lunam, reliquos ne fama quidem acceperunt.

-------------------------------------------------------

Deorum numero eos solos ducunt

a) "ducunt" 3rd person, plural, present. from: "duco, ducere, duxi, ductus - to lead" Translates as: "they lead" BUT, there is a note at the bottom of the page asking us to translate it as: "they believe"

This part translates as:

"These alone are in the number of the gods, whom they distinguish and of whom they are openly helped with power, Solem et Vulcanum et Lunam, reliquos ne fama quidem acceperunt."

-------------------------------------------------------

Solem et Vulcanum et Lunam, reliquos ne fama quidem acceperunt.

Unfortunately I don't have the time to explain but this translates as: "Sun, and Fire, and Moon, they don't accept the remains not even by report."

-------------------------------------------------------

Thus we get:

"These alone are in the number of the gods, whom they distinguish and of whom they are openly helped with power, Sun, and Fire, and Moon, they don't accept the remains not even by report."

This is a more literal translation but it will do for the time being. Well I must sleep now :)

Optical Instruments

2009-10-29T16:54:00.000-07:00

Mirrors are wonderful, and so are lens; great for all sorts of practical applications. I want to talk about two types of mirrors and two types of lenses. Mirrors can be concave or convex, and lens can be concave or convex.

(assuming the left focal point is the closest & the right focal point is the furthermost focal point)
Let's start with a concave mirror:

1) The ray parallel to the axis reflects through focal point.
2) The ray through the focal point reflects parallel to the axis.
3) The ray through the center of curvature intersects the surface normally and reflects along its original path.
4) The ray to the vertex reflects symmetrically about the optical axis. (e.i.- the angle of incident = the angle of reflection)

Ok, now the convex mirror:

1) A ray shot parallel to the optical axis appears to come from the furthermost focal point.
2) A ray shot towards the furthermost focal point reflects parallel to the optical axis.
3) A ray shot towards the center of curvature intersects the surface normally and reflects along its original path.
4) A ray shot towards the vertex of the mirror reflects symmetrically about the optical axis.

Ok, now the concave lens:

1) The ray moving parallel to the optical axis appears to have come from the closest focal point.
2) The ray moving trough the vertex does not deviate.
3) The ray moving towards the furthermost focal point emerges parallel to the optical axis.

Ok, now the convex lens:

1) The ray moving parallel to the optical axis emerges traveling through the furthermost focal point.
2) The ray moving through the center of the lens does not deviate.
3) The ray moving through the closest focal point emerges parallel to the optical axis.

Fall Break

2009-10-10T20:05:00.000-07:00

It is fall break! Luckily the University has graced us college students with two days to relax. Unfortunately, many of my college teachers fail to understand the meaning of the word "break." I have homework in every subject from differential equations to religion, it is ridiculous, they might as well have not given me a break at all (I probably would have been able to relax more). As a result I have decided to put my relaxation before my work. I know that this isn't every studious but I'm tired of being worked like a dog. Tonight I will probably watch a little TV and crash. Tomorrow I am also going to relax, possibly read a little, and enjoy being lazy. Monday and Tuesday will be my work days.

I would like to ask an important question. Why in the hell is education rushed? When we learn new things, whether it be in high school or college, most instructors will skip any details in order to cover a greater range of general materials. I think it is bullshit. So now that I have blown off a little steam let's enjoy our "break."

A current word

2009-10-04T13:56:00.000-07:00

Current flows through our technological society. Everything we label, watch, and touch is in some way affected by current. What I mean by that is simple to understand, when we go to label something, weather it be products or employees, we typically make use of a computer and the computer itself is a product of electric current and electrical potential (as well as many other things). I want to take a moment to mold a picture. Imagine that you are an electron moving in an electrostatic system. You ask yourself, "Why am I, an electron, moving in this electrostatic system?" Well I'm glad you asked, see electrons DO move in electrostatic systems but they do not experience any NET displacement. So you take a deep breath and say "thank god."

Now I take you, an electron randomly moving (without any net displacement) in an electrostatic system and place an electric field over you. You begin to move with a net displacement. You say "Wow, it sure feels good to actually be covering some ground!" You are without doubt moving with a drift velocity within this comfy conducting home in which you have been placed. The electric field is exerting a force on you in the direction of your displacement, so the field is working on you! As this field works on you most of what you feel is transferred into heat as a by-product. To bad the E field isn't more effective!! I hope you have enjoyed your little vacation along the conductor!

Stay tuned for more SPOs! (stories of physical objects)

Exam

2009-09-30T20:51:00.001-07:00

Tonight I completed my first electricity exam. Knowing Dr. Gerace I knew from the get go I didn't stand a chance. He has a different philosophy. Questions which he knows you have little chances of completing are plentiful! He pushes you to see what you do under pressure and lack of options; he probes your thinking process till he reads your mind. After the test my brain felt drained, so it seems strange that I watched a Walter Lewin video. I believe watching physics lectures seems to relax me, put me in another state.

I wonder if I'm being stretched too thin. This Friday is my Latin exam, I must know A LOT of vocab, uses of different pronouns, participles, various clause constructions, the list goes on. How should I adapt to this sense of being overwhelmed? Is that even the right question? I'll keep hammering away I suppose. It's not that I've never been overwhelmed before, I just do a shity job of dealing with it.

New Addition!

2009-09-30T06:31:00.001-07:00

A new addition! not like (1+1)=3 but like I can now blog from my cell phone! ;-0 I am also planning on cleaning up my profile a bit. I can probably describe myself with less detail so people aren't intimidated by the 3-ish paragraphs currently being used to describe me.

A+ in Calculus II

2009-08-05T21:27:00.000-07:00

As the title states I made an A+ in calculus II!! Woot!! The fall semester starts soon but luckily I get a few weeks before I have to hit the books. Don't get me wrong, I love hitting the books but lately I have been hitting so hard I've forgotten the importance of being lazy.

Problem #11

2009-07-24T18:57:00.000-07:00

Surface area! Oh my, what a wonderful thing. So here is what we are delving into today/tonight. We want to calculate the surface area when the cubic function from 0 to 1 is revolved about the y-axis. The way in which I conceptualize this process is by thinking of a cylinder without a top or bottom and calculating the surface area of it as it gets really small and we add infinite many of them. Thus, we need the circumference and length of one and then integrate.

Circumference: (of one)

Circumference times length: (of one)

So, now we sum it all up over the interval.

This integral isn't difficult, a simple substitution should do.

from 0 to 1 equals

;-)

Adam's Post

2009-07-20T06:16:00.000-07:00

My physics buddy who also posts on blogspots from time to time has written up a piece that I find remarkable. I wish you all to read it and listen to the message being presented. It is a view point that I completely agree with and support. While you read it you might find it slightly depressing in some sense, but, let me assure you, there is nothing depressing about the reality of things and our place in the cosmos. If nothing else this post will show us the necessity to look at things for what they are and not for what we would like them to be. If we want to adapt to the future we must come to grips with the reality of now.

Carl Sagan is da MAN!!

Bill Gates is my hero!

2009-07-19T10:57:00.000-07:00

Bill Gates has officially bought the rights to the Feynman Lectures and has posted them on the internet for all to enjoy and learn from.

This is a great opportunity for anyone interest in learning more about physics to learn from (dare I say) the best physics lecturer of our time (next to Walter Lewin).

I have watched up to the Probability and Uncertainty lecture and allow me to say that he is so charismatic and presents details with ease that all who watch can't help but grasp the concepts instantaneously. Unfortunately, I am unable to stream the videos straight through the blog (as with say youtube videos). Also, one must download the silverlight media player; which isn't a bad program by any means.

Here is the link,

Enjoy!

Substitution

2009-06-27T06:36:00.000-07:00

How do you choose your value for U? (a slight pun on words) I wanted to post a problem that demonstrates the power of choosing the right value for U. Hopefully you will walk away with a better appreciation for U-substitution. SOOOO... lets follow two different approaches to an indefinite integral problem! YAY :-)

Problem:

(for those die-hard calculus lovers, like myself, I would say stop and calculate before looking ahead!! No peeking!)

Ok, now that the weirdos are gone lets start on the first approach. This approach is cumbersome in comparison to the second.

Now, you will find this pretty amazing! Lets try with the "other guys" U. (hope you caught the Tommy Boy reference; if not i forgive you) I'm not going to rewrite the problem, just look up, lol.

Point here being that your value of U can make a problem 10X longer or it could make it a one liner. Out of all the various combination's of U you have to find the one that fits the best :-)

Spinach!

2009-06-25T10:22:00.000-07:00

There is something truly humbling in watching things grow. It could be a friendship, or it could be my spinach sprouts :-) but the fundamental curiosity prevails. Watching things grow is exciting but at times cumbersome with various chores needed to maintain healthy growth. I believe everyone would agree with me when I say that growth is the most vital component in keeping any relationship healthy. Growing together is what most aim for; I doubt anyone purposely grows apart (but old ppl; jk grandma!). Of course, This would make since if the passion in a relationship has descended and one decides the cowardly way out is the best. Which all and all may never work; that is if you are aiming to get out of the relationship.

I of all people understand that love and other complex human emotion seems quite illogical, especially if you live in a world of algorithms and related rate :-) but we all have emotions. We all feel thing which we can't full explain and rightfully so. If everything in life was easily explainable life would be boring as hell. The important thing is that we try to make sense of the complete nonsense. It is important that we realize that it isn't the destination that we live for, it is but the journey. I don't solve problems dealing with the physical world so that I can throw numbers at you; I solve problem to discuss various methods and techniques. (How do you solve your differential equation?) I find someones interpretation of music/plays/poem just as important as their method the solving 3rd degree polynomials or their reasons for using a curtain proportion.

Nothing in this world should be obvious and if you believe something is truly obvious you have fixed your way of thinking such that nothing requires dynamic thought. I am a big advocate for dynamic thought. We must think dynamically because we are dynamic beings living in a dynamic world. So let us grow our spinach and solve our equations and fall in love with our friends because that is who we are and all we will ever be and we should learn to be ok with that. After all if you truly understand what I'm talking about you know things in life won't be that way for ever. It is but yet another relative extrema in our ever changing lives.

Lemniscate of Bernoulli

2009-06-23T13:30:00.000-07:00

Dude: hey man! whatca got there?

Mathematician: well, my friend, I have stumbled upon an equation that will allow me to draw the symbol for infinity with infinite precision.

Dude: Hummm, that's cool I guess. But I thought no one could ever reach infinity?

Mathematician: Who told you that?

Dude: A physicist.

Mathematician: for all practically purposes we can.

Dude: as long as it works... have fun drawing!

Problem #10

2009-06-23T12:48:00.000-07:00

This problem incorporates many different calculus preliminaries, specifically Trig preliminaries. It is an optimization problem that I think you will like (or at least appreciate).

A drainage channel is to be made so that its cross section is a trapezoid with equally sloping sides. If the sides and bottom all have a length of 5ft, how should the angle be chosen to yield the greatest cross-sectional area of the channel?

Sweet, I'm going to add my calculations and you make sure I didn't fuck up. Thanks. (warning: my variables are slightly different)

Area of a trapezoid:

Things we know:

Here we go :-)

Before we solve for theta I should probably tell you our interval :-)

and evaluating our equations the answer:

Problem #9

2009-06-23T07:39:00.000-07:00

This is quite a tricky problem. It incorporates the calculus approach to optimization but simultaneously plays upon a obscure method for evaluating trigonometric functions. But without further a due here is the question:

Find the absolute maximum and the absolute minimum of this function over the interval provided.

To start this question we quickly realize that we must differentiate and solve for zero. So lets see what we got:

Alrighty then; now f(x) is undefined when sin^2=0 but all of these point are outside of our interval of consideration. Therefore we then find the points within the interval f(x)=0

So the next thing we must do is evaluate the endpoints as well as our critical point.

I skipped two parts to this:
1) in order to find the value of sinx at arcosx(1/3) one would have to draw up a triangle and use the Pythagorean theorem.
2) at the end of the calculation one must combined like denominators.

Onward!

f(\frac{\pi }{4})> f(cos^{-1}\frac{1}{3})" title="f(\frac{3\pi }{4})> f(\frac{\pi }{4})> f(cos^{-1}\frac{1}{3})" />

our conclusion would be that f(x) has an absolute maximum at and an absolute minimum at

And thus answers our question being considered.

Graphing

2009-06-20T14:07:00.000-07:00

I want to discuss the methods used to hand draw the graph of this equation:

Lets start by looking for symmetry.

This equation is even because of its y-axis symmetry.

Next lets look at the domain of this function:

Now we look for x-int/y-int:

x-int:

y-int:

Does not exit.

Their isn't a x-int either because they are not within the domain. This is because they are imaginary. thanks a lot square root! :-)

Next we will look for asymptotes:

vertical:

Vertical asymptotes at -2 & 2.

Horizontal:

DNE

Oblique/curvilinear:

DNE

Next lets look for critical points:

Therefore critical points are located at

(zero would be a critical point if it was inside of the domain)

I will leave it to you to plug in test values and execute the first derivative test. Your result should be that f'(x) decreases from (-infinity,-square root of 7), (stationary at -square root of 7), increases (-square root of 7, -2), decreasing (2, square root of 7), and increasing (square root of 7, +infinity). With these results under consideration we conclude that plus/minus square root 7 is minimum.

Next we would examine concavity but your calculations should align with mine. I will give you the second derivative and allow you to find the intervals yourself. You should conclude that f''(x) is always increasing and has no inflection points. Here is the second derivative:

This is one hell of a goddamn derivative...

(good luck, hopefully of you can complete this you will be good for the test :-)

Problem #8

2009-06-20T12:38:00.000-07:00

I am hoping this post allows me to organize my thoughts well enough to realize what in the world I did wrong on my last homework assignment. All and all I made a 90% on the assignment. The problem is not my grade the problem is understanding why I got one question wrong. The question goes a little something like this:

Find the critical point of f(x) given f'(x). With f'(x) being:

Assume f(x) is continuous everywhere.

Now than, my approach was to start by find when f'(x)=0 and when f'(x)=DNE. These are the only X coordinates on f(x) that are critical points. From my calculations I found that critical points are located at X=-7 and X=3. Next I decided to use the first derivative test to determine the behavior of the graph around these critical points and simultaneously hoping to confirm a max or min. The test points I chose to use around -7 were -8 & -6. At X=-8 the sign of f'(x) is negative and therefore slopes down. At X=-6 the sign of f'(x) is positive and therefore slopes upward. Therefore I concluded that X=-7 is a minimum point. I thought about the possibility of X=-7 being a vertical asymptote for f(x) but since it is given that f(x) is continuous I disregarded that possibility. Next I tested X=2 & X=4 around X=3 (the point under consideration). At X=2 I found the sign of f'(x) to be positive and therefore sloping upwards. At X=4 I found the sign of f'(x) to be negative and sloping downwards.

Therefore by my calculations and given the fact that f(x) could not contain asymptotes because it is continuous. I concluded that f(x) had a minimum at X=-7 and a maximum at X=3. If anyone can possibly help me out that would be great. I thought that maybe after typing this up I would have located my mistake and solved the problem correctly myself but I unfortunately am still confused about where I messed up and what parts of this problem I don't seem to understand.

Thank you,

Perfection Vs. Infinity

2009-06-17T18:31:00.000-07:00

Something that I and so many other people find fascinating is the connection between irrational numbers, infinity, and perfection. When we learn about pie (3.14...) and the square root of two (1.4...) in high school one thing that many of us miss is the implications of such numbers. We are told that irrational numbers NEVER repeat and that we can only approximate them. We can never achieve the absolute value of these irrational numbers but what philosophical implications does this fact tell us about reality? To answer this we must examine where these numbers are being used. The square root of two comes about in EVERY square (shape) and pie comes about in every circle. These ideas of a square and a circle are ideas of perfection. Why?

Well if we can never find the exact value for these irrationals then things like circles and squares are ideas of total perfection. Therefore there is not such things as a circle or a square due to the fact the irrational numbers are not the perfect factors we need to create the shapes we claim exist. What does this mean? It means that we will always be one step closer to perfection but yet still one step away from achieving it. (Sounds like infinity doesn't it?) If we could reach infinity we would be perfect beings. This idea itself demonstrates my point when we consider the formal definition of a limit. No matter how close you get to X I can get closer to f(X) and my matter how close I get to f(X) you can get closer to X. Therefore we were born into a infinite battle for perfection since we were born. And having said that; I honestly wouldn't have it any other way :-)

Problem #7

2009-06-05T20:12:00.000-07:00

This is a result I find remarkable!

Show that the triangle that is formed by any tangent line to the graph of

0" title="y=\frac{1}{x}, x> 0" />

and the coordinate axes has an area of 2 square units.

I find this question fascinating because of the generality of the statement being considered. "The triangle formed by ANY tangent line." Taking into consideration the fact that this function has vertical AND horizontal asymptotes I almost couldn't believe my eyes when it work out so nicely. (another fine problem!)

Favorite Number

2009-05-30T19:04:00.000-07:00

My favorite number is officially 137!

check out this video to see why:

Problem #6

2009-05-19T13:06:00.000-07:00

Question:

Let

If

What is the limit of f(x)? :-P

Answer:

The limit of the inverse function is the approaching value of X for the standard function. Thus simply solve:

Problem #5

2009-05-19T11:27:00.000-07:00

Question:

Solve this inequality:

Answer:

First square both side; We can do this since is equal to

Next we solve for X

Now lets think, we have two factors being multiplied together which in turn must produce a number less than 0. So, one factor must be greater than zero because multiplying two negative #s gives a positive # (which is greater than zero). Thus if X is the negative one then they will both be negative because the second one depends on the value of X. Thus X CAN NOT BE NEGATIVE. So this is how we break it down:

0" title="x>0" />

&

Here it is Motha Fuka

Thus is our set.

Problems = Personality

2009-05-19T10:33:00.000-07:00

I have words of advice for anyone taking math/physics courses. The questions which your professors choose strongly reflect their personalities. Anyone who takes writing intensive type classes can justify the importance of getting to know your professor. I personally dislike the subjective approach many teachers employ when grading papers. I find that it dims the free-thinking element in a student. As far as I am concerned any beliefs dictated by teacher subjection should be considered cheating. Teachers are employed to make us think, not to think for us. Give me a topic and I'll do the rest. If you give me a topic and then expect me to agree with you go fuck yourself. If you ask any teacher they all claim to promote free-thinking yet when the grading comes along they all grade in a subjective manner. It is why I find writing to be painful. It is as though I am betraying my beliefs only for a better GPA. If I speak my mind, you grade me with your subjection. It is despicable.

But to move towards the real purpose of this post, I find it important for any student to realize this subjection and apply it towards their math/physics courses also. The subjection in math and physics can help you without fuck over your free-thinking abilities. The difference between teacher subjection in literature compared to math and physics is that math and physics are based upon objective principles that only the uneducated argue. But when considering literature many educated people still debate many fundamental principles/meaning in any work of literature. (No one debates the meaning behind addition)

Once a teacher's persona is unlocked one can begin to expect curtain symmetries regarding how they group terms together, relate variables, choose preferred factors when dealing with arithmetic, etc. This is one of a math/physics student’s greatest weapons. Along with learning the material of course :-)

Teaching

2009-05-05T21:36:00.000-07:00

I've been thinking a lot about becoming a high/middle school teacher. My personality is one which demands peoples attention. Demanding attention in the classroom is extremely important for students to learn effectively. Multiple people have told me that I would indeed make an excellent teacher. Dedicating myself to becoming a teacher would help me pay for college and would look nice on a application for a possible research project. It's a path I'm still flirting with but I leaning more and more towards becoming a teacher. I guess we will see!

pic upload

2009-05-02T12:51:00.000-07:00

pic upload

2009-05-02T12:34:00.000-07:00

Ferte Salvar!!

2009-04-26T21:20:00.000-07:00

Ferte, is the Latin second person plural imperative meaning "bear." This isn't like "bear ass" or "bear foot" but like "to bear secrets" or "to bear fruit."

With the 2009 spring semester coming to a close I pause for a moment to ask myself, "Quis tuli?" meaning "what have I bared." With this year being my first year in college I felt overwhelmed at first but now I'm "getting in the game."

I love learning Physics along with other things, but Physics and Mathematics have always held a special place in my heart. I honestly believe science demands respect and this is well deserved. We have accomplished SO much over a few hundred year with nothing more than our minds. Please don't think I hate the other topics taught in school. I'm a fan of various arts (music in particular) but I feel as though these subjects lack the mental abilities that most of us are capable of.

The biggest part is overcoming the "can't do it" attitude. You have to want to, really bad, that goes for anything in life but especially for the sciences. If you don't want it with all your heart it is quickly made obvious to those around you and you typically end up losing opportunities that could have flourished in the future. Be ALL you can be, whatever that might be.

Valete!!

Podcast

2009-04-24T13:02:00.000-07:00

Check out a Podcast I put together using the chapter summaries from Young and Freeman's "University Physics"

Physics Podcast!

What Makes a Problem?

2009-04-23T21:36:00.001-07:00

I ask you now ladies and gentlemen. What on earth makes a problem hard? If you think about it, it just doesn't seem to make much sense. two plus two, that's an easy problem. What gives energy mass, that's a different story. I can't help but wonder weather some deep truth about complexity relies on the bases of complicated problems. I mean, what the hell else would it rely on? The cost of condoms in china? (doubt it) If problems seem harder than others based only on our philological perceptions then two plus two really isn't any harder than what gives energy mass. Definitely something worth thinking about.

A New Look

2009-04-23T21:07:00.000-07:00

Corpus omne perseverare in statu suo quiescendi vel movendi uniformiter in directum, nisi quatenus illud a viribus impressis cogitur statum suum mutare.

Everybody perseveres in its state of rest or of uniform motion in a straight line unless it is forced to change that state by forces impressed upon it.

Sound familiar? This is Newton's First law translated from Latin to English. Nothing beats going back to the origin of greatness. Using Newton's own words to describe inertia seems to me much more natural compared to today's lingo. Besides, memorizing Newton's First Law (in Latin) could prove worthwhile at your next dinner party!

Equation Generator

2009-04-23T20:41:00.001-07:00

I have found a great equation generator that produces equations in HTML format, allowing anyone to post equations in the comment section. Tell us what your trying to say with equations! sometimes it makes all the difference in the world.

Generate your equation here!

Thermal Expansion

2009-04-23T20:15:00.000-07:00

This equation describes linear thermal expansion: is the length expanded over, This is the initial length, This is the linear expansion coefficient, and is the change in temperature.

This equation describes the change in an expanding volume. The only difference here is that volume is used instead of length.

I'd like to add that these equations are only valid for a uniform expansion and hold little weight in a more general sense. We can still sit in awe of the direct relationship between and . This relationship seems quite obvious to us on an intuitive level. If you heat something, it will expand. Think about it, if you heat something long enough it will eventually melt; no matter what that something is. This is a reliable relationship my friends!

Angular Velocity

2009-04-11T19:33:00.000-07:00

A child stands on the edge of a frictionless disk, if he drops the rock he holds in his hand what will happen to the child's angular velocity?

Nothing at all will happen to his angular velocity. If we are to assume that something was to happen to his angular velocity then he would experience an angular acceleration of some sort; Which isn't the case.

Angular concepts can seem radically different, compared with linear dynamics, but the fundamentals still hold true. Linear kinematics take into consideration acceleration, position, time, velocity, speed, etc. The kinematic relations apply to everything contained in our universe. In a general way kinematics loosely relates space with time and vise verse.

(Dr., Gerace. "Assessing to learn." 01 01 2009 64. Web.11 Apr 2009. .)

Problem #4

2009-04-02T21:38:00.000-07:00

A 42.0-kg uniform square sign, 2.00m on a side, is hung from a 3.00m rod of negligible mass. A cable is attached to the end of the rod and to a point on the wall 4.00m above the point where the rod is fixed to the wall.

(a) What is the tension in the cable?

(b) What is the horizontal component of the force exerted by the wall on the rod?

(c) What is the vertical component of the force exerted by the wall on the rod?

(OWL, WISE. "Login." On-line Web Based Larning. 01 01 2008. U Mass Amherst. 2 Apr 2009 .)

Intermolecular Forces

2009-04-02T07:07:00.000-07:00

I often enough wonder if London Dispersion could be the driving force behind gravity, of course, without any evidence I sound like a nut job but I just find the gravitational and electromagnetic forces curiously similar. London Dispersion occurs within ALL atoms and creates a slight pull of each atom towards the other. Gravity occurs in ALL matter and produces a slight pull between everything.

London Dispersion occurs because of random polarity within atoms. Although, extremely weak, it sight is something we are able to measure and observe. Not to mention that both gravity and electromagnetism both work off of the inverse square law. I don't think anyone could deny that the are somewhat similar. But a possible "hole" is that the electromagnetic force attracts and repels, whereas, the gravitational force simply attracts. I'm not sure if we will ever unite the four fundamental forces (I'm hopeful thought) but I just feel the need to point out this tease of symmetry nature throws at us every once in a while.

Reverse-Sprinkler

2009-03-29T11:37:00.000-07:00

Check out this link on Feynman's sprinkler. Very interesting application of conversation of angular momentum.

Feynman's Sprinkler :-)

Cylinder-head bolts

2009-03-28T23:44:00.000-07:00

When cylinder-head bolts in an automobile engine are tightened, the critical quantity is the torque applied to the bolts. Why is the torque more important than the actual force applied to the wrench handle?

Since torque is indirectly influencing the angle through which the bolt rotates, the greatest torque results in the tightest fit. Torque is governed but not just the applied force but also the distance from the axis of rotation (lever arm).

(Young, Hugh, and Roger Freeman. University Physics. 12th. San Francisco: Pearson Education, 2008.)

Wrok-energy vs, Impulse-momentum

2009-03-13T20:47:00.000-07:00

Work-energy

The work-energy theorem deals with kinetic and potential energy. Kinetic energy is equal to, 0.5mv^2, the difference in kinetic energy between two points is equal to the total work done. Another way in which to keep track of energy transfer is with potential energy. The difference in potential energy is equal to, mgh, I like to think of potential energy as the equal but opposite form of kinetic. The differences in these quantities is equal to the total work done. Work is a force that has been applied over a distance of space.

W=FD=K
*This equation holds for any total system. (K is the difference in the kinetic energy at two points)

Impulse-momentum

Impulse is equal to a force applied over an interval of time, i=ft, the impulse is in turn equal to the difference in momentum, p=mv. One thing to take notice of is that kinetic energy is equal to the velocity integral of momentum. Impulse-momentum is very useful for collisions. Momentum for a system is conserved during a collision, but the kinetic energy isn't ALWAYS conserved. It depends on the collision type.

Thanks for reading this Saturday's Concept :-)

Problem #3

2009-03-13T18:05:00.000-07:00

Gravitational Potential

A 10.0 kg microwave oven is pushed 8.00 m up the sloping surface of a loading ramp inclined at an angle of 36.9 degrees above the horizontal, by a constant force F with a magnitude 110 N and acting parallel to the ramp. The coefficient of kinetic friction between the oven and the ramp is 0.250. (a) What is the work done on the oven by the force F? (b) What is the work done on the oven by the friction force? (c) Compute the increase in potential energy for the oven. (d) Use your answers to parts (a), (b), and (c) to calculate the increase on the oven's kinetic energy. (e) Use F=ma to calculate the acceleration of the oven. Assuming that the oven is initially at rest, use the acceleration to calculate the oven's speed after traveling 8.00 m. From this, compute the increase in the oven's kinetic energy, and compare it to the answer you got in part (d).

Be sure that you think of each force separately and how each component of the gravitational force effects the others; set your coordinate system tilted 36.9 degrees for dealing with the incline so that the gravitational force isn't along the y-axis. And above all, have fun!!

Answer
(a) 880 J
(b) -157 J
(c) 471 J
(d) 253 J
(e) a= 3.16 m/s^2; K=253 J; Same

(Young, Hugh, and Roger Freeman. University Physics. 12th. San Francisco: Pearson Education, 2008.)

Problem #2

2009-03-12T09:43:00.000-07:00

Gravitational Potential

You are testing a new amusement park roller coaster with an empty car with mass 120 Kg. One part of the track is a vertical loop with radius 12.0 m. At the bottom of the loop (point A) the car has speed 25.0 m/s, and at the top of the loop (point B) it has speed 8.0 m/s. As the car rolls from point A to point B, how much work is done by friction?

Remember the idea of mechanical energy (Ke+U=E)!

Answer
-5400 j

(Young, Hugh, and Roger Freeman. University Physics. 12th. San Francisco: Pearson Education, 2008.)

Problem #1

2009-03-11T20:25:00.000-07:00

Newton's First Law

Two 25.0-N weights are suspended at opposite ends of a rope that passes over a light, frictionless pulley. The pulley is attached to a chain that goes to the ceiling. (a) What is the tension in the rope? (b) What is the tension in the chain?

I'd say this is an easy enough question to start out with. It doesn't require any algebra so don't bother forming net force equations. If this problem is hard for you try drawing a free-body diagram or two. (keep in mind the superposition of forces concept when finding the tension in the chain.)

Answer
(a) 25.0-N
(b) 50.0-N

(Young, Hugh, and Roger Freeman. University Physics. 12th. San Francisco: Pearson Education, 2008.)

What you need

2009-03-11T20:05:00.000-07:00

In order to keep up with this blog you will need some basic knowledge of vectors, algebra, vector algebra, unit conversion, basic trigonometry, and common sense. All these topics can be found on the internet in some detail; except for maybe the last one.

Most importantly you MUST already know basic physical concepts. I'm not here to teach you anything. I will pose a problem, you may submit your answers in the comments, and within a day or so I will post the answer to said problem. I will then discuss the problems anyway I see fit; feel free to challenge my claims in the comments. Some problems will be harder than other, some will be easy, but can rank the problems because such a scale would be too subjective for my liking. (some problems are hard for some people, some problems are easier)

Good luck to you all!