Patrick Teaches Physics

How often have I walked into a lecture theatre planning to talk about some deep secret of physics only to end up arguing with students about which angle is which in a problem?  To be fair, I also often struggled to follow geometrical arguments when I was a student.  One trick I learned was to try to see the problem as dynamic rather than static, by which I mean imagine the angles changing so I can see how they relate to each other. For example, consider the inclined plane.  In these problems, some object is placed on a surface that is at an angle to horizontal: something sliding down a ramp, for example. We have the usual free-body diagram, indicating the relevant forces (weight of the object, normal force, friction), and the angle of the slope is labelled θ (theta).  To determine the acceleration (if any) of the object we need the net force acting on it.  And one of the things that will require is the angle between the normal force (N) and the vertical.  I...

When I first encountered the radian it seemed that the world had just become unnecessarily more complicated.  What was wrong with plain old degrees , and how did I know when to use which?  I found out it really helps to learn what a radian actually is . Consider a circle of radius r , and imagine wanting to know the length of an arc, s , subtended by an angle θ. Suppose the angle is such that s = r.  That angle actually defines the unit radian, so in that case θ = 1 radian.  Obviously, the arc length is proportional to the angle, so we get the general formula  s = rθ so long as we measure the angle in radians.  That's what makes the radian so useful: it gives a direct relationship between angular distance and length.  One place that has obvious applications is in rotational kinematics, because it allows us to easily relate angular velocity to tangential velocity. But how big is a radian in degrees?  The circumference of a circle is the arc len...