How does calculus relate to dimensions?

  • Context: High School 
  • Thread starter Thread starter paulo84
  • Start date Start date
  • Tags Tags
    Calculus Dimensions
Click For Summary

Discussion Overview

The discussion revolves around the relationship between calculus, dimensions, and the visualization of mathematical concepts such as time squared and velocity squared, particularly in the context of physics. Participants explore how these concepts relate to acceleration, energy, and the mathematical operations involved, including the dot product and the implications of vectors and scalars.

Discussion Character

  • Exploratory
  • Technical explanation
  • Conceptual clarification
  • Debate/contested
  • Mathematical reasoning

Main Points Raised

  • Some participants express confusion about visualizing time squared and velocity squared, suggesting a possible connection to matrices.
  • One participant suggests thinking of acceleration as meters per second per second rather than meters per second squared for easier understanding.
  • Another participant argues that visualizing the velocity squared term in the kinetic energy equation is not feasible, emphasizing the importance of understanding the derivation of equations instead.
  • There is a discussion about the meaning of squaring a number, with some participants asserting that it does not necessarily refer to a geometric shape.
  • One participant explains that the square of velocity can be understood through the dot product, relating it to the components of velocity in three dimensions.
  • Another participant questions whether the number obtained from squaring is known because of its geometric interpretation.
  • There is a debate about the importance of mathematical visualization in physics, with some arguing it is not crucial while others counter that it is significant in physics literature.
  • Some participants discuss the components of velocity, including speed and direction, and how this relates to dimensionality and potential representation as a matrix.
  • One participant reflects on their personal challenges with grasping physics concepts, suggesting a need for a three-dimensional perspective to better understand the material.

Areas of Agreement / Disagreement

Participants express a range of views on the visualization of mathematical concepts in physics, with no clear consensus on the importance or feasibility of such visualizations. There are competing perspectives on the interpretation of squared terms and their geometric implications.

Contextual Notes

Some discussions involve assumptions about the understanding of vectors and scalars, as well as the mathematical operations that relate them. The conversation also touches on the complexity of visualizing physical concepts in a mathematical context, which remains unresolved.

  • #31
paulo84 said:
Can you tell me why 'definitely not'?
It's just that you're thinking of units the wrong way. Honestly I would look at unit conversion lessons online usually in chemistry courses. Units don't need any sort of dimension attached to them.
 
Physics news on Phys.org
  • #32
Jayalk97 said:
It's just that you're thinking of units the wrong way. Honestly I would look at unit conversion lessons online usually in chemistry courses. Units don't need any sort of dimension attached to them.
It is conceivable that @paulo84 is not aware of the distinction between "dimension" as in dimensional analysis and "dimension" as the number of items required in a basis for a vector space.
 
  • #33
I feel like you were taught or taught yourself certain things out of order @paulo84 . I would take a book out and linear algebra and read through it. It's very straightforward and interesting and it should also give you some clarification on how matrices work and, if it's a good textbook, how they are used in practice.
 
  • #34
paulo84 said:
Can you tell me why 'definitely not'?
I know that you claim to have trouble distinguishing clocks and rulers, but one of the defining things about rulers is that you can orient up to three of them orthogonal to each other and measure distances in orthogonal directions. There are not two orthogonal directions of time that you can measure with clocks.
 
Last edited:
  • #35
Jayalk97 said:
I feel like you were taught or taught yourself certain things out of order
Yes, he is going out of order despite repeated suggestions by multiple people that it will not be an effective approach.
 
  • #36
jbriggs444 said:
It is conceivable that @paulo84 is not aware of the distinction between "dimension" as in dimensional analysis and "dimension" as the number of items required in a basis for a vector space.

Indeed.

Dale said:
I know that you claim to have trouble distinguishing clocks and rulers, but one of the defining things about rulers is that you can orient up to three of them orthogonal to each other and measure distances in orthogonal directions. There are not two orthogonal directions of time that you can measure with clocks.

That makes sense. I am beginning to do more reading, starting with maths before physics.
 
  • #37
jbriggs444 said:
It is conceivable that @paulo84 is not aware of the distinction between "dimension" as in dimensional analysis and "dimension" as the number of items required in a basis for a vector space.

I was thinking about this and hope I understand a little better. One value only defines 0 dimensions - an object in no space and time. 2 values define 1 dimension - an object and a length. 3 values define 2 dimensions - an object, a length, and a direction. You need 4 values to define 3 dimensions.
 
  • #38
paulo84 said:
I was thinking about this and hope I understand a little better. One value only defines 0 dimensions - an object in no space and time. 2 values define 1 dimension - an object and a length. 3 values define 2 dimensions - an object, a length, and a direction. You need 4 values to define 3 dimensions.
One value is one dimension. For instance, position on a narrow road.
Two values is two dimensions. For instance, position on a flat plane.
Three values is three dimensions. For instance, position and altitude.
Four values is four dimensions. For instance, position, altitude and time.

The notion is nailed down in the field of "linear algebra" where one learns a formal definition for vectors, scalars, vector spaces and basis vectors. The dimension of a vector space is the number of vectors that must appear in a basis for that space. Or, equivalently, the number of coordinates required to specify an arbitrary point using that basis.

In the trivial vector space consisting of a single point represented by the zero vector, it takes no coordinates at all to specify the only point there is. The dimension of the space is zero.
 
  • #39
jbriggs444 said:
One value is one dimension. For instance, position on a narrow road.
Two values is two dimensions. For instance, position on a flat plane.
Three values is three dimensions. For instance, position and altitude.
Four values is four dimensions. For instance, position, altitude and time.

The notion is nailed down in the field of "linear algebra" where one learns a formal definition for vectors, scalars, vector spaces and basis vectors. The dimension of a vector space is the number of vectors that must appear in a basis for that space. Or, equivalently, the number of coordinates required to specify an arbitrary point using that basis.

In the trivial vector space consisting of a single point represented by the zero vector, it takes no coordinates at all to specify the only point there is. The dimension of the space is zero.

I have more reading to do.
 
  • #40
  • #41
PetSounds said:
To square a number means to multiply a number by itself. It doesn't always refer to a geometric shape
The term square in this context is used figuratively (the area of a square varies with the length of its side the same as x2 varies with x).
 
  • #42
Unit analysis is important, but the units are not true "dimensions".

Say I have 10 chickens and they lay 10 eggs each day. I can say:
1 chicken = 1 egg/day
I'm getting 10 eggs/day from 10 chickens.

Say I start eating one chicken per day.
My egg yield goes down 1 egg/day EACH DAY.
I see a reduction of 1 egg per day per day ... 1 egg/day^2

You can create equations that the units get weirder and weirder. I could introduce chicken re-population. And predators. At some point I might have units of wolves/egg^3 ... it does not mean that there is a cubic egg thing in the world ... just the units in the equations have that many layers.

The geometric interpretation of the units is not right. The units are truly best treated in the math as "squared" but they are not geometric squares.

EDIT: It is confusing. Sometimes it can be very productive to imagine units as dimensions. If I tell you a pressure is 1 PSI, you can very productively imagine a square with sides 1-inch, and a pound weigh placed on it. If I tell you water has density of 1 g/cm^3, you can productively imagine a 3 dimensional cube with sides of a centimeter, and a scale showing 1 gram.

With acceleration, m/s^2, it is not productive to imagine an area representation of time. We don't think that way. The math works to let us square the time, and get the distance. But I don't think of it as a time-area relationship.
 
Last edited:
  • #43
The OP is no longer with us, so as his question as been answered, I'm closing this thread.
 

Similar threads

  • · Replies 6 ·
Replies
6
Views
988
  • · Replies 3 ·
Replies
3
Views
3K
  • · Replies 5 ·
Replies
5
Views
2K
  • · Replies 1 ·
Replies
1
Views
537
  • · Replies 7 ·
Replies
7
Views
5K
  • · Replies 43 ·
2
Replies
43
Views
9K
  • · Replies 57 ·
2
Replies
57
Views
2K
  • · Replies 42 ·
2
Replies
42
Views
2K
  • · Replies 16 ·
Replies
16
Views
3K
  • · Replies 1 ·
Replies
1
Views
3K