Nicholas Kang

I haven`t get any closer to fiveworlds. You may understand him better than me. You seemed to look at the figurative meaning hidden behind this topic but I am too young to suspect his ulterior motive. Got what you mean. Thanks.

What?! I lend Ten oz some insight? How could it be? And he seemed to just agree with me and I think he would have said he was same as me, on to something in this context, instead of just I am on to something. I mean on to something refers to the person himself/herself, not the third party who describe them, am I right? For example, in the above example, Ten oz had written I am on to something(which means I feel like I have a lot of potential in that thread) but this didn`t tells you that he agrees with my idea.

Bingo! Thanks.

And what about the second question in post number 10, which imatfaal himself also doesn`t know the answer?

The current flow in battery of course in conventional flow diagram is from negative to positive to complete the external circuit. If conventional current flows from positive to negative within the battery, the whole circuit simply fails. I understand that. In my Form 3 syllabus, and in most condition, I(we) won`t take the current flowing within the cell into account/consideration. But you want(or maybe always) to be specific, so sorry for misunderstanding your meaning. It is always good to be precise in science because it is easier for clarifications to be done.

But for electron flow, it must be the other way round. You must agree with me, mustn`t you?

For your question, I can get the rough meaning you advise me to be more specific and look through all possible conditions in detail. So, "the circuit"-"the external circuit" that is normally referred to as the external circuit of the simple circuit is now the battery, the whole battery which in correct way of saying it should be the circuit within the cell whereas the external circuit is the discharge tester, am I correct?

For instance golf balls move fast, but no one would apply the principle of relativity to their flight through the air.

 

However relativity mechanics is the only way to explain the flight of muons through the same atmosphere.

What do you mean?

 

By any charge I mean positive or negative. Electron, positron, proton, muon, etc.

I get what you mean. You mean charges as in the standard model of elementary particles.

 

Do they?

 

In an incomplete external circuit they don't 'flow' at all, despite the electric field that exists between the terminals.

 

In a complete external circuit the do indeed 'flow' from what we call the negative terminal to the positive terminal.

 

But

 

Within the battery they must flow the other way to complete the circuit.

I understand you first and second statement regarding "incomplete and complete" external question. But I don`t understand what do you mean by the other way in the second statement. Can you clarify it? And what is external circuit, what is its opposite? Internal circuits?

Oh, swansont imatfaal had explained that to me. Now, may I ask you the question the same as imatfaal as in post number 11?

Do you think I have developed that appreciation of basic concepts? I can`t judge myself. And it would be crazy to manage a poll to collect feedback regarding this question, so the only way is to ask.

Is this calculation correct?

The formula has v/c in it. So if something is traveling at 0.86c then the term v/c = 0.86. (and with 0.86 these are the two digits — the speed is not specified any more precisely than that) You don't need to multiply by the actual number c on your calculator, and then divide by it, especially because you are also squaring it at some point. Do the algebra first. c/c = 1

Is my calculation showing both your statements, Dr. swansont?

I can conclude that from both of your words, I am stupid enough to study Modern Physics from now. So, Should I stop studying (Modern Physics)?

2. Most everyday experiments that can be carried out in a school demonstration or scenarios we may encounter can be modelled very accurately using simple classical physics (there are exceptions) - so we teach classical physics first as that is of most immediate concern.

Examples of exceptions please. i just need to check and see whether your examples agree well with my speculations, though my brain is empty now.

Spontaneous pair production can happen - but we have to have conservation of charge, that is to say that the pair will always consist of one positive charged and one negative - a particle and its antiparticle. An up quark has +2/3 electrical charge and an anti-up quark has an electrical charge of -2/3 - so if you produced them spontaneously in open space you go from net charge zero (0 - there is nothing there ) to net charge zero (-2/3 + 2/3 =0 ).

So why not 2 ups and 2 anti-ups, 2 ups and 3 anti-ups, 4 ups and 4 anti-ups exist instead of 1 up and 1 anti-ups exist? Is this impossible because it hasn`t exceed the total rest mass energy of the 2 particles?

I am now studying in secondary school. Most of the time I have encountered classical physics, stating gravity is a force, time is constant, distance/displacement is constant, mass is constant, electrons orbit around the nucleus of atoms, etc. Anyone who study Modern Physics would immediately know that the above statements are wrong. If wrong(some may argue that it is just incomplete), then why continue to teach wrong ideas, and then only try and start to correct somebody when he/she is in university. But by the time he/she is in university, it is too late. The very firm idea that gravity is a force, time is constant, distance/displacement is constant, mass is constant, electrons orbit around the nucleus of atoms, etc is well and deeply established, anchored at the deepest realm in side the brain. Adapting a change may not be easy for some people. I used to argue with my teacher over modern/classical physics issues. If Modern Physics were to be taught in secondary school, then such arguments would be unnecessary. So why teach the wrong ideas, the misleading ideas, and somewhat force somebody to change their mind again in university. What`s the point of doing repeated jobs? Simply teach Modern Physics one-off would be better.

Please shed light on this issue. Thanks.

Serving the Scientific Community,

Nicholas Kang

Well swansont, I shall learn from you now. The charge here doesn`t only mean positive and negative? Can you list out some examples of charges apart from the +ves and -ves? Is Red, Green, Blue of nucleons considered as a charge under quantum chromodynamics?

No, sorry I can`t get your meaning. Manufacture charge? I thought it did create something out of nothing. Get the same number of positives and negatives? What/which positives and negatives? The PAIR? I mean say you have 2 ups and 1 down-1 proton. If a PAIR exist, why should it be 1 up and 1 anti-up but not 2 up and 2 anti-up or 3 up and 1 anti-up or any possible numbers/figures? And if 1 up and 1 anti-up exist should they cancel out each other or the exist-from-nothing anti-up would annihilate one of the existed-up(the original up in the proton) and thus the exist-from-nothing up would take over the annihilated up, taking over its place, considering itself as the new up out of the 2 ups in the proton?

Yes, they constantly flow through the field lines and interacting by exchanging packets of energy, or quanta, known as photons, if I recalled correctly.

That was stupid of me to post something when I am just partly sure about it. Please follow both swansont and studiots` explanation, not mine. but I can be sure that photons are responsible for EM radiations.

No, electrons flow from negative terminal (of a battery/cell) to the positive terminal. The charge transfer that you mentioned is known as the conventional current flow. Such confusing versions exist because the discovery of electricity is much earlier than the discovery of electrons.

For electromagnetic radiation, it is the magnetic field feeds an electric field and vice versa. One magnetic field exists and then disappeared before another electric field emerge. This occurs at 90 degrees in relative to each other. Usually, you can see reference books showing that the magnetic field is upright and the electric field is 90 degrees tilted to its side after the magnetic field disappears.

And for swansont`s explanation, you must be aware that acceleration does not mean only a change in speed but also change in direction. This means you can change the direction of an electron to kick start an electromagnetic field instead of increasing its speed though both are possible, iirc.

Nicholas

If you accelerate a charge, you will get electromagnetic radiation.

Positive or negative charge? Or both are possible?

Ah?! Who is correct? Thanks for all of your calculations but now what is the correct answer. I use my calculator to calculate the correct value and it is something like 86% of c is half the value for time dilation. Am I correct? And for swansont, I don`t understand what do you mean by cancel out the c, can you show me an example?

And what is gamma factor?

swansont, what do you mean by the speed is specified to 2 digits? What/which 2 digits?

ie you have 2 ups and a down; thru spontaneous pair production you get an up and an anti-up. the anti up annihilates with one of the original ups and you are left with 2 ups and a down.

May I know why you can get an up and an anti-up through spotaneous pair production but not any possible number if the PAIR can borrow enough energy from the vacuum?

Yes, they constantly flow through the field lines and interacting by exchanging packets of energy, or quanta, known as photons, if I recalled correctly.

"On to something" is just another way of saying I liked what you posted.

Sorry for bad(maybe worst) English. Do the phrase "on to something" means you agree with somebody everytime he talks?

Yes, that's relatively simple: although we Homo sapiens cannot make any direct comparisons, other than studying ourselves in this respect, it would appear that inquisitiveness is a normal component of intelligence. In this thread's context, inquisitiveness = a desire by intelligent extraterrestrials to make contact with other intelligent species. . . ourselves, for instance? Hope that clarifies things.

I get your sentence meaning but not the overall meaning. You say maybe ETs would like to contact us, for instance. Ok, so what is your next idea, and the main theme? Do you support searching ETs or you have other meanings? Good English but this means I couldn`t really understand your message. Sorry for interuptions.

7,000 and 11,000 years? Aren't these other known periods for Earth, like its precession time?

This does have a known effect on climate, both computed and observed, which doesn't relate with sunspot cycles, which have not been observed over a long period.

Yes, I think so.

No one seems to have bothered to answer your questions. This is a quick "off the top of my head" reply, so don't take it as 100% reliable.

Thanks.

1. Both flares and prominences originate in the photosphere and penetrate through the chromosphere.into the corona.

Great answer. But obviously in the exam the answer should be only one. Is it photosphere, why photosphere but not corona and chromosphere?

2. Continuously.

Sorry(I couldn`t say thank you though you remind me many times not to say sorry because "sorry" doesn`t fit in this context), I mean when does solar wind continuously occurs? Do you mean it just happens since the born of our Sun until today?

3. The solar wind is continuous stream of (generally charged) particles emitted by the sun and moving outwards through space. A solar storm is mass ejection of material during a flare event and usually so called when it has the possibility of striking the Earth, other planets, or spacecraft.

Thanks for explanation but can you compare them instead of giving definitions about solar storm and solar wind? I mean what are the similarities and differences? Do you mean Coronal Mass Ejection(CME)? Solar storm can also be streams of particles emitted by the sun and moving outwards through space, so what are the differences?

4. Accurate records are of insufficient duration to define all the cycles that likely effect sunspots. The - roughly - eleven year cycle is the most obvious.

Given that no catastrophic disasters appear to have impacted the Earth every 11,000 years, then this does not sound like the conclusions of scientists, but of alarmists or authors trying to get publicity for a book.

Are you disagreeing with my teacher? Never mind, I won`t tell him. If possible, please give detailed explanation.

5. I do not believe sunspots could grow to such size. The physics of their formation would prevent it. If there were ever so many sunspots that the total covered 1/4 of the sun there would assuredly be an impact on climate. You could work out very roughly the effect by considering the temperature of the suns surface, the lower temperature of sunspots and the resultant reduction in radiative output.

Their physics of formation would prevent it. Well, can you explain the physics to me? I am eager to know. Thanks.

Your mentee,

Nicholas

Thanks for sharing.

A few years ago I went to the college's celebration of its 500 th anniversary.

It hadn't changed that much in 30 years.

John, I have to be very straightforward here. Forgive me if this hurts you. Now, I consider myself to be fortunate to meet a Oxford post-graduate student. You say it hadn`t changed that much in 30 years. Now, you see John, Had you ask the people(specifically the department responsible for oversea students intake) about the condition(s)? Or you simply chat with your old friends and Bob`s your uncle. Only the people responsible for the enrollment and intake know well, and far better than post-graduates. So, John, I don`t have ulterior meaning(s), I just have to double confirm with you. Post-graduates usually leave their universities, but administrative board continue to retain in their universities. So, do you mind help me to further confirm and verify your statement?

The world of Oxford entrance was very competitive then.

Of course, no objections.

The way to distinguish yourself was to be a better academic than the other candidates.

 

Well, for the top universities they can be a way of helping them sort out who to give offers to when all else is equal. And by equal we mean A+++ scores.

John`s point of view seems to contradict ajb`s.

There are cutting edge universities, they would have no difficulty asking questions that no candidate could expect to answer.

They ask slightly less difficult questions, and very few of the would-be entrants can answer the questions.

That's who they let in.

Questions like...? (I mean examples of questions-maybe I would go for Physics, so please list out some) Thanks.