What are your favourite physics/mathematics misconceptions?

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Discussion Overview

The discussion revolves around various misconceptions in physics and mathematics, exploring both historical and contemporary misunderstandings. Participants share their favorite misconceptions, confusions, and humorous anecdotes related to these topics.

Discussion Character

  • Exploratory
  • Debate/contested
  • Conceptual clarification

Main Points Raised

  • Some participants argue that the equation ##\mathbf{F} = m\ddot{\boldsymbol{x}}## does not define force but rather describes a physical system that must be determined experimentally.
  • There is a noted confusion regarding the conventions of spherical coordinates, with some participants highlighting the differences between American and European practices.
  • One participant mentions misconceptions about historical figures in physics, such as the belief that Newton thought the speed of light was infinite and that classical physics was fine until Einstein's contributions.
  • Another participant shares a humorous take on the nature of mathematical definitions and their applicability to the physical world, referencing Feynman's views on definitions and approximations.
  • Some participants express frustration over persistent misconceptions in mathematics, such as the confusion surrounding the concept of ##0^{-1}##.
  • There are references to misconceptions in astronomy, including the historical belief that planets are moving stars and the Earth being at the center of the solar system.

Areas of Agreement / Disagreement

Participants express a variety of perspectives on misconceptions, with no clear consensus on which misconceptions are most significant or how they should be interpreted. Multiple competing views remain throughout the discussion.

Contextual Notes

Some statements reflect personal interpretations and experiences, indicating that the understanding of these misconceptions may vary widely among individuals. The discussion includes references to both historical and contemporary contexts, which may influence the interpretations of the misconceptions presented.

  • #61
Office_Shredder said:
This is madness. The x-y plane is defined by ##r## and ##\theta##, adding a third dimension doesn't change that. If you switch polar coordinates to ##r## and ##\phi## then I have no problem with this convention.
Well, what about the order of evaluation? I learned it a certain way, and have never thought differently about it. But there is certainly more than one way to skin a cat.
 
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  • #62
As a high school teacher you get to hear loads of these. (Although I teach Physics to the 16-18 yr olds I'm also sometimes required to teach general science lower down the school)

Random question from Y8 (prob G7 to many of you) at the end of a lesson on the heart and circulation: "What's the second fastest thing in the world miss after light?". While I'm pondering what to say, another one pipes up: "Miss I've heard that there are things that go faster than light, they're called quarks and they're the smallest thing you can see in a microscope". And while I'm wondering which misconception to correct first, he goes on ..."and I heard that the male testicles can squeeze the quarks and shoot them really fast so they go so many times around the body".

I went home to drink wine.
 
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  • #63
valenumr said:
Well, what about the order of evaluation?
I prefer whichever way makes the solution easier. Mind that you do have to do it correctly. But you really ought to be comfortable with multiple ways so you can choose the best.
 
  • #64
@rsk looks like your kids were trolling you.

Also it looks like you lived through that popular American jack-in-the-box burger commercial where the son asks a profound question to his dad and as the father is partway through the answer the kid switches topics asks another completely different profound question.
 
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  • #65
Another one from me. You'll think I'm making it up, but I blame the IPC.

These ones were Grade 6 in a small private international school (Y7 in UK) - but I suspect that some of them were a bit younger than they should have been. Anyway, we were talking about types of energy. We get energy from food, that's chemical energy. What kind of energy do we turn it into? Movement energy. One little girl pipes up: But miss, what about skeletons?
Holy crap. I can't even remember what I said to that (she wasn't joking) but it didn't end there. Later another one said:"Miss you know sometimes when someone dies and they put them in their tomb or whatever and they come back to life again? How does that happen?"

I repeat. I blame the IPC.
 
  • #66
rsk said:
"Miss you know sometimes when someone dies and they put them in their tomb or whatever and they come back to life again? How does that happen?"
This only happens to famous skeletons, and only if someone who is alive starts it!
Newton would rotate in his grave.
 
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  • #67
rsk said:
I repeat. I blame the IPC.
Sorry, what's that? (maybe the first one on the list below?)

https://acronyms.thefreedictionary.com/IPC
1638546466492.png
 
  • #69
Plumbing code might have served them better.

It's the International Primary Curriculum. I'm not sure whether it's really to blame or whether it's just coincidence, but the schools (most international schools are 3-18 all through) I've worked at where it's been implemented have invariably been those which describe their eduation as 'innovative' and who are bigger on gimmicks than on substance.

The kids arriving in secondary from those systems have been noticeably less well prepared, both in terms of knowledge and in terms of thinking/reasoning skills. They can make a mean video on an ipad though and always with that same background music.

We are spared some of that nonsense in secondary because of the need for qualifications to access university places, yet still I've known more than one HT who spoke about ditching formal qualifications in favour of the more 'innovative' approach they claimed worked so well in primary. Those HTs just happened to be HTs in the two schools I mention where these shocking misconceptions arose and where the IPC was the system in primary.
 
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  • #70
Back at the main subject: For a long time (before I thought about it ) I was worried that shaking a bottle of soda or home-brew would raise the pressure and cause it to explode. Simple physics but it absent thought it seems reasonable....
 
  • #71
As a kid, I thought we could get rid of our nuclear waste by shooting it into the sun only using the sun's gravity. Now I know, that this plan has a little momentum problem. But on the other hand, I have a new idea: why not use the waste for generating electric energy for a small magnetic field so that the radiation can be turned into an ion thruster?
 
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  • #72
Better yet - if you have a Kerr black hole handy...

1638582177134.png


1638582192299.png


Source: MTW.
 
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  • #73
fresh_42 said:
As a kid, I thought we could get rid of our nuclear waste by shooting it into the sun only using the sun's gravity. Now I know, that this plan has a little momentum problem. But on the other hand, I have a new idea: why not use the waste for generating electric energy for a small magnetic field so that the radiation can be turned into an ion thruster?
I actually saw a presentation about launching waste into orbit in the late nineties. If memory serves, putting the stuff in an orbit inside of Venus is “reasonable.” The big problem is Earth’s gravity well. Large amounts in a single launch has safety problems in case things go wrong. The proposal I saw proposed launching small volumes to get around this. Another issues is getting the material to a launch site. A lot of the waste is a sludge in decaying barrels. The total amount is extremely large in the context of moving or “processing” it for launch.
 
  • #74
fresh_42 said:
This only happens to famous skeletons, and only if someone who is alive starts it!
Newton would rotate in his grave.
What kind of angular momentum would he have?
 
  • #75
jedishrfu said:
What kind of angular momentum would he have?
About 2 Nms.
 
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