Not sure if this a math or physics problem.

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Homework Help Overview

The discussion revolves around the methods of solving simultaneous equations in the context of physics and mathematics, particularly focusing on the electric force problem presented in a textbook. Participants explore the differences between dividing equations and using substitution methods.

Discussion Character

  • Conceptual clarification, Mathematical reasoning, Problem interpretation

Approaches and Questions Raised

  • Participants discuss the technique of dividing simultaneous equations and question its validity and intuition compared to substitution methods. There is an exploration of how this method applies to both physics problems and linear algebra equations.

Discussion Status

The discussion is active, with participants sharing their thoughts on the effectiveness of dividing equations versus substitution. Some express discomfort with the division method, while others argue for its simplicity and efficiency. There is no explicit consensus on the preference for one method over the other.

Contextual Notes

Participants mention the context of linear equations and the rules of algebra that allow for division of equations, raising questions about the intuition behind these methods. There is a reference to historical mathematical principles, indicating a broader context for the discussion.

flyingpig
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Homework Statement



My textbook does this A LOT. They divide simultaneous equations to solve. I am taking Linear Algebra right now and such a technique does not exist, then again, all of my equations are linear

Ex. [PLAIN]http://img819.imageshack.us/img819/5299/73710971.png

Find the electric force

My book does it like this

Fx = (1) [tex]Tsin(\theta) = F_{e}[/tex]
Fy = (2) [tex]Tcos(\theta) = mg[/tex]

Divide (1) by (2) = [tex]tan(\theta) = \frac{F_{e}}{mg}[/tex]

Now I have no problem with this, I mean I can see how the mechanics, but I don't understand HOW and WHY this really works (I know this sound ridiculously hypocritical, but my literacy skills are limited). Why don't they use the old substitution method? I personally have never seen this type of method in any of my math class
 
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Using substitution would give the same thing, as if you take equation 2 and rewrite it as

T=mg/cosθ and sub this into equation 1, what will you get ?

The division is easier to so since you only have one term on each side and since the T's would cancel out if you divide.
 
rock.freak667 said:
Using substitution would give the same thing, as if you take equation 2 and rewrite it as

T=mg/cosθ and sub this into equation 1, what will you get ?

The division is easier to so since you only have one term on each side and since the T's would cancel out if you divide.

Does that work if I have linear equations like (made this on top of my head)

4x + 6y = 3

2x+8y=2
 
flyingpig said:
Does that work if I have linear equations like (made this on top of my head)

4x + 6y = 3

2x+8y=2

4x = -6y + 3

2x = -8y +2
__________ Dividing gives:

2 = (-6y +3)/(-8y+2)

-16y+4 = -6y +3

1 = 10y

y=1/10

What allows you divide one equation by another?

The equation you divide by states that the RHS is equal to the LHS.

So you're dividing both sides of an equation by the same thing, giving an equivalent equation.

What's the problem with that?
 
Doesn't feel natural to me...or just even intuitive. What is this technique called?
 
Nothing ... its simple dividing
 
or even if there is some name, its not at all important.
By dividing you are just skipping a step of rearranging and then substituting!

There no mathematical flaw in that
 
flyingpig said:
Doesn't feel natural to me...or just even intuitive. What is this technique called?

i think it was mentioned over 2,000 years ago in Euclid's Elements …

if A = B and C = D, then A/B = C/D :smile:
 
tiny-tim said:
i think it was mentioned over 2,000 years ago in Euclid's Elements …

if A = B and C = D, then A/B = C/D :smile:

I will travel back in time and force him to prove it to me.
 
  • #10
the portal is at your local library :biggrin:
 

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