Cosine Law: Query About Equation | Online Physics Course

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    Cosine Law
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Homework Help Overview

The discussion revolves around the cosine law as it applies to finding net forces on objects in a physics context. The original poster questions the transformation of the equation from its squared form to its square root form and seeks clarification on the notation and reasoning behind this change.

Discussion Character

  • Conceptual clarification, Mathematical reasoning

Approaches and Questions Raised

  • Participants explore the notation of the cosine law equation and its transformation, questioning the rationale behind using different forms. There is also discussion about the clarity of presentation in textbooks and the implications of notation on understanding.

Discussion Status

Some participants have provided clarifications regarding the notation and the reasoning behind the equation's presentation. The conversation reflects a mix of understanding and confusion, with participants expressing gratitude for the insights shared.

Contextual Notes

The original poster mentions difficulties in accessing teachers for clarification, indicating a potential constraint in their learning environment.

paolostinz
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My online physics course is using cosine law to find the net forces on objects. My question is to do with the equation, at first it shows it as : c^2=a^2+b^2-2ab cosC.

From there, it changes to: c=[a^2+b^2-2ab cosC]^1/2.

How and why does this work? Why isn't a square root involved in the operation?
 
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The notation ##x^{1/2}## is just another notation for ##\sqrt{x}##. Was that your question?
 
Yes, thank you! I see now, it seemed like I was getting the wrong answer when I was doing the original equation, so I thought something else was at play here.

Is there any reason why one would prefer writing the equation this way? I just don't get why my textbook would switch the equation when trying ton present new information.
 
hi paolostinz! :smile:
paolostinz said:
Is there any reason why one would prefer writing the equation this way? I just don't get why my textbook would switch the equation when trying ton present new information.

you mean, writing c instead of c2 ?

or writing (…)1/2 instead of √(…) ?

we usually want c itself, so the fact that it comes from an equation with c2 is a nuisance

(…)n is the general way of writing powers: there's no really good reason for having a special symbol when n = 1/2, and the bar of √, which should really go over the top of the bracket, is a nuisance when the bracket is long :wink:
 
See, that makes sense, it's the little things like this that confuse me most. I wish I had better access to teachers to clear up these type of hiccups. I'm so grateful for this place, thank you everyone!
 

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