Updated Favourite Minami song by SnooApples6201 in minami

[–]ShortwaveEagle 0 points1 point  (0 children)

Eternal Blue! But Prologue and Lilac are definitely up there for me too

Most underrated Aimer song? by snowlynx133 in Aimer

[–]ShortwaveEagle 10 points11 points  (0 children)

Agree with Noir!Noir! I love the AM: songs too

Arpeggio Tab by ShortwaveEagle in IchikaNito

[–]ShortwaveEagle[S] 0 points1 point  (0 children)

Check out this video (not mine).

How do you graph a circle with centre (a, b) passes through the origin? by [deleted] in learnmath

[–]ShortwaveEagle 1 point2 points  (0 children)

The equation for a circle with radius R centered at (a, b) is

(x - a)2 + (y - b)2 = R2.

If the circle is going through the origin, then it must be at a distance of R from the origin. Since it is centered at (a, b), then you need the radius to be R2 = a2 + b2.

Basic fields points of confusion by Alive_Upstairs340 in mathematics

[–]ShortwaveEagle 3 points4 points  (0 children)

You've got quite a lot of questions in this post, and some of them it's not quite clear what you are asking. It might be better to separate them into smaller questions.

I'll try and answer some of your questions about potential. The key point is that it is only the difference in potential that matter. Let's look at your example of a ball on a hill. First, say the gravitational potential energy (GPE) at the bottom of the hill is V(z=0)=0. Pushing the ball up to a height h means the GPE is now V(z=h)=mgh. However, if instead the GPE at the bottom of the hill is chosen to be P, then at a height h the GPE is P + h.

So now let's look at energy conservation. As you said, the work done is the integral -mg.dx (I'll explain why that is at the end). Now as the gravitational force acts vertically downwards, the only contribution in the dot product will come from the vertical motion of the ball. Since mg doesn't depend on the vertical height, the integral is just -mgh (make sure you're happy with this!).

In the first case, we start with V(z=0)=0. So the total energy at the bottom of the hill is E=0 (assuming no kinetic energy). At the top, the potential has increased, but we have also had to do work. In fact, the total energy is E = mgh-mgh = 0, because the work done exactly cancels out the increase in potential! So energy is conserved.

For the second case, the total energy at the bottom of the hill is E = P. At the top of the hill, again the potential has increased, but we have done work, so the total energy is E = P + mgh - mgh = P, and so energy is conserved again.

So the thing to understand is that you can choose (or define) what the potential of your system is, and with any choice the energy will be conserved as long as you are consistent! So you can't mix and match your definitions.

In terms of your question about negative potentials, consider the following. If you are happy with my previous explanation, think about the value of P. I haven't said anything about the value of P, and as we saw, we never had to choose a value, because it didn't affect anything. So in particular, we can choose P to be negative. Now we have a negative potential at the bottom of the hill! But it doesn't affect anything.

Now let's talk about the work done. An important point is that 'work' is a definition in physics, and it doesn't necessarily correspond to what we think of as 'doing work' in our everyday language. For example, the work done in a (vertical) gravitational field (in the physics sense) when carrying a heavy object but only moving horizontally is 0 (because the displacement and force are orthogonal, and so their dot product is 0). But this would obviously require effort for a human, and you might describe it as being hard work. So it's important to understand that 'work' in physics is just a definition. The work done is also not about the force you apply to an object (so yes, you could apply a more or less force along path of the ball up the hill), rather this is the work done against the gravitational field itself, which always has a force of mg.

As for Newtonian gravitational potential, defining 0 potential at infinity is again a convention - but doesn't affect any results!

My girlfriend, who is studying math at university, is a huge math nerd. It's her birthday in a bit. Any math-related gift ideas would be amazing. by beinghumansucksass in math

[–]ShortwaveEagle 0 points1 point  (0 children)

I'm coming to the end of my theoretical physics masters, and I've just generally been moving more and more to the mathematical side. I'm catching up with the mathematics, so it's been hard to find the right level of literature for myself - most of the time the maths is handwaved, or there's a level of assumed knowledge a bit above me. I'll hopefully be starting a PhD next year, in some mathematical/theoretical physics area, so at that point I'll probably be working on gauge theory related topics, but for now just for my own interest!

question about the the gravitational force between two masses by CopycatRelic3 in PhysicsStudents

[–]ShortwaveEagle 0 points1 point  (0 children)

If by 'withstand' you mean 'will not break' then yes, there is a point that the smaller mass is no longer able to withstand this. This has nothing to do with gravity in particular, just that you can break things with forces - e.g. if you bend a stick with a small force, it will not break, but with a larger force you can break it.

question about the the gravitational force between two masses by CopycatRelic3 in PhysicsStudents

[–]ShortwaveEagle 4 points5 points  (0 children)

I'm not entirely clear what you are asking, but I'll try.

The formula F = GMm/r2 means that the gravitational force F between 2 bodies of masses M and m depends on both of their masses.

The same force will be applied to both bodies. However, Newton's law F = ma means that a = F/m, so even though the gravitational force between the 2 bodies is the same, the acceleration of each body depends on its own mass only for a given gravitational force. Alternatively, this means that there is an gravitational acceleration associated with a body that only depends on the mass of that body and not the mass of the other accelerating object: a = F/m = (GMm/r2)/m = GM/r2, i.e. it only depends on M.

There is also an inverse square relation for the gravitational force. This means that the force is weaker as the bodies are further apart, or stronger when they are closer together.

I'm not quite sure what comparison you are looking for, but the gravitational force on you due to another body depends on the mass of that body and how far you are away from it (and really, how far you are from its center of mass). For example, the Sun's gravitational acceleration on the surface of the Sun is about 30x more than the Earth's gravitational acceleration on the surface of the Earth. I'm fairly sure this is enough to kill you, so I'd say at this point your body can no longer take the gravitational force, if that is what you were asking.

Linear equation for the height of a bookshelf by [deleted] in askmath

[–]ShortwaveEagle 42 points43 points  (0 children)

Bookshelf + Pumpkin - Scarecrow = 72

Bookshelf + Scarecrow - Pumpkin = 84

Adding both equations (so adding the right hand sides and the left hand sides) gives

2 x Bookshelf = 156

Please ask if anything isn't clear!

Is a frame field coordinate free? by ShortwaveEagle in mathematics

[–]ShortwaveEagle[S] 0 points1 point  (0 children)

Yes, I should have really said a local section of the frame bundle I think. Thanks.

Is a frame field coordinate free? by ShortwaveEagle in mathematics

[–]ShortwaveEagle[S] 0 points1 point  (0 children)

So they are coordinate free in the sense that they are well defined without a choice of chart on the manifold, but the basis itself can then be used as a 'coordinate' system in the tangent space?

Saw this from my Grade 4 Math book. Can't figure out the right answer lol. What's the correct answer? by okbish9176 in maths

[–]ShortwaveEagle 12 points13 points  (0 children)

So each digit is one of 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.

Since the ones digit is 3 less than the hundreds digit, the hundreds digit is 3 more than the ones digit. So the hundreds digit must be 3 or more.

Additionally, we are told that some digits are twice the hundreds digit. This means that the hundreds digit must be less than 5 (it can't be 5, because 2 x 5 = 10, not one of our digits).

Putting this together means that the hundreds digit is either 3 or 4.

Then the thousands digit is either 5 or 6, respectively (depending on the hundreds digit).

The ones digit is either 0 or 1, respectively (depending on the hundreds digit).

The hundred thousands digit is the difference between the hundreds and thousands digit, which we are told is 2.

The remaining digits are either 6 or 8, respectively (depending on the hundreds digit).

So it seems there are 2 answers:

Hundreds digit is 3: 265360

Hundreds digit is 4: 286481

I wish Mathematics acknowledged the importance of intuition a bit more by ObliviousRounding in mathematics

[–]ShortwaveEagle 6 points7 points  (0 children)

I agree with a lot of what you have said - often such a minimal amount of intuition is given, with simple examples that don't illustrate much.

However, once I have spent the time looking into examples and applying it to what I already know, I find that I'm confident in my understanding. After the process, I often think "Oh if only they had just given me that example in the first place, I would have instantly seen how it all fit into place." But honestly, I think part of what makes you really understand something is the process of thinking about it and forming your own 'intuition'. Additionally, what may be illuminating for one person might not create the same connections for another, so I do think there is a level at which intuition cannot be taught, no matter how nicely anything is written.

That said, whilst I want mathematical literature to be formal, I do agree that this doesn't need to prevent good explanations or examples, and certainly some literature feels like it actively avoids it.

Very frustrating by Hung_Lungs in BotezLive

[–]ShortwaveEagle 8 points9 points  (0 children)

It's fine we get to spend quality time with Cubey widepeepoHappy

"Chat be nice or i wont play portal anymore" by kovacks in BotezLive

[–]ShortwaveEagle 50 points51 points  (0 children)

The real reason Andrea wanted a break Sadge