The title of my 244th book of science is this:

Overhaul of Trigonometry: the nauseating math full of errors// Psychology-mathematics

I am sick and tired of seeing school students tortured by math professors who refuse to clean up mathematics.

Professors who spend most of their time and energy in ingratuating themselves with research and publishing papers rather than clean up math of its errors and making students endure a torture chamber of education.

Trigonometry is one of the worst evils that mathematics professors ever dreamed up and it has gotten to the point where about 1/2 of the calculus books have sample problems and examples in trigonometry, when, when indeed, trigonometry should never be in a Calculus textbook.

I go through the errors of trigonometry math and why its use is very limited to that of right triangles and why it should never appear in Calculus textbooks.

And I go through the reason that such error filled math such as trigonometry infests mathematics of today, the social and psychology reasons why math professors do not change, do not clean up math, and inflict torture on students-- who, all they wanted was to learn true math. For this book outlines why math professors refuse to clean up their mistakes and continue to torture students. As such I classify this book as -- psychology-math. For professors of math have grown accustomed to a social norm of where they spend more time on publishing and research than they ever spend time on correcting their mistakes and Cleaning up mathematics. For over 100 years now, the education of mathematics has been ignored, where few if any (Harold Jacobs is the only one I can think of that is making math simple easy and understandable) are driven by the motivation of making Mathematics--- Clear --- Simple --- Understandable.

I hope this book prompts everyone who teaches mathematics, to pause and reflect on their own understanding of mathematics. And thus bring relief to those millions of students who bear the stress and strain, even nervous breakdowns over trigonometry and calculus taught by limits.

This book is dedicated to all students who have a mathematics class.

AP

AP's 244th book of science--Overhaul of Trigonometry: the nauseating math full of errors// Psychology-mathematics

Let me add one more word to the title "crank" to mathematics. Mathematics-psychology of crank-mathematics.

Overhaul of Trigonometry: the nauseating math full of errors// Mathematics-psychology of crank-mathematics.

AP

Now, every math teacher in the world is likely to say-- "AP is too harsh". And my retort, is-- "no". For trigonometry is a subject that if you have 1 angle of a right triangle, other than the 90 degree angle, and 1 side, you can figure out the other sides. That was all there was to trigonometry. Yet with the help of cranks in the past 500 years, trigonometry has grown to this huge ugly monster that occupies about 50% of most calculus textbooks, when it should not ever be mentioned in calculus.

The main culprit who cranked trigonometry far behind its only use was Euler.. And Euler made another crank pronouncement-- e^(pi*i) = -1. Half of Euler's work was top-notch, but half was crank pollution.

No-one in the world can see this in their mind's eye, e^(pi*i) = -1. And the reason being is that it is sheer crank figment of the imagination. For AP-- no negative numbers exist, that eliminates the -1. For AP, imaginary numbers such as "i" are hallucinations by sick people. So the only acceptable numbers in that Euler equation is e=2.718... and pi=3.141...

And here is where someone in math after Euler should have started to clean up the crank pollution garbage and make math easier than the hard sciences. Math should be easier than either Physics or Chemistry. Math should be easier than astronomy or biology or geology. But because you have cranks in math for over 500 years and no-one in math with the decency or common-sense to clean up math. We have the situation today of where math is the hardest of all subjects--- only because it is riddled full of error by cranks who love to torture students.

The psychology is very easy to recognize-- if a crank creates math that only he can understand, and all around him are confused and bewildered, is what the crank mind loves to have-- everything thinks the crank is smart and they dumb. But that is why cranks never clean up math-- they love their position of making all around them look dumb.

AP

As I said, Euler was 1/2 great mathematician, but 1/2 of Euler was a mindless logic crank. Unfortunate that no mathematician after Euler had a logical mind to clean up and straighten up Euler's contributions.

Euler was poor, very poor in logic skills as can be seen with his silly and stupid so called proof of Fermat's Last Theorem in exponent 3. For in Euler's fake proof, he simply forgot he had to prove in the case of all three A,B, C in A^3 + B^3 = C^3 that in the case all three A,B,C were even numbers that the equation does not hold. It certainly holds in exponent 2 of 6^2 +8^2 = 10^2. And boneheaded stupid mathematicians like Andrew Wiles fell for the Euler fake proof, even going further to say he found a proof of FLT, when the idiot Wiles cannot even see Euler had no proof of FLT in exponent 3.

Euler's greatest nuisance to mathematics was his elevation of Trigonometry far far beyond what trigonometry is, what trigonometry is all about, and what trigonometry can do. So vast was the trigonometry idiocy by Euler, that by 1900s and even up to 2023 as I write, that most college calculus textbooks are 1/2 about trigonometry, when those books should have 0 trigonometry on their pages.

Euler was 1/2 crank, and it is little wonder that math education did not go so overboard in insane-math of e^(pi*i) = -1 as they went overboard on trigonometry flooding math. For even a High School math teacher would bulk at presenting the insane Euler e^(pi*i) = -1 into the classroom. But that does not stop the insane math professors of Dr. Tao, Dr. Wiles, Dr. Hales, Dr. Ribet, Dr. Stillwell, AMS Dr. Ruth Charney from prattling how lovely is e^(pi*i) = -1 for these math morons cannot even admit that the slant cut of right-circular cone (single cone) is a oval, not their mindless ellipse..

AP, King of Science, especially Physics & Logic

I am still mulling over the title. Should it be Psychology Sociology of error laden Math.

Let me see if that is better.

For this book is more about why Math professors refuse to clean up, straighten up their error filled math. As if they are partially insane and driven by crankery.

And what I believe is the case is that few mathematicians are ever gifted with Logical mind to be doing math proofs. They may be able to calculate fast and efficiently, but have no logical brains to do the theory behind math. And what they come up with in math is horrible more fake math, that only makes the entire subject of math be seen as incomprehensible, and forces students into a noisy torture chamber of math education.

One of the very very worst of these errors is trigonometry extended far beyond its only true use-- to tell all the sides of a right triangle given one angle other than 90 degrees and given 1 side length of this right-triangle.. That is it. That is the only use trigonometry ever was and will be.

Yet you look at any calculus textbook around the world, and half of that book is about trigonometry, when 0 percent of that book should be trigonometry.

Just look at the insane Reference Pages of Stewart's Calculus 2003.

sinh(x) = (e^x - e^-x)/2

csch(x) = 1/(sinh(x))

etc. etc where 1/2 of the tables are trigonometry.

Yet trig was invented with its only use-- tell the other two sides of a right triangle.

No wonder so many students avoid math, the most torture chamber science in existence all because math professors enjoy torture over clarity and error free text.

This is why I bring in the subjects of Psychology and Sociology into this book. Because it is a book on the study of why math professors never want to make math easy, clear, understandable.

They refuse to correct errors of math, because they spend most of their time trying to become famous with more crackpot math, and because cleaning up math of the professor errors makes they look dumb. Dumb as to why they did not see their mistakes, and dumb because they love to appear "smart" because only these cranks can understand crackpot math.

Dr. Wiles, Dr. Hales, Dr. Ribet, Dr. Tao, Dr Ruth Charney of AMS, Dr. Stillwell, none want to admit the truth of slant cut of cone is not an ellipse, but truly a Oval for the cone and oval have but 1 axis of symmetry, yet a ellipse requires 2. You see, if any of these cranks of math admited the truth of conic sections, the very next question by students around the world, is why now, why were they such mindless idiots of geometry that only now they recognize the truth of slant cut of cone.

And then, the next question is why fill Calculus books with trigonometry when Calculus books should have 0 trigonometry inside??

Thus the psychology and sociology question arises-- math professors care nothing about student education in math, and care only about becoming famous and rich in more crackpot math that they publish. See for example Andrew Wiles with his obnoxious fake proof of Fermat's Last Theorem, or see Terence Tao with his obnoxious reductio ad absurdum of string of primes, when Terence never could understand the primes of mathematics are __not well defined over the division operation__ But a crank like Terence Tao has no logical mind to know that Boole's logic and Reductio Ad Absurdum are no method of proof for mathematics-- the reason the Green-Tao theorem is fake math.

This is the sad situation of modern day mathematics education-- we let insane airheads of logic and math, dictate what is true in math. And we end up not with true math education but a torture chamber of students.

The cruelest math bent out of all proportion is trigonometry, and is half to blame for why math has become the most hard of sciences. Not because it is intrinsically hard. No. But all because math professors are sado masochists that refuse to clean up mathematics of its error ridden mistakes.

This book on trigonometry is my 244th book and my 245th book is cleaning up Calculus, so that once cleaned up, calculus can be taught in full in High School.

So the psychology and sociology of these two books is concerned about why math professors have become enemies of education and not educators of our young students.

In all my years of education and teaching, I have seen only one person on my side-- Harold Jacobs. And that is a pitiful shame, for all math professors should be like Harold Jacobs in trying to make mathematics clear, easy, simple and understandable.

AP, King of Science, especially Physics & Logic

Archimedes Plutonium<plutonium.archimedes@gmail.com>
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I am still mulling over the title. Should it be Psychology Sociology of error laden Math.

Let me see if that is better.

For this book is more about why Math professors refuse to clean up, straighten up their error filled math. As if they are partially insane and driven by crankery.

And what I believe is the case is that few mathematicians are ever gifted with a Logical mind to be doing math proofs. They may be able to calculate fast and efficiently, but have no logical brains to do the theory behind math. And what they come up with in math is horrible more fake math, that only makes the entire subject of math be seen as incomprehensible, and forces students into a noisy torture chamber of math education.

One of the very very worst of these errors is trigonometry extended far beyond its only true use-- to tell all the sides of a right triangle given one angle other than 90 degrees and given 1 side length of this right-triangle.. That is it. That is the only use trigonometry ever was and will be.

Yet you look at any calculus textbook around the world, and half of that book is about trigonometry, when 0 percent of that book should be trigonometry.

Just look at the insane Reference Pages of Stewart's Calculus 2003.

sinh(x) = (e^x - e^-x)/2

csch(x) = 1/(sinh(x))

etc. etc where 1/2 of the tables are trigonometry.

Yet trig was invented __for its only use__-- tell the other two sides of a right triangle.

No wonder so many students avoid math, the most torture chamber science in existence all because math professors enjoy torture over clarity and error free text.

This is why I bring in the subjects of Psychology and Sociology into this book. Because it is a book on the study of why math professors never want to make math easy, clear, understandable.

They refuse to correct errors of math, because they spend most of their time trying to become famous and rich with more crackpot math, and because cleaning up math of the professor errors makes them look dumb. Dumb as to why they did not see their mistakes, and dumb because they love to appear "smart" because only these cranks can understand crackpot math.

Dr. Wiles, Dr. Hales, Dr. Ribet, Dr. Tao, Dr Ruth Charney of AMS, Dr. Stillwell, none want to admit the truth of slant cut of cone is not an ellipse, but truly a Oval for the cone and oval have but 1 axis of symmetry, yet a ellipse requires 2. You see, if any of these cranks of math admitted the truth of conic sections, the very next question by students around the world, is why so late, why were they such mindless idiots of geometry that only now they recognize the truth of slant cut of cone.

And then, the next question is why fill Calculus books with trigonometry when Calculus books should have 0 trigonometry inside??

Thus the psychology and sociology question arises-- math professors care nothing about student education in math, and care only about becoming famous and rich in more crackpot math that they publish. See for example Andrew Wiles with his obnoxious fake proof of Fermat's Last Theorem, or see Terence Tao with his obnoxious reductio ad absurdum of a-string-of-primes, when Terence never could understand the primes of mathematics are __not well defined over the division operation__ But a crank like Terence Tao has no logical mind to know that Boole's logic and Reductio Ad Absurdum are no method of proof for mathematics-- the reason the Green-Tao theorem is fake math. Or Stillwell and all his history of math books, the Stillwell who could never do a geometry proof of the Fundamental Theorem of Calculus-- the most important theorem of our times, and there is Stillwell, deaf dumb and silent.

Or Hales with his stupid obnoxious claim of proving Kepler Packing, when the nitwit Hales is never able to define what exactly is "the concept of infinity" in geometry. Hales does not have a logical brain to understand geometry requires a borderline between finite and infinite numbers. Yet the nitwit goes ahead fearlessly with computer aided graphics and thinks he proved Kepler Packing, when the fool cannot even see that slant cut of a cone is a Oval, not his ellipse.

This is the sad situation of modern day mathematics education-- we let insane airheads of logic and math, dictate what is true in math. And we end up not with true math education but a torture chamber of students.

The cruelest math bent out of all proportion is trigonometry, and is half to blame for why math has become the most hard of sciences. Not because it is intrinsically hard. No. But all because math professors are sado masochists that refuse to clean up mathematics of its error ridden mistakes.

This book on trigonometry is my 244th book and my 245th book is cleaning up Calculus, so that once cleaned up, calculus can be taught in full in High School.

So the psychology and sociology of these two books is concerned about why math professors have become enemies of education and not educators of our young students.

In all my years of education and teaching, I have seen only one person on my side-- Harold Jacobs. And that is a pitiful shame, for all math professors should be like Harold Jacobs in trying to make mathematics clear, easy, simple and understandable.

Not all of Euler's work was crazy, insane work. I would say 1/2 of Euler's math is crazy insane, especially his extension of trigonometry. If Euler had never written a single thing on trigonometry, he would now be far better recognized. And his trigonometry is a blemish, a tarnish on his reputation as mathematician.

The huge reason that so many students hate math is twofold. One is trigonometry (thanks to Euler's insane extension) and the other is the ugly flawed Calculus with limits and ill-defined function. These two huge errors make math the worst and most obnoxious science of today, when in fact, math should be the easiest of the sciences.

Euler was 1/2 insane crank, and this book is more about psychology and sociology than it is about mathematics.

Why does mathematics education never clean up math and make math easy?? The answer is a psychology and sociology answer. And it pivots mostly on the idea that a teacher of math feels psychologically and socially more secure if he/she can make the students and other people feel insecure around mathematics. These crank teachers (mostly math professors) love it when-- only they see the light of math -- and none of the students or other people around can see the light of day of math.

That is because it is mostly fake math. That is the reason mathematicians love to shroud their teachings in symbols (I call it hieroglyphics) rather than deliver a lesson in clear straight and simple language.

Math professors feel psychologically and socially stronger if everyone else around, -- cannot understand what the hell they are saying or doing. And the people who pay these math professors feel-- "wow, he knows this stuff that I cannot understand and follow, so I better pay him more to keep him around."

Now sci.math has a perfect example of crank insane math, which only the idiot author is privy too, because it is all insane garbage. And this is a clear example of what most every math professor in colleges across the globe deal with and deal in-- obfuscation so as to make everyone around the crank feel as if "wow, he knows this bullshit, and I cannot understand a single word of that bullshit" "so he must be smart and I better pay him more to keep him".

--- quoting a thread by someone calling himself Socratis, a sci.math crank ---
Giving is more rewarding than receiving.
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Socratis T.n.p.
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Jun 16, 2023, 6:58:28 AM (yesterday)
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Giving is more rewarding than receiving.

But to give, you must have conquered what everyone needs.
Unfortunately, the All, often, do not know that they need what, for
them it would be Important.. to.. Receive.. to grow and.. understand.
So..when in doubt..they reject the True, thinking it is false and bad.

But how to distinguish, the good, from the bad and he True from the False?
It is good to know and conquer the Truth, to avoid getting hurt. But
what is The Truth, you will never know unless You can enter Yours
Self-awareness.. which is that part of the Whole,..in which..the bad and
the good coexist and coexist to make you .. get to know Life in its Totality-

If 0.1 *0.1 *100m =1000dm^3, it means : 100/0.1= 1000i..and 0.1 =1i.
Confirmed by 0.2 *0.2 *100m = 4000i^3 = 4m^3
Confirmed by 20c *20c *10'000c = 4'000'000c^3 =4'000i^3 = 4m^3.
For 100m/0.01 =10'000c.= 10'000(0.01) -:)))

So why.. would you believe that.. 0.2 *0.2 = 0.04 ?
Because the T.d.i. makes it derive from m^2..not enough..If it's
True..which in the.. T.n.p : 2i *2i = 4i^2 as 2i *2i *2i = 8i^3 = 8kg..
Which is not different from : 0.2*0.2 *0.2 =0.008m^3 = 8i^3 = 8kg.

Greetings T.d.i. We are Satisfied with what we donate -:)))
Recognizing it is up to those who continue.. to stay in the False -)))
Falsehood.. It comes from not being able to.. recognize the Truth.
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Socratis T.n.p.
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Jun 16, 2023, 8:54:29 AM (yesterday)
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Giving is more rewarding than receiving.

On Friday 16 June 2023 at 13:38:53 UTC+2 Socratis T.n.p. he wrote:
> Giving is more rewarding than receiving.

0.2 *0.5 *100 = 10m^3 = 2i *5i *1000i = 10'000i^3
0.5 *0.5 *100 = 25m^3
0.5 **1 **100 = 50m^3 = 5i *10i *1000i = 50'000i^3
1 **1 ** 100 = 100m^3
1 **2 ** 100 = 200m^3 = 10i *20i *1000i = 200'000i^3

Will there be Volumes?? Nohohoh It's all fantasies!!!

Greetings T.n.p. If 0.5 *100 = 50m^2 => 0.5 *1*100 = 50m^3-:)))
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Socratis T.n.p.
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Jun 16, 2023, 12:56:19 PM (yesterday)
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I Created a Theorem to define Volumes..from1i..to..inf.i.
It's very easy but, you need it to distinguish : n.i^2 from : n.i^3.
maybe you will find it useful to start at 1i. :n *2n *4n= (2n)^3
Since it also proves that Integers are tens of dm :

==> 1 *2 ==2m^2 ===> 10i *20i =200i^3
0.5 *1 *2 = 1m^3 => 5i *10i *20i=1000i^3.
1 *2 * 4 = 8m^3 ==>10i *20i *40i= 8000i^3.

==> 3 *6 ==18m^2 ====> 30i *60i = 1800i^2
1.5 *3 *6 = 27m^3 => 15i *30i *60i =27000i^3
2 *4 *8 = 64m^3 ===> 20i *40i *80i = 64000i^3

==> 5 *10 == 50m^3 =====> 50i *100i == 500i^2
2.5 *5 *10 =125m^3 => 25i *50i *100i =125000i^3.
3 * 6 **12 = 216m^3 => 30i *60i *120i = 216000i^3.

Greetings T.n.p. => 40i *80i *160i = i80^3 = 512'000i^3-:)))
For => 8/0.1 = 80i ==> Using dm's you can't + Lie..Because
the calculator gives you.. m^2 and m^3 for what they are-:)))
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Socratis T.n.p.
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5:58 AM (7 hours ago)
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I Created a Theorem which defines Volumes..from1i..to..inf.i.
It's very easy and..You need it to distinguish : n.i^2 from : n.i^3.
maybe you will find it useful to start with 1i : 1y *2x *4z =(2x)^3

If > 1 *2 == 2m^2 ===> 10i *20i == 200i^2
0.5 *1 *2 = 1m^3 => 5i *10i *20i = 1000i^3
1 * 2 * 4 = 8m^3==> 10i *20i *40i =8000i^3

If > 3 *6 = 18m^2 ====> 30i * 60i == 1800i^2
1.5 *3 *6 = 27m^3 => 15i *30i *60i =27000i^3
2 *4 *8 == 64m^3 ==>20i *40i *80i = 64000i^3
2.5*5*10=125m^3=>25i *50i *100i=125'000i^3

If > 5 *10 == 50m^2 ====> 50i * 100i == 5000i^2
2.5 *5*10 = 125m^3 => 25i*50i *100i =125000i^3
3 * 6 **12==216m^3 => 30i *60i *120i =216000i^3
3.5*7 *14 = 343m^3 => 35i *70i * 140i = 343'000i^3

Saluti T.n.p. If => 5^2 +8^2 = 10*8 +3^2 == 89m^2-:)))
============> 5^3 + 8^3 = 13 *49m^2 = 637m^3 -:)))

N.B.
A mathematical system that had neither m^2 nor m^3.
It couldn't measure Nothing. The system as you use it
that it is linear..it only needs sums..like 2 +2 +4 = 8m.
8+16 +40 =64m.Linear..and.. not 4 *4 *4 = 64m^3. Therefore not
you know. why.. you should say 4 *4 = 16..instead of 8 +8 =16m.L.
If 2x *4y = 8m^2 ==> 1z *2x *4y..must be, by Logic, 8m^3
--- end quoting a thread by someone calling himself Socratis, a sci.math crank ---

We easily can see why a Crank keeps cranking such endless b.s. day after day, for they went insane. And this is exactly the same thing with Euler and his extension of trigonometry.

And why that Euler trigonometry crankery floods calculus textbooks when there should be 0 mention of trigonometry in calculus.

AP, King of Science, especially Physics & Logic

So good is this Socratis b.s. math below that we can sort of see the older Euler plying away at doing "crank trigonometry".

You see, trigonometry is a tool that is only useful for finding the sides and angles of right triangles. And anyone extending that use is only doing fake math, incomprehensible and fake math.

The only valid functions in all of mathematics are Polynomial functions. Thus, if some come running up to me and says graph the function sin (x). I say to him, first you must convert your stupid sin(x) to a polynomial over a specific interval. Then I will graph that polynomial function. The trig functions are not functions at all. And yet this nightmarish math, this nervous breakdown math, giving students nightmares and nervous breakdowns is still taught in High Schools and colleges, when all that should be taught is how to fetch all the sides and angles of a right triangle--- Trigs only Use.

So I invite the reader to read the below Socratis, b.s. which can easily be seen as a modern day Euler crank and crackpot.

On Saturday, June 17, 2023 at 1:38:29 PM UTC-5, Archimedes Plutonium wrote:
> Not all of Euler's work was crazy, insane work. I would say 1/2 of Euler's math is crazy insane, especially his extension of trigonometry. If Euler had never written a single thing on trigonometry, he would now be far better recognized. And his trigonometry is a blemish, a tarnish on his reputation as mathematician.
>
> The huge reason that so many students hate math is twofold. One is trigonometry (thanks to Euler's insane extension) and the other is the ugly flawed Calculus with limits and ill-defined function. These two huge errors make math the worst and most obnoxious science of today, when in fact, math should be the easiest of the sciences.
>
> Euler was 1/2 insane crank, and this book is more about psychology and sociology than it is about mathematics.
>
> Why does mathematics education never clean up math and make math easy?? The answer is a psychology and sociology answer. And it pivots mostly on the idea that a teacher of math feels psychologically and socially more secure if he/she can make the students and other people feel insecure around mathematics. These crank teachers (mostly math professors) love it when-- only they see the light of math -- and none of the students or other people around can see the light of day of math.
>
> That is because it is mostly fake math. That is the reason mathematicians love to shroud their teachings in symbols (I call it hieroglyphics) rather than deliver a lesson in clear straight and simple language.
>
> Math professors feel psychologically and socially stronger if everyone else around, -- cannot understand what the hell they are saying or doing. And the people who pay these math professors feel-- "wow, he knows this stuff that I cannot understand and follow, so I better pay him more to keep him around."
>
> Now sci.math has a perfect example of crank insane math, which only the idiot author is privy too, because it is all insane garbage. And this is a clear example of what most every math professor in colleges across the globe deal with and deal in-- obfuscation so as to make everyone around the crank feel as if "wow, he knows this bullshit, and I cannot understand a single word of that bullshit" "so he must be smart and I better pay him more to keep him".
>
> --- quoting a thread by someone calling himself Socratis, a sci.math crank ---
> Giving is more rewarding than receiving.
> 53 views
> Skip to first unread message
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> Socratis T.n.p.'s profile photo
> Socratis T.n.p.
> unread,
> Jun 16, 2023, 6:58:28 AM (yesterday)
> 
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> 
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> Giving is more rewarding than receiving.
>
> But to give, you must have conquered what everyone needs.
> Unfortunately, the All, often, do not know that they need what, for
> them it would be Important.. to.. Receive.. to grow and.. understand.
> So..when in doubt..they reject the True, thinking it is false and bad.
>
> But how to distinguish, the good, from the bad and he True from the False?
> It is good to know and conquer the Truth, to avoid getting hurt. But
> what is The Truth, you will never know unless You can enter Yours
> Self-awareness.. which is that part of the Whole,..in which..the bad and
> the good coexist and coexist to make you .. get to know Life in its Totality-
>
> If 0.1 *0.1 *100m =1000dm^3, it means : 100/0.1= 1000i..and 0.1 =1i..
> Confirmed by 0.2 *0.2 *100m = 4000i^3 = 4m^3
> Confirmed by 20c *20c *10'000c = 4'000'000c^3 =4'000i^3 = 4m^3.
> For 100m/0.01 =10'000c.= 10'000(0.01) -:)))
>
> So why.. would you believe that.. 0.2 *0.2 = 0.04 ?
> Because the T.d.i. makes it derive from m^2..not enough..If it's
> True..which in the.. T.n.p : 2i *2i = 4i^2 as 2i *2i *2i = 8i^3 = 8kg.
> Which is not different from : 0.2*0.2 *0.2 =0.008m^3 = 8i^3 = 8kg.
>
> Greetings T.d.i. We are Satisfied with what we donate -:)))
> Recognizing it is up to those who continue.. to stay in the False -)))
> Falsehood.. It comes from not being able to.. recognize the Truth.
> Socratis T.n.p.'s profile photo
> Socratis T.n.p.
> unread,
> Jun 16, 2023, 8:54:29 AM (yesterday)
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> Giving is more rewarding than receiving.
>
> On Friday 16 June 2023 at 13:38:53 UTC+2 Socratis T.n.p. he wrote:
> > Giving is more rewarding than receiving.
>
> 0.2 *0.5 *100 = 10m^3 = 2i *5i *1000i = 10'000i^3
> 0.5 *0.5 *100 = 25m^3
> 0.5 **1 **100 = 50m^3 = 5i *10i *1000i = 50'000i^3
> 1 **1 ** 100 = 100m^3
> 1 **2 ** 100 = 200m^3 = 10i *20i *1000i = 200'000i^3
>
> Will there be Volumes?? Nohohoh It's all fantasies!!!
>
> Greetings T.n.p. If 0.5 *100 = 50m^2 => 0.5 *1*100 = 50m^3-:)))
> Socratis T.n.p.'s profile photo
> Socratis T.n.p.
> unread,
> Jun 16, 2023, 12:56:19 PM (yesterday)
> 
> 
> 
> to
> 
> I Created a Theorem to define Volumes..from1i..to..inf.i.
> It's very easy but, you need it to distinguish : n.i^2 from : n.i^3.
> maybe you will find it useful to start at 1i. :n *2n *4n= (2n)^3
> Since it also proves that Integers are tens of dm :
>
> ==> 1 *2 ==2m^2 ===> 10i *20i =200i^3
> 0.5 *1 *2 = 1m^3 => 5i *10i *20i=1000i^3.
> 1 *2 * 4 = 8m^3 ==>10i *20i *40i= 8000i^3.
>
> ==> 3 *6 ==18m^2 ====> 30i *60i = 1800i^2
> 1.5 *3 *6 = 27m^3 => 15i *30i *60i =27000i^3
> 2 *4 *8 = 64m^3 ===> 20i *40i *80i = 64000i^3
>
> ==> 5 *10 == 50m^3 =====> 50i *100i == 500i^2
> 2.5 *5 *10 =125m^3 => 25i *50i *100i =125000i^3.
> 3 * 6 **12 = 216m^3 => 30i *60i *120i = 216000i^3.
>
> Greetings T.n.p. => 40i *80i *160i = i80^3 = 512'000i^3-:)))
> For => 8/0.1 = 80i ==> Using dm's you can't + Lie..Because
> the calculator gives you.. m^2 and m^3 for what they are-:)))
> Socratis T.n.p.'s profile photo
> Socratis T.n.p.
> unread,
> 5:58 AM (7 hours ago)
> 
> 
> 
> to
> I Created a Theorem which defines Volumes..from1i..to..inf.i.
> It's very easy and..You need it to distinguish : n.i^2 from : n.i^3.
> maybe you will find it useful to start with 1i : 1y *2x *4z =(2x)^3
>
> If > 1 *2 == 2m^2 ===> 10i *20i == 200i^2
> 0.5 *1 *2 = 1m^3 => 5i *10i *20i = 1000i^3
> 1 * 2 * 4 = 8m^3==> 10i *20i *40i =8000i^3
>
> If > 3 *6 = 18m^2 ====> 30i * 60i == 1800i^2
> 1.5 *3 *6 = 27m^3 => 15i *30i *60i =27000i^3
> 2 *4 *8 == 64m^3 ==>20i *40i *80i = 64000i^3
> 2.5*5*10=125m^3=>25i *50i *100i=125'000i^3
>
> If > 5 *10 == 50m^2 ====> 50i * 100i == 5000i^2
> 2.5 *5*10 = 125m^3 => 25i*50i *100i =125000i^3
> 3 * 6 **12==216m^3 => 30i *60i *120i =216000i^3
> 3.5*7 *14 = 343m^3 => 35i *70i * 140i = 343'000i^3
>
> Saluti T.n.p. If => 5^2 +8^2 = 10*8 +3^2 == 89m^2-:)))
> ============> 5^3 + 8^3 = 13 *49m^2 = 637m^3 -:)))
>
> N.B.
> A mathematical system that had neither m^2 nor m^3.
> It couldn't measure Nothing. The system as you use it
> that it is linear..it only needs sums..like 2 +2 +4 = 8m.
> 8+16 +40 =64m.Linear..and.. not 4 *4 *4 = 64m^3. Therefore not
> you know. why.. you should say 4 *4 = 16..instead of 8 +8 =16m.L.
> If 2x *4y = 8m^2 ==> 1z *2x *4y..must be, by Logic, 8m^3
> --- end quoting a thread by someone calling himself Socratis, a sci.math crank ---
>
> We easily can see why a Crank keeps cranking such endless b.s. day after day, for they went insane. And this is exactly the same thing with Euler and his extension of trigonometry.
>
> And why that Euler trigonometry crankery floods calculus textbooks when there should be 0 mention of trigonometry in calculus.
> AP, King of Science, especially Physics & Logic

> > --- quoting a thread by someone calling himself Socratis, a sci.math crank ---
> > Giving is more rewarding than receiving.
> > 53 views
> > Skip to first unread message
> > Subscribe
> > 
> > Socratis T.n.p.'s profile photo
> > Socratis T.n.p.
> > unread,
> > Jun 16, 2023, 6:58:28 AM (yesterday)
> > 
> > 
> > 
> > to
> > Giving is more rewarding than receiving.
> >
> > But to give, you must have conquered what everyone needs.
> > Unfortunately, the All, often, do not know that they need what, for
> > them it would be Important.. to.. Receive.. to grow and.. understand.
> > So..when in doubt..they reject the True, thinking it is false and bad.
> >
> > But how to distinguish, the good, from the bad and he True from the False?
> > It is good to know and conquer the Truth, to avoid getting hurt. But
> > what is The Truth, you will never know unless You can enter Yours
> > Self-awareness.. which is that part of the Whole,..in which..the bad and
> > the good coexist and coexist to make you .. get to know Life in its Totality-
> >
> > If 0.1 *0.1 *100m =1000dm^3, it means : 100/0.1= 1000i..and 0.1 =1i.
> > Confirmed by 0.2 *0.2 *100m = 4000i^3 = 4m^3
> > Confirmed by 20c *20c *10'000c = 4'000'000c^3 =4'000i^3 = 4m^3.
> > For 100m/0.01 =10'000c.= 10'000(0.01) -:)))
> >
> > So why.. would you believe that.. 0.2 *0.2 = 0.04 ?
> > Because the T.d.i. makes it derive from m^2..not enough..If it's
> > True..which in the.. T.n.p : 2i *2i = 4i^2 as 2i *2i *2i = 8i^3 = 8kg.
> > Which is not different from : 0.2*0.2 *0.2 =0.008m^3 = 8i^3 = 8kg..
> >
> > Greetings T.d.i. We are Satisfied with what we donate -:)))
> > Recognizing it is up to those who continue.. to stay in the False -)))
> > Falsehood.. It comes from not being able to.. recognize the Truth.
> > Socratis T.n.p.'s profile photo
> > Socratis T.n.p.
> > unread,
> > Jun 16, 2023, 8:54:29 AM (yesterday)
> > 
> > 
> > 
> > to
> > Giving is more rewarding than receiving.
> >
> > On Friday 16 June 2023 at 13:38:53 UTC+2 Socratis T.n.p. he wrote:
> > > Giving is more rewarding than receiving.
> >
> > 0.2 *0.5 *100 = 10m^3 = 2i *5i *1000i = 10'000i^3
> > 0.5 *0.5 *100 = 25m^3
> > 0.5 **1 **100 = 50m^3 = 5i *10i *1000i = 50'000i^3
> > 1 **1 ** 100 = 100m^3
> > 1 **2 ** 100 = 200m^3 = 10i *20i *1000i = 200'000i^3
> >
> > Will there be Volumes?? Nohohoh It's all fantasies!!!
> >
> > Greetings T.n.p. If 0.5 *100 = 50m^2 => 0.5 *1*100 = 50m^3-:)))
> > Socratis T.n.p.'s profile photo
> > Socratis T.n.p.
> > unread,
> > Jun 16, 2023, 12:56:19 PM (yesterday)
> > 
> > 
> > 
> > to
> > 
> > I Created a Theorem to define Volumes..from1i..to..inf.i.
> > It's very easy but, you need it to distinguish : n.i^2 from : n.i^3.
> > maybe you will find it useful to start at 1i. :n *2n *4n= (2n)^3
> > Since it also proves that Integers are tens of dm :
> >
> > ==> 1 *2 ==2m^2 ===> 10i *20i =200i^3
> > 0.5 *1 *2 = 1m^3 => 5i *10i *20i=1000i^3.
> > 1 *2 * 4 = 8m^3 ==>10i *20i *40i= 8000i^3.
> >
> > ==> 3 *6 ==18m^2 ====> 30i *60i = 1800i^2
> > 1.5 *3 *6 = 27m^3 => 15i *30i *60i =27000i^3
> > 2 *4 *8 = 64m^3 ===> 20i *40i *80i = 64000i^3
> >
> > ==> 5 *10 == 50m^3 =====> 50i *100i == 500i^2
> > 2.5 *5 *10 =125m^3 => 25i *50i *100i =125000i^3.
> > 3 * 6 **12 = 216m^3 => 30i *60i *120i = 216000i^3.
> >
> > Greetings T.n.p. => 40i *80i *160i = i80^3 = 512'000i^3-:)))
> > For => 8/0.1 = 80i ==> Using dm's you can't + Lie..Because
> > the calculator gives you.. m^2 and m^3 for what they are-:)))
> > Socratis T.n.p.'s profile photo
> > Socratis T.n.p.
> > unread,
> > 5:58 AM (7 hours ago)
> > 
> > 
> > 
> > to
> > I Created a Theorem which defines Volumes..from1i..to..inf.i.
> > It's very easy and..You need it to distinguish : n.i^2 from : n.i^3.
> > maybe you will find it useful to start with 1i : 1y *2x *4z =(2x)^3
> >
> > If > 1 *2 == 2m^2 ===> 10i *20i == 200i^2
> > 0.5 *1 *2 = 1m^3 => 5i *10i *20i = 1000i^3
> > 1 * 2 * 4 = 8m^3==> 10i *20i *40i =8000i^3
> >
> > If > 3 *6 = 18m^2 ====> 30i * 60i == 1800i^2
> > 1.5 *3 *6 = 27m^3 => 15i *30i *60i =27000i^3
> > 2 *4 *8 == 64m^3 ==>20i *40i *80i = 64000i^3
> > 2.5*5*10=125m^3=>25i *50i *100i=125'000i^3
> >
> > If > 5 *10 == 50m^2 ====> 50i * 100i == 5000i^2
> > 2.5 *5*10 = 125m^3 => 25i*50i *100i =125000i^3
> > 3 * 6 **12==216m^3 => 30i *60i *120i =216000i^3
> > 3.5*7 *14 = 343m^3 => 35i *70i * 140i = 343'000i^3
> >
> > Saluti T.n.p. If => 5^2 +8^2 = 10*8 +3^2 == 89m^2-:)))
> > ============> 5^3 + 8^3 = 13 *49m^2 = 637m^3 -:)))
> >
> > N.B.
> > A mathematical system that had neither m^2 nor m^3.
> > It couldn't measure Nothing. The system as you use it
> > that it is linear..it only needs sums..like 2 +2 +4 = 8m.
> > 8+16 +40 =64m.Linear..and.. not 4 *4 *4 = 64m^3. Therefore not
> > you know. why.. you should say 4 *4 = 16..instead of 8 +8 =16m.L.
> > If 2x *4y = 8m^2 ==> 1z *2x *4y..must be, by Logic, 8m^3
> > --- end quoting a thread by someone calling himself Socratis, a sci.math crank ---
> >

And I should add the other Socratis-- the same author who day after day cranks this b.s.

Lucrezio S
unread,
12:36 PM 18June 2023



to sci.math

There are many idiots and they don't know that 3 factors create volumes:
0.1 *0.1 * 100 = 1m^3..Alias.. 1i *1i *1000i = 1000i^3 = 1m^3
0.2 *0.5 *100 = 10m^3.==> 2i °5i *1000i = 10'000i^3 = 10m^3.
0.5 **1 *100 = 50m^3 ==>5i *10i *1000i = 50.000i^3 = 50m^3
1 **1 **100 =100m^3 =>10i *10i *1000i =100'000i^3=100m^3
1 **2 *100 =200m^3 => 10i *20i *1000i =200'000i^3 =200m^3.

There is no better satisfaction than teaching Jerks -:)))
You are such idiots that you think volumes are areas -:)))
If ..2*2 *3 = 12m^3.
2 * 2 *π = 12.56m^3.Go hoe...the Mat. not for you!!

Greetings T.n.p. 0.01 *0.1 *100 = 0.1m*3 = 100i^3 = 100kg -:)))
=========> 0.01 *0.01 *100 =0.01m^3 = 10i^3 = 10kg -:)))
==========> 0.01 *0.01 *10 = 0.001m^3 = 1i^3 = 1kg. -:)))

--- end quoting a crank on sci.math ---

And the above is highly similar to what Euler did with trigonometry in the 1700s.

Did Euler do most of his trigonometry crankery in St.Petersburg Russia? I do not know. But he would not have had the "attitude and psychology problems" that Socratis and Lucrezio display in their crackpot crankery.

So in this book, I will summarize the psychology and sociology problems of modern mathematics, why math professors cling to crankery rather than clean up their subject and throw out their errors. Why math professors see nothing wrong in "obfuscation" rather than make math simple and easy. Why math professors pride themselves that they have made mathematics be a nightmare and nervous breakdown of a subject for students.

Why AP and only one other person that I know of, is making mathematics be simple and easy, yet 99.9% of the math community is going in the opposite direction, due to the way math professors are rewarded in math.

Why the psychology of teaching math is in favor of rote-memorization by math professors and not rational reasoned logic dialogue.

Why the sociology of math education is in favor of making math be harder and hardest of all the sciences, when in reality, math should be the clearest, most simple, most easy of all the sciences.

AP

I decided to classify this book as Math-Psychology-Sociology.

For I am going to have at least two books in this category, one on trig and one on calculus. There probably are more to come.

And a book in this category, is an analysis of why a boneheaded professor of science clings to his her error filled knowledge.

I just thought of a third book-- Boole & Jevons logic fits into Math-Psychology-Sociology.

And the reason Logic is never repaired, cleaned and fixed, is the fear of psychology -- Self Incrimination. And the sociology fear-- we want England where Logic was borne, to dominate, no matter how awfully wrong and full of errors it is. Hero worship is the psychology and sociology phenomenon behind keeping error filled science.

And so I can add another-- Cantor and his mindless infinities. And also Einstein with his stealing of science from so many others without ever giving reference citations to original authors such as E = mc^2 was first discovered by the Russian Nikolay Umov. Einstein was more of a stealer than a physicist. I do not think Einstein ever gave credit to Poincare for Special Relativity. His wife did more of Einstein's physics than Einstein did himself..

So I have plenty, plenty of a subject material of where Psychology and Sociology -- get in the way of pure science.

AP

AP Wrote:
>
> In all my years of education and teaching, I have seen only one person on my side-- Harold Jacobs. And that is a pitiful shame, for all math professors should be like Harold Jacobs in trying to make mathematics clear, easy, simple and understandable.
>
> AP, King of Science, especially Physics & Logic

*
AP: You are certainly right about Harold Jacobs, but -- you must have missed this reference:

https://tinyurl.com/earlejones

Here Harold Jacobs describes the four conic sections: Circle, Ellipse, Parabola, Hyperbola.

earle
*

Earle Jones is that why Steven Chu and Carl Wieman cannot ask the question which is the atom's true electron-- muon or 0.5MeV particle, they are so blind in geometry as to believe slant cut of cone is ellipse when it is a oval.

Earle Jones makes the link-up of why Stanford Physics is blind in physics and math.
On Sunday, June 18, 2023 at 7:35:22 PM UTC-5, Earle wrote:
> *
> AP: You are certainly right about Harold Jacobs, but -- you must have missed this reference:
>
> .....tinyurl....com..../earlejones
>
> Here Harold Jacobs describes the four conic sections: Circle, Ellipse, Parabola, Hyperbola.
>
> earle
> *

SLAC: Chi-Chung Kao
President: Marc Tessier-Lavigne (neuroscience)
Provost: Persis Drell (physics)

Stanford physics dept.

Alexander Fetter, John Lipa, William Little, Douglas Osheroff, H. Alan Schwettman, John Turneaure, Robert Wagoner, Mason Yearian, Robert Laughlin, Carl Wieman, Steven Chu, Douglas Osheroff


Mr Meticulous Pinhead-Steven Chu,Carl Wieman,Douglas Osheroff, Robert Laughlin,Marc Tessier-Lavigne, so says Earle Jones while Kibo says little stinker. And AP says-- he has been tolerant of hate spew from Jones for 25 years, Kibo of 30 years, but no longer. And if sci.physics can kick out the insane shithead Jones, then sci.math should be able to do the same. And kick out the insane paid for Stalker Kibo Parry Moroney Volney, even if it takes firing NSF Dr. Panchanathan.
>
> Earle Jones, what year exactly was it that you "first wrote" your anagram "Penis Could Mature Him". Was it the year you failed Stanford? And Earle, were you on some GI bill program of education, where you are not graded at all just pass--fail. And the only reason you got into Stanford is the GI bill, otherwise they would have laughed at your science-IQ.
>
> For laughs, look at Earle Jones Quora interview-- pages and pages of elementary and juvenile Ohm's law, as if Earle is ashamed he ever did electrical engineering and had to get a business degree for he failed science. Earle is that why he hate other people and make anagrams of them, to cover up your failure in life.
> 
> 
> 
>
>
> > Earle Jones, is it Ohm's law that prevents Harvard's Dr. Hau from turned the lights off in Slow Light experiments, and thereby proving AP correct-- Light is a circuit not a straightline arrow ray.
> > >
> > > Earle's profile photo
> > > Earle
> > > unread,
> > > Archimedes Plutonium and Ohm's Law
> > > * It is my opinion that Archimedes Plutonium does not know Ohm's Law. Earle Jones (BS Electricalo
> > > 11:22 PM June 12, 2023
> > > 
> >
> > Say Earle, you went to Stanford U. to learn anagrams, not EE? Is that why Harvard's Dr.Hau cannot turn the lights off in slow light experiments-- she does not know Ohm's law V=iR. I know Earle failed Ohm's law. Earle is that why you got a business degree instead-- you failed science. And you needed some job to feed yourself hand to mouth, for you failed science.
> 
> > > > > > Alexander Fetter, John Lipa, William Little, Douglas Osheroff, David Ritson, H. Alan Schwettman, John Turneaure, Robert Wagoner, Stanley Wojcicki, Mason Yearian
> > 
> > Read my recent posts in peace and quiet.
> > https://groups.google.com/forum/?hl=en#!forum/plutonium-atom-universe
> > Archimedes Plutonium
> >
> >
> >
> > #2-1, My 137th published book
> >
> > Introduction to AP's TEACHING TRUE PHYSICS// Physics textbook series, book 1 Kindle Edition
> > by Archimedes Plutonium (Author)
> >
> >
> >
> > #1 New Release in Electromagnetic Theory
> >
> > This will be AP's 137th published book on science. And the number 137 is special to me for it is the number of QED, Quantum Electrodynamics as the inverse fine structure constant. I can always remember 137 as that special constant of physics and so I can remember where Teaching True Physics was started by me.
> >
> > Time has come for the world to have the authoritative textbooks for all of High School and College education. Written by the leading physics expert of the time. The last such was Feynman in the 1960s with Feynman Lectures on Physics. The time before was Maxwell in 1860s with his books and Encyclopedia Britannica editorship. The time is ripe in 2020 for the new authoritative texts on physics. It will be started in 2020 which is 60 years after Feynman. In the future, I request the physics community updates the premier physics textbook series at least every 30 years. For we can see that pattern of 30 years approximately from Faraday in 1830 to Maxwell in 1860 to Planck and Rutherford in about 1900, to Dirac in 1930 to Feynman in 1960 and finally to AP in 1990 and 2020. So much happens in physics after 30 years, that we need the revisions to take place in a timely manner. But also, as we move to Internet publishing such as Amazon's Kindle, we can see that updates can take place very fast, as editing can be a ongoing monthly or yearly activity. I for one keep constantly updating all my published books, at least I try to.
> >
> > Feynman was the best to make the last authoritative textbook series for his concentration was QED, Quantum Electrodynamics, the pinnacle peak of physics during the 20th century. Of course the Atom Totality theory took over after 1990 and all of physics; for all sciences are under the Atom Totality theory.
> > And as QED was the pinnacle peak before 1990, the new pinnacle peak is the Atom Totality theory. The Atom Totality theory is the advancement of QED, for the Atom Totality theory primal axiom says -- All is Atom, and atoms are nothing but Electricity and Magnetism.
> > Length: 64 pages
> >
> > Product details
> > • File Size : 790 KB
> > • Publication Date : October 5, 2020
> > • Word Wise : Enabled
> > • Print Length : 64 pages
> > • Text-to-Speech : Not enabled
> > • Screen Reader : Supported
> > • Enhanced Typesetting : Enabled
> > • X-Ray : Not Enabled
> > • Language: : English
> > • ASIN : B08KS4YGWY
> > • Lending : Enabled
> > • Best Sellers Rank: #430,602 in Kindle Store (See Top 100 in Kindle Store)
> > ◦ #39 in Electromagnetic Theory
> > ◦ #73 in Electromagnetism (Kindle Store)
> > ◦ #74 in 90-Minute Science & Math Short Reads
> >
> >
> > #2-2, 145th published book
> >
> >
> > TEACHING TRUE PHYSICS//Junior High School// Physics textbook series, book 2
> > Kindle Edition
> > by Archimedes Plutonium (Author)
> >
> > What I am doing is clearing the field of physics, clearing it of all the silly mistakes and errors and beliefs that clutter up physics. Clearing it of its fraud and fakeries and con-artistry. I thought of doing these textbooks starting with Senior year High School, wherein I myself started learning physics. But because of so much fraud and fakery in physics education, I believe we have to drop down to Junior year High School to make a drastic and dramatic emphasis on fakery and con-artistry that so much pervades science and physics in particular. So that we have two years in High School to learn physics. And discard the nonsense of physics brainwash that Old Physics filled the halls and corridors of education.
> >
> > Product details
> > • ASIN : B08PC99JJB
> > • Publication date : November 29, 2020
> > • Language: : English
> > • File size : 682 KB
> > • Text-to-Speech : Enabled
> > • Screen Reader : Supported
> > • Enhanced typesetting : Enabled
> > • X-Ray : Not Enabled
> > • Word Wise : Enabled
> > • Print length : 78 pages
> > • Lending : Enabled
> > • Best Sellers Rank: #185,995 in Kindle Store (See Top 100 in Kindle Store)
> > ◦ #42 in Two-Hour Science & Math Short Reads
> > ◦ #344 in Physics (Kindle Store)
> > ◦ #2,160 in Physics (Books)
> >
> >
> >
> >
> > #2-3, 146th published book
> >
> > TEACHING TRUE PHYSICS// Senior High School// Physics textbook series, book 3
> > Kindle Edition
> > by Archimedes Plutonium (Author)
> >
> > I believe that in knowing the history of a science is knowing half of that science. And that if you are amiss of knowing the history behind a science, you have only a partial understanding of the concepts and ideas behind the science. I further believe it is easier to teach a science by teaching its history than any other means of teaching. So for senior year High School, I believe physics history is the best way of teaching physics. And in later years of physics courses, we can always pick up on details. So I devote this senior year High School physics to a history of physics, but only true physics. And there are few books written on the history of physics, so I chose Asimov's The History of Physics, 1966 as the template book for this textbook. Now Asimov's book is full of error and mistakes, and that is disappointing but all of Old Physics is full of error. On errors and mistakes of Old Physics, the best I can do is warn the students, and the largest warning of all is that whenever someone in Old Physics says "electron" what they are talking about is really the Dirac magnetic monopole. And whenever they talk about the Rutherford-Bohr model of the atom, they are talking about huge huge grave mistakes, for the true atom is protons as 8 ringed toruses with a muon stuck inside of a proton doing the Faraday law and producing those magnetic monopoles as electricity. I use Asimov's book as a template but in the future, I hope to rewrite this textbook using no template at all, that is if I have time in the future.
> > Cover Picture: Is the book The History of Physics, by Isaac Asimov, 1966 and on top of the book are 4 cut-outs of bent circles representing magnetic monopoles which revolutionizes modern physics, especially the ElectroMagnetic theory.
> >
> > Product details
> > ◦ ASIN ‏ : ‎ B08RK33T8V
> > ◦ Publication date ‏ : ‎ December 28, 2020
> > ◦ Language ‏ : ‎ English
> > ◦ File size ‏ : ‎ 794 KB
> > ◦ Text-to-Speech ‏ : ‎ Enabled
> > ◦ Screen Reader ‏ : ‎ Supported
> > ◦ Enhanced typesetting ‏ : ‎ Enabled
> > ◦ X-Ray ‏ : ‎ Not Enabled
> > ◦ Word Wise ‏ : ‎ Enabled
> > ◦ Sticky notes ‏ : ‎ On Kindle Scribe
> > ◦ Print length ‏ : ‎ 124 pages
> > ◦ Best Sellers Rank: #293,315 in Kindle Store (See Top 100 in Kindle Store)
> > ◦ #401 in Physics (Kindle Store)
> > ◦ #2,236 in Physics (Books)
> >
> >
> > #2-4, 151st published book
> >
> > TEACHING TRUE PHYSICS// 1st year College// Physics textbook series, book 4
> > Kindle Edition
> > by Archimedes Plutonium (Author)
> >
> > Preface: This is AP's 151st book of science published. It is one of my most important books of science because 1st year college physics is so impressionable on students, if they should continue with physics, or look elsewhere for a career. And also, physics is a crossroad to all the other hard core sciences, where physics course is mandatory such as in chemistry or even biology. I have endeavored to make physics 1st year college to be as easy and simple to learn. In this endeavor to make physics super easy, I have made the writing such that you will see core ideas in all capital letters as single sentences as a educational tool. And I have made this textbook chapter writing follow a logical pattern of both algebra and geometry concepts, throughout. The utmost importance of logic in physics needs to be seen and understood. For I have never seen a physics book, prior to this one that is logical. Every Old Physics textbook I have seen is scatter-brained in topics and in writing. I use as template book of Halliday & Resnick because a edition of H&R was one I was taught physics at University of Cincinnati in 1969. And in 1969, I had a choice of majors, do I major in geology, or mathematics, or in physics, for I will graduate from UC in 1972. For me, geology was too easy, but physics was too tough, so I ended up majoring in mathematics. If I had been taught in 1969 using this textbook that I have written, I would have ended up majoring in physics, my first love. For physics is not hard, not hard at all, once you clear out the mistakes and the obnoxious worthless mathematics that clutters up Old Physics, and the illogic that smothers much of Old Physics.
> >
> > Maybe it was good that I had those impressions of physics education of poor education, which still exists throughout physics today. Because maybe I am forced to write this book, because of that awful experience of learning physics in 1969. Without that awful experience, maybe this textbook would have never been written by me.
> >
> > Cover picture is the template book of Halliday & Resnick, 1988, 3rd edition Fundamentals of Physics and sitting on top are cut outs of "half bent circles, bent at 90 degrees" to imitate magnetic monopoles. Magnetic Monopoles revolutionizes physics education, and separates-out, what is Old Physics from what is New Physics.
> >
> > Product details
> > • ASIN ‏ : ‎ B09JW5DVYM
> > • Publication date ‏ : ‎ October 19, 2021
> > • Language ‏ : ‎ English
> > • File size ‏ : ‎ 1048 KB
> > • Text-to-Speech ‏ : ‎ Enabled
> > • Screen Reader ‏ : ‎ Supported
> > • Enhanced typesetting ‏ : ‎ Enabled
> > • X-Ray ‏ : ‎ Not Enabled
> > • Word Wise ‏ : ‎ Enabled
> > • Print length ‏ : ‎ 404 pages
> > • Best Sellers Rank: #4,844,838 in Kindle Store (See Top 100 in Kindle Store)
> > ◦ #487 in Electromagnetic Theory
> > ◦ #1,210 in Electromagnetism (Kindle Store)
> > ◦ #8,751 in Electromagnetism (Books)
> >
> >
> > #2-5, 174th published book
> >
> > TEACHING TRUE PHYSICS, 2nd year College
> > by Archimedes Plutonium (Author) Kindle Edition
> >
> > Preface: At the moment this is a physics book for 2nd year College. But as the months and years go by I intend to convert it into a textbook of about 200 to 300 pages. It is mostly about thermodynamics for in my own college education 1968-1972 at University of Cincinnati, I took physics thermodynamics in the 2nd year (if memory has not failed me).
> > Cover-Picture: Is a iphone photograph of the Chemistry textbook I used at UC 1968-1972 with my own paper cut-outs of magnetic monopoles. Pictured are 4 bent circles, bent at 90degrees from diameter and each bent circle is a individual magnetic monopole.
> >
> > Product details
> > • ASIN ‏ : ‎ B09TKL4HMC
> > • Publication date ‏ : ‎ February 27, 2022
> > • Language ‏ : ‎ English
> > • File size ‏ : ‎ 675 KB
> > • Text-to-Speech ‏ : ‎ Enabled
> > • Screen Reader ‏ : ‎ Supported
> > • Enhanced typesetting ‏ : ‎ Enabled
> > • X-Ray ‏ : ‎ Not Enabled
> > • Word Wise ‏ : ‎ Enabled
> > • Print length ‏ : ‎ 41 pages
> > • Lending ‏ : ‎ Enabled
> >
> >
> >
> > #2-6, 177th published book
> > TEACHING TRUE PHYSICS, Architecture of Atoms, 3rd year College
> > by Archimedes Plutonium (Author) Kindle Edition
> >
> > Preface: I come to teaching physics for 3rd year College as the Architecture of Atoms. My writing style will be prose-narrative, until I add on exercise problems and convert it into a textbook. The 1st year College, has to be the equations and laws of electricity and magnetism. For the primal-axiom over all of physics is-- All is Atom, and atoms are nothing but electricity and magnetism. The 2nd year College is thermodynamics. And now the 3rd year College physics has to teach the Architecture, the geometry of the inside and exterior surface of the atom. One of the greatest faults, misery, and anti-science teaching of Old Physics is their denial that subatomic particles have to be something more than tiny balls tiny spheres that do-nothing, perform nothing, function as nothing. That the proton and neutron and true electron=muon, has to be matter with a function and purpose and design and task and job. This is a year of physics teaching of the architecture of the atom.
> > Cover Picture: A iphone photograph of my book chemistry book, a long time favorite of mine of CHEM ONE, 2nd edition, Waser, Trueblood, Knobler, 1980, and page 307 of that book. Why this page? Because it was instrumental in my discovery of the true Architecture of Atoms. Not many professors of chemistry or physics dive into the Shrodinger Equation that results in a meaningful teaching of "matter waves". Matter waves are the heart of understanding the geometry of Atomic Architecture.
> >
> > Product details
> > • ASIN ‏ : ‎ B09VFH9QST
> > • Publication date ‏ : ‎ March 12, 2022
> > • Language ‏ : ‎ English
> > • File size ‏ : ‎ 823 KB
> > • Text-to-Speech ‏ : ‎ Enabled
> > • Screen Reader ‏ : ‎ Supported
> > • Enhanced typesetting ‏ : ‎ Enabled
> > • X-Ray ‏ : ‎ Not Enabled
> > • Word Wise ‏ : ‎ Not Enabled
> > • Print length ‏ : ‎ 74 pages
> > • Lending ‏ : ‎ Enabled
> >
> >
> >
> > #2-7, 178th published book
> >
> > TEACHING TRUE PHYSICS, Architecture of Light Waves & Energy, 4th year College
> > by Archimedes Plutonium (Author) (Kindle edition)
> >
> >
> > Preface: This is 4th year College Physics and the important ideas of physics to learn as last year undergraduate school is the architecture and geometry of the Light Wave & Energy in physics. This is New Physics and not Old Physics. New Physics is defined as physics that knows and uses the true electron of atoms is the muon stuck inside a 840MeV proton torus and doing the Faraday law, creating new electrical energy that is storaged in the neutrons of atoms until they grow from 1eV into 945MeV and then create a new higher atomic numbered atom or emitted as radioactivity. Old Physics mistakenly identified the electron of atoms as the 0.5MeV particle that AP calls the Dirac magnetic monopole. In 3rd year College we studied the architecture of the interior of atoms. In 4th year College we study the architecture of Light Waves & Energy.
> >
> > The template book for 4th year College is Feynman's 1985 book of QED.
> >
> > Cover Picture: Is my iphone photograph of the template book for this book. Feynman's 1985 QED, quantum electrodynamics, showing my plastic toy model of DNA and my cut-outs of 4 bent circles that each bent circle represents one magnetic monopole. I arranged the monopoles into a single strand of a cycloid wave.
> >
> > Product details
> > • ASIN ‏ : ‎ B09W58XGDW
> > • Publication date ‏ : ‎ March 21, 2022
> > • Language ‏ : ‎ English
> > • File size ‏ : ‎ 824 KB
> > • Text-to-Speech ‏ : ‎ Enabled
> > • Screen Reader ‏ : ‎ Supported
> > • Enhanced typesetting ‏ : ‎ Enabled
> > • X-Ray ‏ : ‎ Not Enabled
> > • Word Wise ‏ : ‎ Enabled
> > • Print length ‏ : ‎ 66 pages
> > • Lending ‏ : ‎ Enabled
> >
> >
> > #2-8, 202nd published book
> >
> > TEACHING TRUE PHYSICS, Permanent Colony on Europa// graduate school college
> > by Archimedes Plutonium (Author) (Amazon's Kindle edition)
> >
> > Preface: Crisis emergency times call for textbooks to reflect the times.. The Sun gone Red Giant Initiation Phase as measured by NASA in the decade of 2010 to 2020 as showing a 0.005% Solar Radiation yearly increase threatens all life on Earth with extinction and oblivion. This crisis calls for "All Hands On Deck" to solve the problem. And to solve that problem we need all scientists in the work effort of getting Europa, the satellite of Jupiter to be our second home. I see no textbook for college graduate school as appropriate, unless it is a book addressing the crisis itself. Just the opposite of Nero was fiddling while Rome burned; we want All Hands on Deck, to save as much life on Earth as possible.
> >
> >
> > Cover Picture: Is my iphone photo of a Google search for Europa with Webb telescope. These are exciting times in that the Webb telescope maybe able to pinpoint life on Europa.
> >
> > Product details
> > • ASIN ‏ : ‎ B0BC5T9JBH
> > • Publication date ‏ : ‎ August 27, 2022
> > • Language ‏ : ‎ English
> > • File size ‏ : ‎ 801 KB
> > • Text-to-Speech ‏ : ‎ Enabled
> > • Screen Reader ‏ : ‎ Supported
> > • Enhanced typesetting ‏ : ‎ Enabled
> > • X-Ray ‏ : ‎ Not Enabled
> > • Word Wise ‏ : ‎ Enabled
> > • Print length ‏ : ‎ 45 pages
> > • Lending ‏ : ‎ Enabled
> >
> >
> >
> >
> > #2-9, 161st published book
> >
> > PHYSICSOPEDIA -- List of 137 fakes and mistakes of Old Physics// Student teaches professor Kindle Edition
> > by Archimedes Plutonium (Author)
> >
> > Last revision was 24Apr2022. This is AP's 161st published book of science.
> >
> > Preface:
> > A Physicsopedia is a book of the overall assessment and evaluation of the state of the art of Physics. It is like a report card. It is a total view of the science and a judgement of the science, both of the past, present and the direction forward into the future. Its greatest use is to alert readers and people in science of what is wrong with their subject, and as a ancillary use, to alert students what to avoid in college as a waste of time.
> >
> > It is not in alphabetical order but mostly, rather, has a ordering of what is most important at the start and only at the very very end. For there is no index.
> >
> > Physics is the most important hard science for every other science is a specialized part of physics. And Old Physics has three key huge mistakes that this book addresses. The true theory of the Universe is the Atom Totality, not the Big Bang which is a ridiculous theory. The true electron of atoms is not the particle of 0.5MeV which turns out to be Dirac's magnetic monopole, while the true real electron of atoms is the muon of 105MeV which is stuck inside a proton torus of 8 rings of 840MeV. This causes another huge mistake, for a mistake in physics usually has a cascade effect of more and more mistakes. When we take the true electron of atoms is the muon, means the Sun and stars shine not from fusion, but from that muon thrusting through the proton torus in a Faraday law of electricity and magnetism producing electrical energy. So our Sun shines from the Faraday law, not fusion. And this implies the Sun has gone into Red Giant phase with a solar radiation increase of 0.005% yearly increase. That implies all life on Earth is in danger of going extinct as the Sun becomes more and more Red Giant, and unless humanity moves out to Europa, humanity goes extinct.
> >
> >
> > Product details
> > • ASIN ‏ : ‎ B09N18QPP1
> > • Publication date ‏ : ‎ December 3, 2021
> > • Language ‏ : ‎ English
> > • File size ‏ : ‎ 1139 KB
> > • Text-to-Speech ‏ : ‎ Enabled
> > • Screen Reader ‏ : ‎ Supported
> > • Enhanced typesetting ‏ : ‎ Enabled
> > • X-Ray ‏ : ‎ Not Enabled
> > • Word Wise ‏ : ‎ Enabled
> > • Print length ‏ : ‎ 82 pages
> > • Lending ‏ : ‎ Enabled
> >
> >
> >
> >
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