So working on my physics homework and this isn't the first time I've ran into this but for some of the example problems I've noticed that the books calculations are wrong. Would it make you nervous to find errors in your college textbooks?
So working on my physics homework and this isn't the first time I've ran into this but for some of the example problems I've noticed that the books calculations are wrong. Would it make you nervous to find errors in your college textbooks?
Kom graun, oso na graun op. Kom folau, oso na gyon op.
#IStandWithGinaCarano
Ive found mistakes in textbooks for professional designations. It's only nerve racking when you don't know if you should write the right answer or the answer in the text.
Errors in calculations aren't that bad. Errors in things like definitions or theorem statements are the really bad ones. Writing down the wrong definition for the Hamiltonian of a physical system would be very bad, for example.
Do you have an example, though? It's good to make sure that it's really an error and that you don't actually have a confusion.
I was extremely irked today with typos on test. Granted it's semi off topic, but I mean this woman has a doctorate and yet constantly had -es words where it should have been -ed. So essentially on the same topic, both my case and the OP, at the very least it's unprofessional in that they couldn't take the time to proofread their words or their calculations.
It gives them an excuse, not that they need one, to retire that revision of the book and require students to buy a new revision for $150 instead of buying used copies.
i have seen errors in definitions in text books before, never calculations. this looks like a case of rounding down. in low level classes (assuming this is physics 100 something) it's simplified and they will round down to 110.. either way you're only using 2 significant figures so you would have used 1.1 either way.. ask your prof.
Last edited by vhok; 2016-10-14 at 04:15 AM.
When I was pursuing my degree in electronics technology, I had a class called electro-mechanical devices and applications where the professor literally wrote the textbook. I spotted a error in a calculation and he gave me extra credit points worth 5% of my grade.
It probably is a sig fig issue like the others said.
Significant figure rules are the bane of your existence if you aren't an experimentalist. I always hated this shit.
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Significant figures aren't random rounding, though. It's pretty systematic. And annoying.
Rounding like this is really a reflection of the lack of precision in the data in. You can't get numbers out that are more precise than what you put into it, so if things in real life applications fail then it's mostly a problem of garbage in.
I would, as someone suggested, ask your prof if he cares. If he doesn't care about sig figs than I'd not bother with it and just write numbers.
I've had like 2-3 classes where we cared about it, usually chem, and in the rest I just write however many digits 'feels right' and roll with it, and no grader has complained. Because they also don't care.
when I got my associates in networking I went up to intermediate algebra. Since starting my bachelors in electronics I've gone up to College algebra and am currently in precalc and physics.
It's actually interesting that physics and precalc both required college algebra and apparently college algebra was supposed to touch on some trig. Which the class I took didn't. It's been rough because when I got to physics this semester we needed basic trig within the first couple of weeks. I had to get a crash course on basic trig from a girl that works in my office. She's in my physics class.
Kom graun, oso na graun op. Kom folau, oso na gyon op.
#IStandWithGinaCarano
It's interesting (to me anyway) just because I've always had this analogy for learning maths and to an extent physics and chemistry as being like towers, with the foundation being "learning to count" and then the lower levels are simple arithmetic and stuff and as you get strong at that you can build the next levels and so on and so forth all the a yup to towering spires, the only requirement is strong foundations and that each "level" is stronger than the one above (as opposed to subjects like "literature" where you can be incredibly specialised in one area and know nothing of another, which I view more as a petri dish, where ignorance is the centre and the edge is detailed understanding).
So I wonder what it must be like to sort of branch into high(er) level maths having possibly skipped what I previously would have considered "mandatory" levels of the 'tower' of knowledge.
Don't get me wrong, I know my anaolgy is kinda flawed anyway, I came up with it when I was about 10; it just took me by surprise that you would (and correct me if I'm wrong here) not really studied any trigonometry if you're doing a physics related course. And in case it bears repeating - none of this is meant to be a "omg how did you not know that" post (for all I can be a snooty dickhead on here )
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You are taught to leave answers with irrational numbers in them? I'd agree that is certainly better to do; sig. figs always came up in maths classes I was in as a result of calculating areas/volumes of circular shapes/objects... I think, it was all very long ago now