Hi I'm Andrew. I make physics videos, and I'm a gradstudent at NMSU doing research in theoretical nuclear physics. Wouldn't it be so weird if you subscribed haha.
For possible collabs/business inquiries, click the link below. For all other emails, please direct them towards smartpeopleask@gmail.com. I am no longer online tutoring.
Great teaching as this is very logical. As a former physics teacher for senior high school (pre-university), the steps he discussed is exactly how I also taught my students the right thought process when analyzing a physics problem.
Re the Christoffel symbols related to a curvilinear csys, the superscript on Gamma stands for the components of the displacement vector, whose displacement is a comparison of the original vector (prior to transport) to the vector's new position (after transport). Are these components wrt the A) curvilinear csys or B) wrt to an orthographic csys? I ask because its an easy task to find the components of a vector on an orthographic csys since there are many tick marks. But on most graphic representations of curvilinear csyss, it's just four curves (not broken down into smaller units such that one could measure the change in the displacement vect wrt to said curvilinear csys. To me, that means that the breakdown of a displacement vector must be graphically calculated using an orthograhic cys superimposede under the curvilinear one. Are these components wrt the A) curvilinear csys or B) wrt to an orthographic csys?
It would be good to hear a student ask a question that reveals how poorly and / or ineffectively he / she has studied something. While I was a TA in statistics in a psychology department, one question that was asked many times was, in so many words, "Withe this particular statistical test ( of the hypothesis of difference ) , if we reject null at the 0.01 level, then do we also reject it a the 0.05 level?" I hope that everyone who has studied statistics understands the fact that it isimpossible to reject null at 0.01 level if it is not even possible at the 0.05 level!!
I was a senior in high school watching this video, understood nothing. Now that I’m going into my second year of my PhD, I can relate and attest to everything in this video LMAO.
i remember studying A level physics (physics qualification before undergrad in uk) years ago and clicking on this video thinking it will be like moment=force*distance rofl.
Whenever I'm really desperate to drive a part of the equation somehow magically this channel have a video about it so thank you i wish your thesis going well.
When you're in high school but you understand half the memes, yet no one acknowledges the fact that you know more physics than them: YOU KNOW HOW MUCH I SACRIFICED???
@@AndrewDotsonvideos Wooaaahhh, was not expecting a reply ahaha, I feel special 🤩 I have got a job lined up as a test engineer at a semiconductor company (came to my senses at the last minute and did not go the PhD route thank god). Thanks for all the videos, you’ve inspired more people than you know :))))
Why is there a negative sign in the continuity equation, shouldn't it be with a + sign? If se then how could i explain it in the covariant derivative language?
A shortcoming of Griffith's E&M, if you can call it that, is the clever construction of the problems. Literally all of them can be solved without putting down the book and taking pencil to paper. This is also a very good confidence builder.
I'm trying to understand the essence of what humans refer to as time. I feel like a blind man trying to describe colors. I love how you demonstrated time dilation using the Pothagorean theorem. You did such a good job even a math novice got the idea. I will be practicing this on my own now. Anyway , I'm trying to understand the connection between centrifugal forces lets say on two spacecraft tethered together moving a high speed . After they turned off their engines they developed a potential energy moving them to the outside wall of the spacecraft. The Potential energy put into the two spinning spaceships is stored in the tether. Potential energy is being expressed on the people inside in the form of gravity. Newtons laws apply here unless acted upon by some outside force these two spaceships will continue to rotate around the central tether forever. I see a conflict because if it is a force acting on the people inside and no further acceleration is needed to maintain that force how can it be a Force. My conclusion is it is time dilation and not a force! What math might I use to explore this?
