"Roderick Stewart" <
rj...@escapetime.myzen.co.uk> wrote in message
news:5ovb1h1ihspn90lh3...@4ax.com...
If you work in a chemistry lab, you may want to separate a solid precipitate
from a liquid in which it is is suspended. You do this by placing a test
tube of it in a device like a small spin-drier which rotates it at very high
speed so the bottom of the test tube spins outwards while the neck of the
tube is held in place in the rotating mechanism. A force causes the
precipitate to gather at the bottom of the tube.
This device is called a centrifuge. Is it a misnomer? Should it be called a
centripete? Did early scientists make a mistake with their physics when they
were naming the device?
My impression is that centrifugal force was taught in schools until I
changed from a traditional public school which taught a very traditional
syllabus to a grammar school which taught a more progressive Nuffield
science syllabus - so for me the change occurred in the mid 1970s. Is that
other people's experience: that "centrifugal" force/reaction/effect became
banned phrases in the mid 1970s? Or have some of you who are older than me
been taught "centrifugal bad, centripetal good" from long before this time?
Without the word "centrifugal" you have to resort to very long-winded,
roundabout phrases to describe the "force" that people *think* they
experience when they are spinning round on a roundabout and have to hold on
to prevent them being flung *away* from the centre. I remember my physics
teacher getting really exasperated with us when we resorted to all the
circumlocutions to avoid "centripetal" and yelling at us "but doesn't matter
*how* you describe it - it DOES NOT EXIST". But he could not explain to
anyone's satisfaction why everyone *thinks* there is a force that acts away
from the centre.
I think the problem is that when you are on the child's roundabout, your
frame of reference effectively places your "straight ahead" direction (ie at
right angles to the radius) on a curve. We are used to straight ahead being
a straight line rather than a constant-radius curve, and try to apply
terminology from a straight-line frame of reference to this unusual one
where "straight ahead" is a curve. There is also the problem that in normal,
non-scientific use of the word, "accelerate" implies a change in speed
(linear or rotational), whereas physics uses the word to describe a change
in velocity - ie a change in either/both of speed and direction. Thus you
can be accelerating constantly towards the centre of the circle while
manifestly travelling at a constant scalar speed, either in terms of linear
metres/second or in rotational degrees/second.
The other shock to the system in changing from a traditional to a modern
physics course was that "per" quantities (metres per second, radians per
hour, furlongs per fortnight) must be expressed using negative-exponent
terminology, rather than with the use of the / to denote division. "m/sec"
can be read as metres per second. But how should you read m s^-1 (where ^-1
denotes a superscript -1)? Anyone who wrote m/s or kg/m^3 was liable to
incur the physics teacher's wrath. His nickname (inevitably) was "Canute"
because he was trying to argue against something that was just too deeply
ingrained into general English language to be changed at the whim of a new
science syllabus. Similarly, our chemistry teacher, bless her, tried so hard
when she was teaching us organic chemistry to use IUPAC names (ethanoic
acid), but even *she* sometimes forgot herself and referred to "acetic
acid". Sometimes logic and consistency has to take a back seat to common
parlance that people have grown up with.