The Science of Life Lecture Series

Graphs are an important part of Algebra since they allow us to visualize information from the equations of Algebra.  After all, we deal better with the visual than the equation.  When we have an equation of two variables, we can see how they relate to one another more readily in a graph than in an equation. The course of Algebra focuses on the concept of functions (which will be defined in Section 2; because yes, functions are different than equations).  Most of the graphs considered here are what is called linear equations, equations which produce lines.  This chapter has the purpose of not only teaching the basics of graphing functions, but also using them for problem solving. Section 1: Graphs Section 2: Functions Section 3: Linear Functions: Graphs and Models Section 4: Other Equations of Line Section 5: Other Equations of Lines Section 6: The Algebra of Functions That's the end of this section.  If you have any questions, please leave ...

This is a natural continuation of Chapter 1 Section 2 .  When we make models, we need to make sure that, when we run the numbers, the dimensions of the solution naturally make sense.  The word "dimension" in physics means something more general than the definition we are used to here in every day life.  We typically think of dimensions as length, width, and height; we do live in a three dimensional world, after all.  The word dimension in science means the units that we are working with.  This could be Distance (like length of a box), or is could be time (duration of a trip), or it could be mass (I weigh 15 stone).  The dimensions of density are kilograms per cubic meter (kg/m 3 ). When these dimensions are used in mathematical equations, they are treated as if they are variables we've seen in Algebra ; they can be canceled and squared like any other value in mathematics.  For example, if we have a room that is 20ft.×30ft.×15ft, then we multiply...

This material comes from Chapter 1 Section 2 of the Newtonian Physics Lecture Series. If we cannot interact with matter directly, or if we want to make a prediction of a system before we build the system to test it, we draw up a model of the system related to the phenomenon in question.  Chemistry is a good example of this.  We cannot observe the molecules directly with our eyes, so we model the reaction with the known laws of physics and chemistry. Using these models, we predict the behaviors and results of the chemical reaction based upon the interactions between the components of the system or between the system and its surroundings.  The words "system" and "surroundings" will come up in this lecture series and have specific definitions, so I may as well define them now.  The "system" is everything under direct study in the moment we are studying it.  The surroundings are everything outside of the system, but still have an affect on th...

Before we get into actual Physics, commentary must first be made about the foundations of all science, including physics.  The fundamental basis for all physics is the concept of units.  After all, when I say "The speed is 6", that is meaningless.  Am I talking about m/s, km/hr., miles/hr, knots?  Which units am I using? There is a system of measurement which has been around for centuries, but has been globally standardized for use in science since 1960 .  This system is called the Système international from the French, who was the first to widely adopt the concept shortly after their Revolutionary War against Britain.  The shorthand for this system is SI, and the fundamental units it uses for classical mechanics is the meter, the second, and the kilogram.  There are other fundamental units in Classical Physics, but those deal with either electricity or waves, and since those are covered in their own separate semesters, I'll cover those fundam...

This is the introduction to chapter 1 of the Physics 180 Lecture Series, which will cover some of the basics required to succeed in full understanding of the subject of, well, any scientific subject, but for the purposes of this series, the success in Physics.   After all, physics is based on experimental observations which are used to derive mathematical formulation.  The main objective of the field of physics is to identify a limited amount of fundamental physical laws of nature and derive from those laws theories that can be used to predict the results of future experiments.  However, whenever experiment disagrees with theory, the theory must always be either altered or thrown out. Isn't that right Feynman? This physics course deals with what is called "Classical Physics", which is the physics of normal, everyday objects of normal, everyday sizes and masses, traveling at normal, everyday speeds.  Some text books (the one which I am referring for this ...

This is going to be the section which will cover Physics 180 - Newtonian Mechanics.  This is the physics of the macroscopic world, the world that most of us can see, touch, hear, taste, and smell.  Most physics define Newtonian Physics as the physics which has been discovered by 1900, but this feels too arbitrary for me.  The reason why it's the physics which has been discovered by 1900 is because we as a species have discovered the entirety of the physics of the macroscopic world by 1900, while the rest of physics (waves mechanics, Relativity, Quantum Physics, etc.) has yet to be discovered by this year.  With that in mind, while the "discovered by 1900" is an accurate definition as a time separator between the Newtonian and non-Newtonian classes, I still prefer the physical definition over the discovery date definition. When I speak of the physics of the macroscopic world, I am speaking of the motions of these objects and the energy and forces associated ...