Why Do Fractions Like 2/3 and 3/2 Frequently Appear in Physics Problems?

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Discussion Overview

The discussion explores the frequent appearance of specific fractions, such as 2/3, 3/2, 2/5, and 5/2, in physics problems. Participants consider whether there is a fundamental reason behind this phenomenon, examining examples from various physics contexts, including motion and geometry.

Discussion Character

  • Exploratory
  • Conceptual clarification
  • Debate/contested

Main Points Raised

  • Some participants observe that fractions like 2/3 and 3/2 frequently appear in problems related to physical scenarios, suggesting a potential underlying principle.
  • One participant proposes that the prevalence of these fractions may stem from educators designing problems with simple, exact solutions, similar to the use of specific triangles in trigonometry.
  • Another participant mentions that rational coefficients often arise in moment of inertia calculations for simple shapes.
  • There are mentions of the frequent occurrence of 1/2 and factors of powers of 2π in formulas, with one participant humorously attributing this to Fourier analysis.
  • Some participants question whether the focus on these fractions leads to a form of numerology, suggesting a skeptical view of the significance attributed to them.

Areas of Agreement / Disagreement

Participants express a range of views, with no consensus on whether there is a fundamental reason for the appearance of these fractions. Some propose educational design as a factor, while others suggest a more skeptical interpretation.

Contextual Notes

Participants do not resolve the question of whether there is a deeper significance to the fractions mentioned, leaving the discussion open-ended.

FallenApple
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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?
 
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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.
 
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FallenApple said:
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.
 
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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.
 
vanhees71 said:
The worst are factors of powers of 2π.
Use τ.
 
vanhees71 said:
##\tau##?
 
FallenApple said:
Is there something more fundamental going on here?
Yes, you've fallen into the trap of numerology :smile:
 
  • #10
phinds said:
Yes, you've fallen into the trap of numerology :smile:
Have you fallen into the trap of necroposting?

Too easy.

Thread locked.
 
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