So I noticed something about problems. I see the number 2/3 or 3/2 a lot. For example, the height masses lose contact with sphere. Ladder losing contact with wall etc. Or 3/2 for the height above a rolling cue ball to strike for it to stop etc. And I notice the number 2/5 and 5/2 a lot as well. For example, the minimum height to make around the loop de loop.

Is there something more fundamental going on here?

jedishrfu
Mentor
I think this is a result of teachers designing problems with simple exact solutions. This is not unlike the use of 30-60-90 or 45-45-90 triangles in trig or Pythagorean triplets i.e. 3-4-5 right triangles when teaching the Pythagorean theorem.

S.G. Janssens
A.T.
So I noticed something about problems. I see the number 2/3 or 3/2 a lot. For example, the height masses lose contact with sphere. Ladder losing contact with wall etc. Or 3/2 for the height above a rolling cue ball to strike for it to stop etc. And I notice the number 2/5 and 5/2 a lot as well. For example, the minimum height to make around the loop de loop.

Is there something more fundamental going on here?

I have noticed lots of 1/2 popping up recently. There must be a nest somewhere.

HallsofIvy, russ_watters, S.G. Janssens and 1 other person
vanhees71
Gold Member
The worst are factors of powers of ##2 \pi##. They tend to be missing or appear to often in formulae. In this case you can trace it to Fourier as the culprit. LOL.

A.T.
The worst are factors of powers of 2π.
Use τ.

vanhees71
Gold Member
##\tau##?

##\tau##?

phinds
Gold Member
Is there something more fundamental going on here?
Yes, you've fallen into the trap of numerology

russ_watters
Mentor
Yes, you've fallen into the trap of numerology
Have you fallen into the trap of necroposting?

Too easy.