studiot

Wow you have done a lot of algebra! Read here for a better history of how the confusion over ideas of motion were resolved over the 200 years from about 1650 to about 1850. https://nature.berkeley.edu/departments/espm/env-hist/articles/2.pdf Note that this article still presents the same assumption you have made right at the beginning of your own article and caried through all that algebra to a wring conclusion at the end. Your mis-assumption is that kinematic formula for constant acceleration may be used. This was not the case when you developed the tables of lifting force v energy. Since your thesis is that the modern version of The Law of Conservation of Mechanical energy is incorrect, can you state it, including the conditions under which it holds true? You need to show that your analysis satisfies these conditions. Have you done this, I can't find it?

You demand some sort of solid state reactor then offer me a liquid fluoride one ??????????????? or a gaseous helium one?

Perhaps if you stayed long enough to complete explaining your enquiry an answer might be forthcoming, but welcome to SF anyway. Plasma is a state of matter where the atoms have become ionised so devices sensitive to electric fields will detect plasmas.

Jammed moderator rods / broken/faulty rod control mechanism. Fluids are used to cool a reactor, how would solid state cooling work? Fluids are also needed to transfer heat to the generating plant. Without this transfer what would be the point of the reactor?

Whilst reflecting consider that changing from a MLT system to an FLT system has implications for the OP. Pressure, for instance is a function of time in the MLT system, but not in the FLT system.

The length of the side of an arbitrarily oriented cube is a scalar. In the equation work = F.dl Work is a scalar, being the dot product of two vectors force and length.

It should not be thought that mass, length and time is the only viable scheme (for mechanics) Charge was at one time used as the electrical basis but has been replaced by current. Here is a mechancial scheme based on force, length and time as opposed to mass, length and time. This is interesting because mass is a scalar but force is a vector. Length can be either a scalar or a vector and time is neither a vector nor a scalar.

Your deadline is to close to perform any useful experiment in Biology for this project. Perhaps you prefer Biology, but you say this is for a Chemistry grade so why not do some Chemistry? From you description I am guessing you are in an urban area? So what sort of pollutants could be in the soil? Have you any nearby factories etc or were there any in the past, or is the school built on former landfill for waste disposal? Is there a watercourse that could bring in pollutants? If the school is basically built on ground only disturbed by the builders then the most likely pollutants will be from the building. This can provide a source of chemical pollutants because many building products are alkaline (cement, plaster etc) so will change the soil acidity/alkalinity. So there is something to look for. Don't forget that you can test not only the soil itself but also the soil water. Since you are studying Chemistry, you have presumably studied some chemical reactions. Look at some of these, look up what what is in 'good soil' test your soil and water. Look for lead, copper, iron, manganese ..........

As I understand it, no they are not the same. Quantum confinement (of particles) happens when the physical size dimensions of the material are comparable to the DeBroglie wavelength of the particle. In these circumstances some physical properties of the material (particularly optical ones) are substantially different from the bulk material. Particles (eg electrons) may still be 'bound' or in a bound state within this small something. The bound state simply derives from the fact that the quantum particle is not free to roam throughout space but subject to boundaries of some description, although the size of the region of space available to it may be substantial (unlike quantum confinement). The boundary may also be non physical eg a potential barrier or well or series of wells. In the case of quantum confinement the boundaries are physical in that they are the edge faces of the material concerned. An example of a bound state would be an electron within a standard sized crystal of a (semi)conductor. Drawing that crystal out to a 'nanowire' would make the electron subject to 'quantum confinement' in the wire.

Well here is a mathematical thought about it. One way to construct the integers is as follows Axiom 1 There exists (mathematically) an integer (we call 0) that is not the successor of any integer. Axiom 2 Every integer has exactly one successor. Noting that if B is the successor of A then A is the antecedent of B, Zero is the ultimate antecedent and it does not even require space to exist in.

I am not disputing what Sensei says, but I don't think it suits your question. Let's clear up this misconception first, as it is vital to understanding electronics. The value (size) of the volts and amps in a circuit are only sometimes related. But for most circuits these days they are not related. In fact the 1.5 volt battery is more likely to be used in a situation of high amps than a 9 volt battery. And batteries do not work (on their own) with transformers in any case. Some devices need to be supplied with a minimum voltage threshold before they will work at all. For old fashioned vacuum tubes, that could be several hundred volts. Battery voltages of 90 volts and above were common in those days. The introduction of semiconductor (solid state) devices reduced this to several volts, which is when the 9 volt battery came into common use. But 9 volt batteries are more expensive and less efficient than lower voltage cells. Particularly they have difficulty supplying higher currents (amps), compared to 1.5 volt cells. Often an array of 1.5 volt cells was made to supply 6, 9 or 12 volts Subsequent advances have reduced this further so that 1.5 or 3 volt cells can be used directly for many purposes. Which brings us neatly to current (amps). The current is demanded by and controlled by the load, not the source (battery), always assuming the source can actually supply the required current. How are we doing?

Both the small Greek letters epsilon *( ε ) and delta ( δ ) are used. Sometimes just on their own, when it is necessary to distinguish, as in the so called epsilon - delta proof in mathematical analysis. Sometimes in conjunction with a variable symbol to denote an infinitesimal increment in that variable as in δy = f'(x) δx In this case the distinction is made by the different variable letters and the same infinitesimal symbol is used for both.

I didn't know this and I find it an overgeneralisation that is prone to my outsmarting by Nature proposition. We are moving somewhat off topic, but every time I try to open up my own thread for discussion of these topics the pack of baying hounds here drowns out serious discussion. Any way I should have said the basic dimensions of Mechanics, not Physics or Science as there are more. Here is an interesting tabulation of dimensions for properties, qualities or quantities in Mechanics, taken from an old Fluid Mechanics book because they are arranged in an interesting way. Note they are based on Length, Time and Mass Such a classification is incredibly useful in Science. But it does not tell the whole story. Some of these have (need) a start point and an end point for a measurement. Length and time are are of this nature. This is because there is no absolute system of length and time. Some need no start/end points. Mass is one of these. There is either x amount of mass or there is no mass. But note this has nothing to do with the units we measure in. We use units so that we can compare one length/time/mass with another. However this is where Nature starts to play tricks. Some units have a foot in both camps. So the volt is the unit for both (electric) potential and potential difference and both have (different) meanings. Temperature is different again since, unlike mass, there is an absolute scale constructible. Then again variables are classified as extensive (eg mass) or intensive. (eg temperature) It is often said that extensive variables depend upon mass but that is not always true. The point of all this is that length and time are intimately connected and many subsidiary variables can be formed using only these two. It is difficult to find many variables with only mass and one other (see my table)

I realise that, I just don't know what more you guys wanted?

Since this is schoolwork it should be in that section (ie homework). As such have you tried following John Cuthber's lead by googling water repellent carboxylic acid? https://www.google.co.uk/search?q=water+repellent+carboxylic+acid%3F&ie=utf-8&oe=utf-8&client=firefox-b&gfe_rd=cr&dcr=0&ei=UJ2zWtL3HZGLtgeRlYaYCA

TinTin +1

What questions? I am fond of saying that despite our best efforts to categorise and pigeonhole things, we are often outsmarted by the diversity of Nature.

Have you been reading Eddington's "Space Time and Gravitation" ? A very readable account of relativity, old but still good. I'm not sure what was unclear about my comment, but since two members have asked would someone like to tell me? Take measuement of length. What do you mean by length? It is the difference in 'distance' between two distinct points. But points in what ? Take your galaxy that is no longer there when you arrive. What is the 'distance to it' ? Distance has meaning unless you measure both endpoints at the same time. This is of no consequence over the length of a 1 metre ruler, but for the travelling twin to Alpha Centauri it is a significant question as I asked in that recent thread. So time is intimately involved with emasurement of distance. So how do we measure time? Well take the travelling twin again. He measures it by difference between the reading on his clock when he starts and when he arrives. Or the delightful story of his cigar in Eddinton's book. But, of course, he has to know when he has arrived. For which he has to know the distance he has travelled and how does he do that? But mass and temperature are fundamental physical quantities that we do not (need to) measure by difference.

Thank you for that link, I enjoyed the one about the delta flood barrier. Made me quite envious of the engineering.

I note you said time interval, which is good. Time itself is never measured. All measurements of time are measurements of time difference. In space, of course, all measurements of 'length' are also measurements of difference. This reflects the fact that there is no such thing as absolute time or absolute difference. However if we consider the third fundamental dimension of Physics - mass measurements are not of mass difference, they are of mass itself.

Well it was an Italian professor who invented 'The graphical calculus' - graphical here means geometrical. Graphical integration is easy peasy. In fact using geometry to perform calculations of all types used to be routine in a drawing office, but has gone out of fashion these days. It's all to easy to find a 'super thingy calculator' 'on the web. The trouble is if you don't understand it - I wonder if that happened with the recent Florida bridge failure. Anyway I though you might be interested in a practical hands on approcach. That is why I recommended Middlemiss.

Mathematics already has several alternative approaches to 'euclidian' geometry' as well as extensions to it. So what would yours offer and how would you propose to get education authorities to put it on their curriculum, as schoolboys tend to learn only that which will help them pass their exam, and sometiems not even all of that. Edit I see you missed my post by 1 minute before leaving. Here are a couple of references you might find useful. E.A. Maxwell The School Mathematics project Geometry by transformation Cambridge University Press R.R. Middlemiss Analytic Geometry McGraw-Hill

Of course repeat tests are good; tests of variation of parameters are even better. Note well that many carcinogenic substances are cumulative. That is the body does not excrete them, so as Tesco says Every Little Helps.

The fundamental devices (klystrons and/or magnetrons) in radar are resonant devices.

Why does this matter, it is for an English class? Is radar a weapon?