Recent content by Sudarshan_Hebbar

I believe there is a significant gap in the availability of resources that emphasize the underlying logic of abstract mathematical concepts. While tools such as Desmos and GeoGebra are valuable for graphical visualization, they often fall short in fostering a deeper, intuitive understanding...

Mainly, The differential equation. I imagine that it Is describing the process of a small volume change in an adiabatic system and how the pressure is changing in accordance with 1. the increase in internal energy due to work done by the gas. 2. The change in Volume. How can I connect these...

How to understand this derivation in a very intuitive way?

Well, The idea at least was that since both velocity and Acceleration are defined with the help of displacement and displacement is visual quantity. It should be possible to define Velocity and Acceleration in a Visual way.

@TensorCalculus I think you make a fair point. I might be wrong or I might be biased. So, I would like to invite you to try analysing a derivation with me. Then, If you get something out of it you may conclude that it makes sense. If not it doesn’t make sense. Does that sound fair?

Okay, Maybe you are right. Maybe not all steps have Physical meaning or some kind of logical meaning. But, Unless we analyse each and every step how do we know which steps have a Physical meaning and which don’t. If you are interested, Maybe we can decipher this derivation together.

This one

When I look at this derivation, I notice that some steps are purely mathematical manipulations without any clear physical meaning. But does it have to be that way? Wouldn’t it be valuable to explore those steps more deeply to gain a better understanding of the underlying process? I do agree that...

Well, I believe my words were taken out of context. I am not a native English speaker, So maybe the choice of words came out wrong. I sincerely apologise for that. My intent was not to blame teachers or students. By “forcing” I meant circumstances. I was just expressing my opinion that some...

Yes, @jedishrfu, I faced the same issue. Concepts like length contraction and time dilation didn’t make intuitive sense to me at first. So I spent a lot of time reflecting on them, watching videos, and studying the Michelson-Morley experiment. Through this, I began to form my own understanding...

Thank you all for the feedback — I truly appreciate it. I'm currently working through a derivation to understand the adiabatic condition, and while I have no doubts about the mathematical steps, I would be very grateful if someone could help me with the physical interpretation of each step in...

I acknowledge that the video may have several errors, and the explanation might not be very strong. However, the core idea I want to communicate is that every physical quantity can be visualized through its underlying fundamental quantity. This process of visualization can serve as a powerful...

Actually, I’d look at it a bit differently. If you consider the units of velocity(m/s) and acceleration(m/s^2) , they’re already defined in terms of displacement. However, we often overlook the importance of visualizing them that way each time we encounter these terms. We tend to treat them as...

My aim is to apply this process to every single equation, every single derivation and every single problem to high school physics to make the most in-depth course for Students. I am planning to do this full time And I would need help to do that. Please suggest your opinions on how I should...

Thank you all for the insightful responses. I'd like to explore whether there’s a structured methodology that can help students better understand concepts and more effectively connect mathematics with physics. I follow a 2-step process to achieve this: Step 1: Develop a visual definition for...