The Hidden Beauty of Physics
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- Опубліковано 9 чер 2024
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As a STEM teacher you do experiments with your students. But what if the teacher goes a few steps further and derives the fundamental rule, formulas and graphs of classical mechanics USING the results of the student's experiments. Today, accelerated motion and all its components derived using just 4 small pairs of results from an inclined plane experiment! Enjoy! =D
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0:00 Intro
1:24 The Experiment
4:35 Interpretation
14:50 Geometry - A Mighty Tool
Wait until you tell Andrew he's been doing it wrong
Ich stimme dir zu, dass wie viel wie möglich aus Grundlagen entwickeln werden muss. Ich bin selbst quasi Lehrer an meiner ukrainischen Schule und bringe Schülern physikalische Chemie bei. Es ist so gut wie ein freiwilliger und ergänzender Kurs zur Chemie, er findet 2 Stunden pro Woche statt. Im Unterricht Versuche ich, die Formeln herzuleiten, anstatt sie zum Auswendiglernen zu zwingen. Dazu muss ich aber etwa 2 Unterrichte mit der Mathe verbringen, da sie kaum Ableitungen und Integrale kennen. Sie scheinen es gut zu verstehen, da sie die PC Aufgaben in Olympiaden gut lösen, ich bin stolz auf sie! (Sorry für mein Deutsch)
That's awesome! As a physics tutor in my highschool, this is a really cool way of deriving the kinematics equations! I myself also try to come up with the equations by deriving them, though I mostly do that algebraically, which sometimes isn't a good idea depending on the student. However, this method seems way more intuitive than what I was doing. Great stuff flammy!
It seems easier to record the time required for the object to cover a set of fixed distances than to record the distances covered over a fixed time. My physics teacher set students at 10-meter intervals, each with a stopwatch. Then one student rode a bicycle as fast as he could down the line.
Please proof of lagrange inversion theorem I very excited to learn this
How nostalgic! We used to derive this formula back in high school.
As a mathematics student working towards being a teacher I both really enjoyed the video and appreciated getting an idea of something I could/should do with my future students
I fully agree your approach to encourage students to think and to solve problems, even it might mean a tough thinking time for them. I think that such problem solving skills, i.e. to summarize and to generalize from a given situation, can be mastered only after numerous trials and practice.
i hope you can solve this problem:
given two spools, one spool full of tape, the other empty, making the empty spool the driver with constant angular velocity,
find: the length of recording tape to record 1 hour of play time,
assume the tape leaves the driven spool at A, and enters the driving spool at B, find the instantaneous velocity at any time t
find the instantaneous angular velocity, and angular acceleration of the driven spool at any time t,
derive the angle of A and B relative to the centers of the spool at any time t
This is the exact moment when Flammablemaths becomes flamenberg
Wish I'd learn the kinematics equations like such, would have helped me so much. This is awesome, thank you for this video!
For a math for physics video, I would love Papa to show how to find gravitational Lagrange points, like the ones between the Earth and the Sun.
Beautiful!
Could you maybe do a video on the formule of kinetic energy, newton second law and work. I would like to see how to derive them. Circular motion would also be fun
Cool vid!
my god, you are a genius
Nice project for students.
Why dont you do the full advent calendar jingle? I miss the "uh hee yuh" part after the "OYAAAAA" part lmao
Niceee
Thanks for reading my comment
yeye
asnwer=1 os isit
the t shirt has to go. g is 7 pi, since g is 22 mph Hz, and duh, pi is 22/7.
day 4 of asking where the blackboards are from