Got to hang out with Story at Edwards AFB while I was a Flight Test Boom Operator. I watched this as a kid then got to hang with him a few hours. It was surreal. Hes a cool dude.
Impressive orator and physics demonstrator. JSM was my first science teacher through his Australian ABC “Why is it so?” programs in the 60’s. Leaning from him well before highschool about light, heat, mechanics and a love for science and the beauty of mathematics to describe Nature. “Always with a capital N” as he was want to say.
I watched his programs on PBS from like 10 years old. I learned so much. He's an institution for me along with Fred Rogers, Bob Ross, Mr Wizard and Marty Stouffer. Thank you gentlemen. Sincerely.
I have in my collection all of the originals of his work as well as many that never aired. The producer of the videos made me promise that I would never post them to RU-vid for as long as she lived. I will keep that promise until I read her obituary.
Let’s take what you already know to help you learn what you do not know. For example, you know that 0.5 = ½ and you know that 0.25 = ¼ What happens when you do not know the denominator in such equations as this? For example, 0.5 = 1/?. How can you manipulate 0.5 = 1/? to learn what the ? is? How do you get the ? on one side of the equation by itself? If you multiply both sides by ? then you have (?)0.5 = 1/?(?) and this simplifies to ?(0.5) = 1 Then you can divide both sides by 0.5 to give you ? = 1/0.5 and this simplifies to 2. In this case ? = 2. That’s a great deal of work but you proved to yourself that this is how you deal with an equation with an unknown in the denominator. In short, all you did was swap the number 0.5 with the ?. For example, 0.5 = ½ became 2 = 1/0.5. So let’s take a look at your original question. You asked, “Ok I get her sin of 50 degrees. .7660=1/ but how did he get 1.3054?” 0.7660 = 1/? becomes ? = 1/0.7660. Now it is just a long division issue. 1/0.7660 = 1.3054 correct to four decimal places. I promise you when it matters, I double check myself against what I know to help me get the right answer. That is, when I am dealing with critical numbers, I will make a notation on the side of the paper of 0.5 = ½ to look at how I would manipulate the numbers to get the right answer. Now that you know the secret, the following equations will be easy for you. 0.954834 = 7.2 / ? Find the unknown value. 99.4363 = .00005 / ? Find the unknown value. If you still need help, you can write directly to me at allenmorris@yahoo.com
I am unaware of a specific name for this object. I make a physical one to help students understand different views of an object in a drafting class. Then I was playing with some CADD software and some Video Editing software and I make the video. Thanks for asking.
Wow… 6 hours, 59 minutes worth every second of listening to!! As someone dedicated to bringing innovative solutions at scale to the world of agriculture, farming and food processing, I am constantly dealing with the ignorance and closed minded short term thinking and misplaced views of the powerful bankers and potential investors in the richer Level 4 countries. Yet ironically the leadership AND people of the poorer countries in areas like Africa and Asia are prepared to embrace, do the hard yards, put in the sweat needed, and show the way, with these new innovative technologies and solutions IF GIVEN THE FUNDS, SUPPORT, BELIEF, AND OPPORTUNITIES TO DO SO!! Such innovative technologies can dramatically and quickly help the estimated 200 million level 1 farmers living in poverty. It can improve their soil and grow higher yielding crops to meaningfully and sustainably increase their income, and that can powerfully move them to level 2 and beyond. In achieving this for level 1 farmers, the potential benefit across all other levels and countries should provide genuine cause for hope. The Possibilism is obvious, BUT THE URGENCY TO EMBRACE THIS STEP-CHANGE INNOVATION AND PROVIDE THE OPPORTUNITY TO IMPROVE IS STILL SO LACKING FROM THOSE WHO HAVE THE FUNDS AND COULD HELP!! These wealthy powerful players can make such a difference if willing and listening, but do not seem to understand (or worse still truly care) how much good they can do by allocating even a small part of their funds to innovation like this. So what if it is less proven and higher risk than their traditional investments? Why not demonstrate some real courage and invest even 1% to 5% of their portfolio to these more innovative new technologies that can make step-change differences in farming yields, farming income and jobs. Can make step-change reductions in waste and carbon emissions. Can make step-change differences in increasing levels of more healthy food production. Can make step-change improvements in farmer and processor returns to allow for continuous reinvestment and sustainable growth that snowballs over time in breathtaking ways for farmers, communities, corporations, and countries!! I know there are investors out there with the proven courage and conviction to invest in step-change innovation, but boy they are hard to find!!! Would love to hear from anyone about investors that have this proven courage and conviction!! … and again many thanks for the 6 hours, 59 minutes, and 42 seconds of pure insight that have refuelled my Possibilism 👏👏
Very thorough explanation, just maybe a bit too stretched in time for me. It makes calculating missing angles appear really difficult, for me at least, since it's taking so long in the video to finally answer the question on how to calculate an angle if 2 sides are known.
This video came at the request of several who had watched my video on Sin, Cos, and Tan. They said, "I get it, but still do not know when to use which one." I will dig up the link to the video that just goes over how to use the functions and does not really cover when to use which one.
I believe i found Julius in 2019 or early 2020 - I understood the concepts very well and eagerly devoured his videos. thank you for helping to keep his teachings available. Matthew Bryant is another channel here who shares Julius' videos. Very grateful to you both as I lost all of his vids when they deleted his channel.
You are most welcome. Thank you for letting me know. Yes, Donna Madsen is very protective of her work making the short videos. She gave copies to me but made me promise that I would not post them to the internet. The Air Force academy did not make such a request.
The short answer is Algebra. Here is a model that will be easier to understand when you do not know the denominator but you know the other two numbers. 0.5=1/2. Now ask yourself, if you didn't know the 2, (0.5=1/?), what can you do to use the other two numbers to get the number 2? 1/0.5 = 2. So in this case, 1/0.7660 = 1.3054. use what you know to help you find what you don't know. Did I answer your question?
I am unaware of the name of the shape. It is just one that I made 40+ years ago to help students understand 2D views vs 3D views. I made the first few ones from wood and then later 3D printed them. Students loved to play with the models and flashlights. This gave me the idea to make this little movie. Thanks for asking.
@@FromNewToKnew There is a cartoon series called "Rick and Morty" it's loosely modeled after Doc and Marty of the "Back to the Future" series of movies. The character Rick, was designed I believe, in form and some elements of personality and certainly in appearance. Watch the series or at least some of it and I think it will be abundantly clear. This is "Adult Swim" so it's not fully intended for children but certainly intended for childish adults ;)
