Fantastic! Amazing how nature is math in action. Regarding 1/2at^2, think of x as time and y as velocity. s=vt. Visualize a horizontal line at a constant 30 mph on the y axis extending to represent two hours. Now make that a rectangle against the x axis. The area of that rectangle is 2*30 which is the distance traveled for 60 mph. If you accelerate from zero at a constant acceleration, your speed is a straight line slanting up from the origin. The area under that line is a triangle. The area of a triangle is 1/2 base times height. The base in this case is time and the height is speed. Distance is the integration of velocity over time. I wish I knew more calculus!
So I had to go find a video on how to find derivatives before I could understand these examples (Derivatives for Beginners by "The Organic Chemistry Tutor")....but once I did, this all became so much clearer. Thank you so much for this primer!
Where were you as a teacher when i took this in the mid '70s. My math department and physics dept wouldn't talk to each other and never shared issues even though they both know both. I am not as smart as this guy and worked hard, for what I see know is nothing if given GREAT instruction. I would go into an exam and see what was given and what is asked and freeze; which equation, and further my physics professor would give input information in different units with different degrees of significance. The answer choices would be 2.345 or 2.34 or 2.0 So frustrating because I would get a wrong answer but I knew the Physics; I get significance is a big deal in some cases; but If I were a professor I would make the test give a "C" or a "B" grade on understanding the concept depending on the concept importance, and an "A" for putting it all together with significance. If the answer is 2.0, then 2 should be a "B" just saying. MY physics professor used "scan trons" with the above choices so either correct or wrong 5 points or zero. 2.345, 2.34, 2.0 Really It was discouraging because all math operations have the odd processes for significance. I made it. Side issue was I went in the Marine Corp for 4 years and came out after 3, so when I started calculus and physics it was 3 years after math major in high school science minor; 1970 Sorry I went on but it was stressful and I was on the GI bill, no grades no money. semper fi Bob Combat VN Vet
These equations are applicable for constant acceleration. What could be the motion like,if it's acc varies? We have v=u+at Multiply by t vt=ut+at^2 s=ut+at^2 how that 1/2 missing here?
Fantastic! Amazing how nature is math in action.
Regarding 1/2at^2, think of x as time and y as velocity. s=vt. Visualize a horizontal line at a constant 30 mph on the y axis extending to represent two hours. Now make that a rectangle against the x axis. The area of that rectangle is 2*30 which is the distance traveled for 60 mph.
If you accelerate from zero at a constant acceleration, your speed is a straight line slanting up from the origin. The area under that line is a triangle. The area of a triangle is 1/2 base times height. The base in this case is time and the height is speed.
Distance is the integration of velocity over time. I wish I knew more calculus!
Good explanation that needs to be repeated over and over for better understanding😊
It is so cool,for the first time in 10 years I got an idea of such equations
This is simply unbelievable. What a great explanation in terms of detailing. I am really blessed to have seen your videos.
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My pleasure 😊
So I had to go find a video on how to find derivatives before I could understand these examples (Derivatives for Beginners by "The Organic Chemistry Tutor")....but once I did, this all became so much clearer. Thank you so much for this primer!
Where were you as a teacher when i took this in the mid '70s. My math department and physics dept wouldn't talk to each other and never shared issues even though they both know both.
I am not as smart as this guy and worked hard, for what I see know is nothing if given GREAT instruction.
I would go into an exam and see what was given and what is asked and freeze; which equation, and further my physics professor would give input information in different units with different
degrees of significance. The answer choices would be 2.345 or 2.34 or 2.0
So frustrating because I would get a wrong answer but I knew the Physics; I get significance is a big deal in some cases; but If I were a professor I would make the test give a "C" or a "B" grade on understanding the concept depending on the concept importance, and an "A" for putting it all together with significance.
If the answer is 2.0, then 2 should be a "B" just saying. MY physics professor used "scan trons" with the above choices so either correct or wrong 5 points or zero.
2.345, 2.34, 2.0
Really
It was discouraging because all math operations have the odd processes for significance. I made it. Side issue was I went in the Marine Corp for 4 years and came out after 3, so when I started calculus and physics it was 3 years after math major in high school science minor; 1970
Sorry I went on but it was stressful and I was on the GI bill, no grades no money.
semper fi Bob Combat VN Vet
THANK YOU... SIR...!!!
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Can you make video on dimensional Analysis
Can download it to the gallery
These equations are applicable for constant acceleration. What could be the motion like,if it's acc varies?
We have v=u+at
Multiply by t
vt=ut+at^2
s=ut+at^2 how that 1/2 missing here?
Nice