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abj 1
Keywords / Key Phrases
1. Logic (Implication and IMPLICATION):
Implication: p q q p
Contrapositive of p q
Implication: p q
p q q p
Contrapositive of p q
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Outline (Cont.)
3. Physics
Dimensions VS Units
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Logic
Implication: p q
p q q p
Contrapositive of p q
( p q) p q Premise 1 : ( p q)
P Q Premise 2 : p
Conclusion : q
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Logic: Implication: p q q ; Logical Relation
p q q p
Contrapositive of p q
q x q
x
p p
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How we can learn more using logic
How we can extract more information from known information using logic (deduction).
Example
Given that the following statement regarding a physical phenomena is true:
Implication: p q
If it rains, then the football field gets wet. Field gets wet.
We can deduce/conclude that:
Contrapositive: q p It rains
If the football field does not get wet, then it does not rain.
However, we cannot deduce/conclude that:
Converse: q p
If the football field gets wet, then it rains.
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Logic: Implication: p q
Sufficient and Necessary Conditions
p q q p
Contrapositive of p q
x
q q
x
p p
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Logic: IMPLICATION (Modus Ponens) and Valid/Derivable Argument
( p q) p q
Premise 1 : ( p q)
Premise 2 : p
Conclusion : q
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Practice
Problem: How to explain the physics.
Boeing 747-400
(From http://www.boeing.com/companyoffices/gallery/images/commercial/747400-06.html)
abj 12
Where do we use valid/derivable argument in this course?
Observe that when we try How well we can do it is another matter, and
to explain, or that requires recognition and practice.
to solve a problem
in this course (and other ‘scientific’ courses for that matter), we actually attempt to
construct valid/derivable argument.
Be it as a Statement or Mathematical Statement
( p q) p q L1 L2 ... A1 A2 ... C
Premise 1 : ( p q) Physical Law 1 : L1
Premise 2 : p Physical Law 2 : L2
Conclusion : q ...
Premises Assumption 1 : A1
Assumption 2 : A2
Also, as far as logic is concerned, there is
no difference between Physical Laws and ....
Assumptions. That is, we assume them to
be premises – assume them to be true. Conclusion 1 C1
Conclusion 2 C2
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Science: System-Surrounding-Interactions
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Science: System-Surrounding-Interactions
Universe / Isolated System
Surrounding
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Example: Thermodynamics - Heating Water
Water 1 liter in a container in atmosphere.
Q mcT ?
Q
T ?
Q mc
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Thermal energy transfer (Q) into the two systems are not the same.
Two different systems have two different (energy) interactions with their own surrounding.
Q Q
T mc System 2 ?
• How much is the thermal energy
being transferred (heat transfer) into
Q? the System 2?
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Key Point: Define your system clearly first before you apply an equation.
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Classification of Systems (Mechanical Viewpoint)
RECALL Interaction between system and surroundings
Recall: Thermodynamics Exchange of Mass Exchange of Energy
(between system and surroundings) (between system and surroundings)
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Logical relations between different types of systems
IR / CV / OS
IM / MV / CM / CS
RECALL IS
Recall p q
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Sneak Preview of Chapter 4:
Motivation for Finite CV Formulation of Physical Laws
Particle A
F1 F2
IR / CV / OS
IM / MV / CM / CS
F (on A) m A a A IS
Many basic equations that you have studied so far are the Physical Laws (PL) in the
form that are applicable only to Identified Mass (IM) / Material Volume (MV) / Closed
Systems (CS): PL-MV.
First, we identify the mass/particle of interest, say Particle A (and not B).
IM: what happens to the identified mass (IM) over time, the IM/MV/CS
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concept.
Sneak Preview of Chapter 4:
Motivation for Finite CV Formulation of Physical Laws
However, from the viewpoint of fluid applications at least initially we are more
interested in
Air Conditioning:
When I take a fluid exam, it is too
cold there where I sit while it is too
warm there where my friend sits.
rather than
IM: what happens to the identified mass (IM) over time, the
abj
IM/MV/CM/CS concept. 23
Sneak Preview of Chapter 4:
Motivation for Finite CV Formulation of Physical Laws
There is then the Problem and Motivation (for Chapter 4):
OS
CS
PL-MV is too limited and not effective for many
IS
fluid flow applications.
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Physics:
Physical Quantities (PQ)
and Physical Relations (PR)
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Physical Phenomena:
Physical Quantities and Physical Relations
Physical Phenomena
Example:
Drop a golf ball in a classroom and you will see it falls down, not goes up.
Drop a golf ball and a feather at the same height (h) and at the same time (to) in a classroom, and you will see the golf
ball hits the floor sooner (t) than the feather.
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Physical Phenomena: How to explain the physics.
= Physical Quantities + Physical Relations + Logic: Valid/Derivable Argument
Problem: How to explain the physics.
Explain how (the mechanism under which) a bird or an airplane can fly using
physical quantities, and
physical relations (or models) that you know, and
Logic: Valid/Derivable Argument.
We try to construct a model explaining physical phenomena, i.e., what happen around us,
from presently accepted – or assumed to be true - models.
If p, then q.
Given that IF 1) p q is true and 2) p is true, THEN it necessarily follows that q is true.
( p q) p q
Boeing 747-400
(From http://www.boeing.com/companyoffices/gallery/images/commercial/747400-06.html)
abj 27
Physical Quantity
Describing A Physical Quantity: 3 Attributes of Physical Quantities
l 2 m , [l ] L ( Length)
3. numerical value wrt unit Q 2. scale / unit of measure Q 1. Dimension
1. Dimension
[q ]
2. Scale/Unit of measure Q
3. Numerical value with respect to the scale/unit of measure Q Q
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2. Q and Q must go together.
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Key Point: Q and Q must go together.
m=5
5 what? 5 kg
5 lbm
5 ton?
m = 5 ton
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Fundamental Concept: Quantification and Measure(ment)
l 2 m , [l ] L, Length
3. numerical value wrt unit Q 2. scale / unit of measure Q 1. Dimension
SI uses MLtT
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Physical Quantities: Primary Quantities and Derived Quantities
Example:
1. Primary Quantities/Dimensions:
2. Derived Quantities/Dimensions:
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Dimensions and Units are not the same
l 2 m , [l ] L ( Length)
3. numerical value wrt unit Q 2. scale / unit of measure Q 1. Dimension
[h] = L
But you can measure it with many different reference units (standard or not):
ความยาวนิ้วชี้มอ
ื ขวาของ Mr. X (Mr. X’s right-hand index finger length)
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Primary Quantities/Dimensions and Units and
Derived Quantities/Dimensions and Units in SI System
From Physics Laboratory, The National Institute of Standards and Technology (NIST)’s web page:
http://physics.nist.gov/cuu/Units/SIdiagram2.html
abj Note that there can be some characters missing from this diagram due to font and file related issues during the making 35
of the presentation slide. Go to the NIST’s web page given above for the original.
Equalities are not all quite equal
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Key Point: Arbitrariness in choosing a set of primary
quantities/dimensions.
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Key Point: Dimensions - A simple key to gain physical understanding of
fluid mechanics (or rather physics in general)
Choose any dimensions that you can physically relate to, not
necessarily – and often not - MLtT.
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More Example:
Dimensions - A simple key to gain physical understanding of fluid mechanics (or rather physics in general)
Energy
• Mass Temp O.k. This, I can relate.
Energy
Note reads “Energy per unit mass per unit (change in) temp”
Mass Temp
• I can guess that C should somehow be related to the amount of energy per
unit mass per unit (change in) temperature.
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Physics:
Four Fundamental Rules of Physics
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RULE 1: [PASRM] Principle of Absolute Significance of Relative Magnitude
RULE 1: PASRM
To have some physical sense, we require (of the chosen systems of units to be
used) that the ratio of magnitudes of any two concrete physical quantities
should not depend on the system of units used.
A 2 in m 2 A 2 in ft 2
A2 r
A1 A in m 2 A in ft 2
1 1
The ratio A2/A1 should be the same regardless of whether the numerical values of A1 and A2 are
expressed in m2 or ft2.
Otherwise, if they are not equal, we say that it ‘does not make physical sense.’
T2 in K T2 in o C
What about ???
o
abj T1 in K T1 in C 41
RULE 2: [PQ] Dimension (function) is a power-law monomial
[q ] M a Lb t cT d
e ( ) ,
group:
sin( ), log( )
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Dimensionless Quantity, or Group
[q ] M 0 L0 t 0T 0 1
Example
Work output
Efficiency : [ ] M 0 L0 t 0T 0 1
Work Input
s
Angle (radian) : [ ] M 0 L0t 0T 0 1
r
If V ( x, t ) Vo sin( ax bt c)
then [ax bt c] M 0 L0t 0T 0 1 (Dimensionless)
hence [b 2t ] 1 [b] 1 / t
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Independent Dimensions
independent dimensions
if none of these quantities has a dimension function that can be written in terms of a
power-law monomial of the dimensions of the remaining quantities. (Barenblatt, 1996)
dr [r ]
By definition V [V ] Lt 1
dt [t ]
2
By law F ma [ F ] [ m ][ a ] MLt
In MLtT system, since the dimension of velocity V can be written as the power-law monomial of L and t,
V = L1t-1
the physical quantities (Velocity, Length, time) - or VLt - do not have independent dimension.
Similarly, (Force, Mass, Length, Time) - or FMLt - do not have independent dimension since, according to Newton’s
Second law of motion,
F = MLt-2
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RULE 3: [PR] [PDH] Principle of Dimensional Homogeneity
Requirement/Premise: Any equation that describes a physical relation cannot be dependent upon
an arbitrary choice of units (within a given class of systems of units).
then Y X1 X 2
i.e., all additive terms Y , X 1 , X 2 , must have the same dimension.
Useful for checking our derived result: [We shall deal only with physical equations.]
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Example: Use of the Principle of Dimensional Homogeneity in checking
our results
We can use PDH to tell whether something is definitely wrong.
QUESTION: Someone solves for the expression for water velocity at the drain
hole, and het gets
h
V 2g h ?
V
Without the knowledge of fluid mechanics, can you tell whether his result is wrong?
V 2g h
[ V ] Velocity 2 1 / 2
[ 2 g h ] ( Lt ) L L 3 / 2 t 1 Velocity
Even without the knowledge of fluid mechanics, we know that it is obviously wrong.
abj
PDH alone. 47
Consequence of PDH 1: Dimension of A Valid Physical Relation
Example:
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Consequence of PDH 2: We can always make a Valid Physical
Relation Dimensionless.
1, [1] or Dimensionless
Y X X
: 1 2
Xn Xn Xn
1 2
Example: Dimensional Relation : s ut at , [ L]
2
4 dimensional variables : s, u , t , a
s 1 at
Dimensionless Relation : ut 1 , [1] or Dimensionless
2u
s a
s at
abj only 2 dimensionless variables : s : and a : 49
ut u
Dimensionless Variables as ‘Measuring/Scaling’
The above process is the measurement/scaling of the quantity q with the scale of
measure, or characteristic scale, Sq.
D cm
(= 10 cm) D
L q scale of measure Sq = cm
300 , q
1 cm Sq
NOTE: ‘cm’ is a man-made scale, it has nothing to do with the system itself. As far as the
system is concerned, therefore it is extraneous and/or redundant.
NOTE: ‘D’ is the characteristic scale that is inherent in the system itself.
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Key Idea: The Choice of Scales of Measure
L Scale/Unit of measure
cm
D
D
(= 10 cm)
L L
300 30
1 cm D
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Key Point: The numerical value of dimensionless variable does not
depend on the (appropriate) system of units used.
While the numerical values of power output in the units of Watt and hp are not the
same,
2,000 W VS 2,000 (W) / 746 (W/hp) = 2.68 hp
the numerical value of the dimensionless variables efficiency is the same regardless
of whether we use W or hp:
f (q1 ,..., qn ) 0
F (1 ,..., n r ) 0
s at s at
F ( s : , a : ) 0, only 2 dimensionless variables : s : and a :
ut u ut u
Dimensional Relation : v u at , [ L]
F ( v, u , a, t ) 0, 4 dimensional variables : v, u , t , a
v u
Dimensionless Relation : at at 1, [1]
v u
v u v u
F ( v : , u : ) 0, only 2 dimensionless variables : v : and u :
at at at at
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Functional Forms
Explicit Functional Form y f ( x1 , x2 ,...)
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Note on Functional Form y f ( x1 , x2 ,...), F ( y, x1 , x2 ,...) 0
F ( y, x1 , x2 ,...) 0
which
indicates the relation between the variables y , x1 , x 2 ,... and
in which the roles of each variable (dependent or independent) have not yet
been assigned
as implicit functional form.
Since the roles of each variable have not yet been assigned, sometimes we
prefer to use more neutral notations for the variables in the parentheses such as
abj
F (q1 , q 2 ,...) 0 57
Example on Functional Forms
The equation
1 2
s (u , a, t ) ut at
2
represents the displacement s as a function of u , a, t .
Explicit Functional Form: However, sometimes we may not concern or know yet what the
explicit/actual relation is, we simply want to indicate that there is a relation, namely
s depends on u , a, t
we then simply write the explicit functional form for the relation
s f (u , a, t ) or even s (u , a, t )
Implicit Functional Form
On other occasion, we may even only want to indicate that there is a relation among these
4 variables: s, u , a, t , without assigning the role of each variable yet
s 1
{e.g., on some occasion, we may want to view this relation as u ( s, a, t ) at
t 2
where u is viewed as dependent variable and s, a, t are viewed as independent
variables instead}
abj we then simply write the implicit functional form for the relation 58
f ( s, u , a, t ) 0
Example on Functional Forms
The equation
1 2
s (u , a, t ) ut at
2
represents the displacement s as a function of u , a, t .
Explicit Functional Form: However, sometimes we may not concern or know yet what the
explicit/actual relation is, we simply want to indicate that there is a relation, namely
s depends on u , a, t
we then simply write the explicit functional form for the relation
s f (u , a, t ) or even s (u , a, t )
On other occasion, we may even only want to indicate that there is a relation among these
4 variables: s, u , a, t , without assigning the role of each variable yet:
1
s ut at 2 0 (all variables s, u, a, and t are viewed with equal role, i.e., all no special role)
2
we then simply write the implicit functional form for the relation
abj f ( s, u , a, t ) 0 59
How to read functional forms
Explicit Functional Form
y f ( x1 , x2 ,...)
reads y depends on x1 , x2 ,...
y is a function of x1 , x2 ,...
F (q1 , q 2 ,...) 0
reads There is a relation among the variables q1 , q 2 ,...
(whether we know the explicit/actual relation is not concerned us at this point.)
abj 60
Semicolon ‘ ; ’ To differentiate different sets and roles of variables
In a relation, y f ( x1 , x2 ,...)
Sometimes we may want to differentiate different sets of variables according to
different roles that we have assigned for each set.
For example, we may want to consider the problem of free fall in which
the initial velocity u and the acceleration a are kept fixed and not varied, while
We will then use semicolon ‘; ’ to differentiate different sets and roles of these
variables
1 2
PROBLEM 1: s f ( t ; u, a) or s ( t ; u , a ) ut at
2
In another problem, we may want to consider the effect of varying initial velocity u as
well as time t also while still keeping a fixed, we then write
1 2
PROBLEM 2: s f (t , u ; a ) or s ( t , u ; a ) ut at
2
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Semicolon ‘ ; ’ To differentiate different sets and roles of variables
In a functional form,
y f ( x1 , x2 ,...)
we will use semicolon ‘ ; ’ to differentiate different sets of variables that we may want to
assign different roles, so we write, e.g.,
The question of how many sets and what each set’s role is will be defined in the context of
that problem.
In order to indicate different sets of variables, we may use different symbols for each set as
in Example 2.
Furthermore, sometimes we may simply want to indicate that we have divided the variables
abj into many sets without specifically indicating the role of each set yet, we will also use this 62
semicolon convention.
Physical Relations in Physics/Engineering Problems
y f ( x ; p ; c)
IMPORTANT NOTE to the Students:
A systematic approach to overview, conduct, and design of an experiment: Three-column objective, experimental
condition and scope
2. This will be used regularly in my explanations of many things because it is conceptually direct to the
point/problem, clear and concise, and sound (for reasons explained in the above reference); hence, making it
effective both in
• explaining concepts/problems,
• effective communication
So, I strongly suggest you to study the above reference as well as be familiar with – and fluent in - the
concept of the functional form y f ( x ; p ; c ) and the associated three-column objective.
abj 63
Example of one aspect (among many others) of the use, see how to determine Streakline from Pathline.)
y f ( x ; p ; c) as Typical Physical Relations in Physics/Engineering Problems
y f( x ; p ; c )
y f ( x1 , x2 ,... ; p1 , p 2 ,... ; c1 , c2 ,... )
dependent variable independent variable variable parameters constant parameters
Most (if not all) inquiries regarding physical relations in Physics/Engineering problems can be
y f ( x ; p ; c)
where
divided into 3 groups according to their assigned role in our problem (we are the
one who choose the role of each variables in our problem), and accordingly
abj 64
put into 3 slots separated by semicolons - as stated and shown above.
y f ( x ; p ; c) as Typical Physical Relations in Physics/Engineering Problems
y f ( x ; p ; c)
y f ( x1 , x2 ,... ; p1 , p 2 ,... ; c1 , c2 ,... )
dependent variable independent variable variable parameters constant parameters
Most (if not all) inquiries regarding physical relations in Physics/Engineering problems can be
2) How
abj 65
y f ( x ; p ; c) as Typical Physical Relations in Physics/Engineering Problems
y f ( x ; p ; c)
y f ( x1 , x2 ,... ; p1 , p 2 ,... ; c1 , c2 ,... )
dependent variable independent variable variable parameters constant parameters
Most (if not all) inquiries regarding physical relations in Physics/Engineering problems can be
y c co
p k1
p k2 p
p k3
abj x 66
y f ( x ; p ; c) The Associated Three-Column Objective
y f ( x ; p ; c)
y f ( x1 , x2 ,... ; p1 , p 2 ,... ; c1 , c2 ,... )
dependent variable independent variable variable parameters constant parameters
(Question) Representation
All three columns are basically equivalent. They are 3 representations of the same content.
Students should practice recognizing this as well as recognizing other columns when see
abj 67
one of the columns, automatically.
y f ( x ; p ; c) The Associated Three-Column Objective
y f ( x ; p ; c)
y f ( x1 , x2 ,... ; p1 , p 2 ,... ; c1 , c2 ,... )
dependent variable independent variable variable parameters constant parameters
y f( x ; p ; c )
p=p2
condition of various/variable p and p=p3
p
constant c …. x
y c=co
The effect of x on y under the p =p1
condition of various/variable p and y f( x ; p ; c ) p=p2
p=p3
p
constant c …. x
abj 68
Practice y f ( x ; p ; c)
From the following graphs, tables, etc.,
1. Identify
2. the independent variables x or x1 , x2 ,... (if there are more than one indendent variable)
3. the variable parameters p or p1 , p2 ,... (if there are more than one variable parameter)
4. the constant parameters c or c1 , c2 ,... (if there are more than one constant parameter)
abj 69
Practice y f ( x ; p ; c)
NOTE 1:
y, x, p, c can be type, state, condition, e.g.,
Type of fluids
Type of beam supports
• simply support, cantilever, etc.
State of flows
• laminar, turbulent
NOTE 2:
y, x, and p are usually obvious from the graph.
What often not shown are c.
What are the ‘c variables’ for this graph?
Note that most graphs do have ‘c variables’,
whether the author indicates them on the graph is
another story.
Water
NOTE 3:
x, p, c slots can be empty
y f( x ; ; c )
y f( ; ; c )