Jim's maths and physics problems
Re: Jim's maths and physics problems
I read that paper, and it focused on how some Kaluza-Klein sort of theory may behave. KK theories divide space-time into 4 "big dimensions" and extra "small" dimensions.
However, I'm concerned here with what happens with n "big" and coequal space dimensions. What happens to orbits of test particles around point sources? What numbers of dimensions allow stable orbits? See if you can find the solution in the nonrelativistic classical limit.
Though if you are masochistic enough to want some extra challenge, you could try the nonrelativistic quantum-mechanical case, using the appropriate version of Schroedinger's equation.
However, I'm concerned here with what happens with n "big" and coequal space dimensions. What happens to orbits of test particles around point sources? What numbers of dimensions allow stable orbits? See if you can find the solution in the nonrelativistic classical limit.
Though if you are masochistic enough to want some extra challenge, you could try the nonrelativistic quantum-mechanical case, using the appropriate version of Schroedinger's equation.
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Re: Jim's maths and physics problems
This thread has been hijacked by the tertiary sector!
Not that I really mind...
However, back to upper secondary level science.
Calculate the mass of CO2 that would be found in a pressurised tank with a capacity of 0.7 m3, at a pressure of 20 atmospheres and a temperature of
20 degrees C
Take the relative molecular mass of CO2 as 44


Not that I really mind...

However, back to upper secondary level science.
Calculate the mass of CO2 that would be found in a pressurised tank with a capacity of 0.7 m3, at a pressure of 20 atmospheres and a temperature of
20 degrees C
Take the relative molecular mass of CO2 as 44
Nurse, where the fuck's my cardigan?
And my gin!
And my gin!
Re: Jim's maths and physics problems
Correct. However, this theory does not constrain the size of the extra dimension like K-K:Ipetrich wrote:I read that paper, and it focused on how some Kaluza-Klein sort of theory may behave. KK theories divide space-time into 4 "big dimensions" and extra "small" dimensions.
As we know, the original version of Kaluza-Klein theory assumes as a postulate that the fifth dimension is compact. However, in the case of the induced-matter theory (IMT) this requirement has been dropped.
So were those authors.Ipetrich wrote:However, I'm concerned here with what happens with n "big" and coequal space dimensions.

In 5-d they follow geodesics (postulate 3)What happens to orbits of test particles around point sources?
; observed within 4-d they deviate because of source masses outside the scope of the brane.We then add a third postulate concerning the motion of particles and light:
The paths corresponding to the motion of free-falling test particles and light rays are
geodesic lines in the 5D fundamental Ricci-flat space M5.
My (intuitive) guess would be all numbers of dimensions up to 3 space + 1 time.Ipetrich wrote:What numbers of dimensions allow stable orbits? See if you can find the solution in the nonrelativistic classical limit.

Though if you are masochistic enough to want some extra challenge, you could try the nonrelativistic quantum-mechanical case, using the appropriate version of Schroedinger's equation.
It's a challenge to get back home in good time on the bike!


What is the tertiary sector, JimC?

P.S. Using the time independent Schrödinger equation gives a family of eigenstate solutions with harmonic Fourier decomposition.
TISE: E Ψ(x) = -ħ2/2m d2Ψ(x)/dx2 + V Ψ(x)
Let the potential vanish and rearrange...
d2 Ψ/dx2 + E 2m/ħ2 Ψ(x) = 0
Let 2mE/ħ2 = -k2 and we have an harmonic oscillator across space.
“This data is not Monte Carlo.”, …, “This collision is not a simulation.” - LHC-b guy, 30th March 2010.
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Re: Jim's maths and physics problems
At least in Australian educational circles, there are 3 sectors in education: Primary school (up to 11 or 12), secondary school (12 to 17 or 18) then a whole array of post-secondary educational institutions such as Universities, Institutes of technology and various training colleges, collectively known as the Tertiary sector...newolder wrote:
What is the tertiary sector, JimC?
My teaching duties (and thus the problems I set here) are generally from upper secondary maths and science, my bread and butter...
But of course I don't really mind the invasion of the hyper nerds!

Nurse, where the fuck's my cardigan?
And my gin!
And my gin!
Re: Jim's maths and physics problems
Here's the rest of the solution of my dimensionality-of-space-time problem:
Here's a somewhat easier problem that is related to it. Imagine a Universe with more than one time dimension. Will there then be a well-defined direction of time?
Hint: consider the possible space-time trajectories of an object: x = x(T), t = t(T), where T is the object's internal or proper time, and x and t are the space and time dimensions. The object's velocity through space-time satisfies the condition
(sum of time dimensions) (dt/dT)2 - (sum of space dimensions) (dx/dT)2 = 1.
Trigger Warning!!!1! :
Hint: consider the possible space-time trajectories of an object: x = x(T), t = t(T), where T is the object's internal or proper time, and x and t are the space and time dimensions. The object's velocity through space-time satisfies the condition
(sum of time dimensions) (dt/dT)2 - (sum of space dimensions) (dx/dT)2 = 1.
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Re: Jim's maths and physics problems
Objection : I posted my thread and invited correction. It didn't come. In fact, in the end I had to announce that I'd seen at least one flaw in my own argument, that's still an admission in my book. And still nobody else has seen it to date.Twiglet wrote:Quite so, thanks col.
Farsight and mistermack - please take note - this is what an admission of a mistake looks like.
I stand corrected. I got the maths a bit wrong.
Oddly, I don't feel stupider or diminished for admitting it
You point it out, I'll admit any mistake and say thanks. Why wouldn't I? If you point out a mistake, you've increased my knowledge and understanding.
But don't just give me '' it's wrong somewhere '', any child could say that.
.
While there is a market for shit, there will be assholes to supply it.
Re: Jim's maths and physics problems
I'll use the ideal gas law:JimC wrote:Calculate the mass of CO2 that would be found in a pressurised tank with a capacity of 0.7 m3, at a pressure of 20 atmospheres and a temperature of
20 degrees C
Take the relative molecular mass of CO2 as 44
P = (den*R*T)/m
finding
den = (P*m)/(R*T)
Also,
mass = den*volume
Pressure (P) = 20 atm = 2.026*106 pascal
Gas constant (R) = 8.3145 J/mol/K
Temperature (T) = 20 C = 293.15 K
Mol Wt (m) = 44 g = 0.044 kg
Density (den) = 39.3 kg/m3
Volume = 0.7 m3
Mass = 27.5 kg
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Re: Jim's maths and physics problems
Using a similar approach (the ideal gas law, which I take as PV = nRT, where R = 8.31), and P as 2.026 x 106, I get:
n = 582.46 moles, which I then multiply by 0.044 to get 25.63 kg
Very close to your answer, but too different for small rounding errors etc...
Someone else needs to do it, then we can apply the "3 computers" rule!
By the way, lpetrich, can I recommend that you add some lines between lines when you use super or subscript - it tends to produce more ledgible posts...
n = 582.46 moles, which I then multiply by 0.044 to get 25.63 kg
Very close to your answer, but too different for small rounding errors etc...

Someone else needs to do it, then we can apply the "3 computers" rule!

By the way, lpetrich, can I recommend that you add some lines between lines when you use super or subscript - it tends to produce more ledgible posts...
Nurse, where the fuck's my cardigan?
And my gin!
And my gin!
Re: Jim's maths and physics problems
I discovered a typo in one of the numbers in my solution expression, and when I corrected it, I found:
Density = 36.6 kg/m3
Mass = 25.6 kg
Density = 36.6 kg/m3
Mass = 25.6 kg
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Re: Jim's maths and physics problems
lpetrich wrote:I discovered a typo in one of the numbers in my solution expression, and when I corrected it, I found:
Density = 36.6 kg/m3
Mass = 25.6 kg

My next problem will not be difficult in abstract, but fiendishly complex... :twisted:
It will involve some circuit elements in parallel, some heating certain materials, others melting ice, and still others being electric motors of a given efficiency raising masses to given heights, with the final answer being to calculate the overall resistance and current...

Nurse, where the fuck's my cardigan?
And my gin!
And my gin!
Re: Jim's maths and physics problems
Here's the solution to the time-dimensionality problem:
Trigger Warning!!!1! :
Re: Jim's maths and physics problems
Now for a simpler one.
Let's say that you want to make table salt from concentrated sodium hydroxide and hydrochloric acid. Let's say that you are starting out with 1 liter of 1 mole/liter (M) solution of each, and that both of them completely dissociate. The pH will to be 7, since it's - log10([H+]), since the solution is neutral ([H+] = [OH-]), and since the concentration equlibrium with water is - log10([H+]) - log10([OH-]) = 14. Both [H+] and [OH-], these ions' concentrations, are in M.
What happens to the pH if you put in 1% too much hydrochloric acid? 1% too much sodium hydroxide? 1% too little of either?
Let us ignore complications like Activity (chemistry) - Wikipedia.
Let's say that you want to make table salt from concentrated sodium hydroxide and hydrochloric acid. Let's say that you are starting out with 1 liter of 1 mole/liter (M) solution of each, and that both of them completely dissociate. The pH will to be 7, since it's - log10([H+]), since the solution is neutral ([H+] = [OH-]), and since the concentration equlibrium with water is - log10([H+]) - log10([OH-]) = 14. Both [H+] and [OH-], these ions' concentrations, are in M.
What happens to the pH if you put in 1% too much hydrochloric acid? 1% too much sodium hydroxide? 1% too little of either?
Let us ignore complications like Activity (chemistry) - Wikipedia.
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Re: Jim's maths and physics problems
That is a good one, certainly in the realms of upper secondary chemistry. I'm going to wait for Monday, where I can check something in my chem textbook, which is at school - I'm a little rusty on equilibrium problems...lpetrich wrote:Now for a simpler one.
Let's say that you want to make table salt from concentrated sodium hydroxide and hydrochloric acid. Let's say that you are starting out with 1 liter of 1 mole/liter (M) solution of each, and that both of them completely dissociate. The pH will to be 7, since it's - log10([H+]), since the solution is neutral ([H+] = [OH-]), and since the concentration equlibrium with water is - log10([H+]) - log10([OH-]) = 14. Both [H+] and [OH-], these ions' concentrations, are in M.
What happens to the pH if you put in 1% too much hydrochloric acid? 1% too much sodium hydroxide? 1% too little of either?
Let us ignore complications like Activity (chemistry) - Wikipedia.

I always get my advanced science Year 10s to do at least a couple of acid/base titrations every year - nothing like hands-on chemistry with a need to be precise and accurate...
Still working on my electricity/heat capacity problem, but it will come...
Nurse, where the fuck's my cardigan?
And my gin!
And my gin!
Re: Jim's maths and physics problems
The solution:
An excess of 1% of hydrochloric acid means 1.01 moles [H] and 1.00 moles of [OH] in 2.01 liters of water. This yields [H] - [OH] = 0.01 moles. The combined quantity of water is 2 liters. Repeating this for the other scenarios gives
HCl excess: [H] - [OH] = 0.005 M
NaOH excess: [H] - [OH] = - 0.005 M
HCl deficiency: [H] - [OH] = - 0.005 M
NaOH deficiency: [H] - [OH] = 0.005 M
Let us now translate this into pH. For that, we need the equilibrium equation:
[H]*[OH] = Keq2
where Keq is about 10-7 M.
For [H] - [OH] = X, the solutions are:
[H] = (X/2) + sqrt(Keq2 + (X/2)2)
[OH] = - (X/2) + sqrt(Keq2 + (X/2)2)
For |X| >> Keq, one ion or the other dominating, we have these approximations:
X >> Keq:
[H] = X
[OH] = Keq2/X
X << - Keq:
[H] = Keq2/(-X)
[OH] = (-X)
So the pH values become:
HCl excess: 2.3
NaOH excess: 11.7
HCl deficiency: 11.7
NaOH deficiency: 2.3
An excess of 1% of hydrochloric acid means 1.01 moles [H] and 1.00 moles of [OH] in 2.01 liters of water. This yields [H] - [OH] = 0.01 moles. The combined quantity of water is 2 liters. Repeating this for the other scenarios gives
HCl excess: [H] - [OH] = 0.005 M
NaOH excess: [H] - [OH] = - 0.005 M
HCl deficiency: [H] - [OH] = - 0.005 M
NaOH deficiency: [H] - [OH] = 0.005 M
Let us now translate this into pH. For that, we need the equilibrium equation:
[H]*[OH] = Keq2
where Keq is about 10-7 M.
For [H] - [OH] = X, the solutions are:
[H] = (X/2) + sqrt(Keq2 + (X/2)2)
[OH] = - (X/2) + sqrt(Keq2 + (X/2)2)
For |X| >> Keq, one ion or the other dominating, we have these approximations:
X >> Keq:
[H] = X
[OH] = Keq2/X
X << - Keq:
[H] = Keq2/(-X)
[OH] = (-X)
So the pH values become:
HCl excess: 2.3
NaOH excess: 11.7
HCl deficiency: 11.7
NaOH deficiency: 2.3
Re: Jim's maths and physics problems
Another one:
How many grams of oxygen is necessary for burning each gram of these fuels to completion? That is, producing CO2 and H2O.
Hydrogen: H2
Methane: CH4
Long-chain hydrocarbons: effectively (CH2)n - treat as CH2
Carbon: C
Atomic weights:
H: 1 - 1.0079
C: 12 - 12.011
O: 16 - 15.999
Gasoline, kerosene, diesel fuel, fuel oil, etc. are all long-chain hydrocarbons.
How many grams of oxygen is necessary for burning each gram of these fuels to completion? That is, producing CO2 and H2O.
Hydrogen: H2
Methane: CH4
Long-chain hydrocarbons: effectively (CH2)n - treat as CH2
Carbon: C
Atomic weights:
H: 1 - 1.0079
C: 12 - 12.011
O: 16 - 15.999
Gasoline, kerosene, diesel fuel, fuel oil, etc. are all long-chain hydrocarbons.
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