Lazz45

Googling a rough average returned 0.346 kwh/mile for electric cars between 2000 and 2022 (wide range, im aware). Traveling at 50MPH, you go 50 miles in 1 hour (assume you're already going 50, and stay at that speed). So you'd use [0.346KWh/mile] *[50 miles/hour] = [17.3 KW] per hour @ 50 MPH

I torrented and seeded many torrents (its still seeding right now) and it can do at least 2 (havent tried more) jellyfin streams at once as long as I disable server side transcoding to reserve resources. I had the full arr suite of apps running along with ombi (gonna move to jellyseer, but imo ombi used too much ram on my 4GB laptop to be something I kept running). Is it perfect? No, it has quirks that will come up now and again but can I really complain when getting now 16 years of use out of a laptop I never thought I'd touch again once I built my desktop?

Edit: oh be aware, if you're using old hardware, DO NOT use the newest versions of things like Linux mint, it possibly won't have drivers that works for really old hardware (like wifi card, Lan card, etc.) and it won't be easily apparent sometimes. I solved this with a friend who had the same laptop as me but couldn't get internet once installing mint. It turns out he used a newer version of mint that did not have a way to support his wifi card and installing and older version solved it

I run some of my services (until very recently including jellyfin) on my HP pavilion G6 from 2007. It still runs my wireguard, backup pihole, heimdall, etc. I run it on Linux mint (it was familiar) and cant do most things on screen (lags hard) but I can ssh or VNC in just fine

Yes, in a sense. It technically isn't vibrating them, but rapidly spinning them due to the constantly changing magnetic field (produced by the magnetron).

Since water has a dipole moment (one side of the molecule experiences a slight positive charge, while one side experiences a slight negative charge) it will react to changes in an electric field just like a magnet would

Edit: I'd also like to add this is not specific to water. Some fats and other food material also undergoes that rotation, and the same concept (with different frequencies and wavelengths) is used in industrial processes all the time to quickly, and efficiently heat materials

Completely fair point, that I do not think I have the knowledge to speak on. On the Trigonometry Wikipedia page, he pops up a few times, and many trig identities are known as pythagorean identities. Perhaps its not fully trig, but was used as a basis to help discover trig? Without having the understanding pythagorus gave mathematicians regarding triangles, I would think it would be pretty hard to begin developing deeper math regarding said triangles

There will be those that do and dont get the "nitty gritty" of the theory side of the math. Those people sometimes become math majors. Normal people (joking, dont be mad math majors), need more than simply the theory side of the math and actually need to see/perform the application side of things. I never once "understood" the lesson in math class when we go over the equations with variables only. I only truly began to learn the material and be able to use it once we got to the example problems. We would do multiple in class and then I would understand how to literally go through the problem and perform the math that was expected of me on the homework, and subsequently the test. There is tons of stuff i know how to use in math, but by no means understand WHY it came to be, or HOW its works for the realm of mathematics. I wanna know how this math can help me solve real life problems, problems I will face in industry, or even just a cool way to apply math in the real world. Not how it will be used in research to find new types of math we wont be able to apply for 70 years.

It was pretty funny being in calculus in college. I was in a class with mostly engineers who were also taking the exact same weed out courses, and nearly every day after the professor would finish showing us the theory side of the lesson, hands would shoot up and the question of, "What application does this have in real life or engineering? Like, how will I actually use this?" always got asked. So not "loving" the theory is by no means uncommon (we all wished for an application focused version of the class to exist, for people like stem students who are not into the math theory lol), but I still see the value in having it presented so that you can have a more foundational understanding instead simply going through the motions

The reason they drill it in to the extent that they do is so that you have a foundational understanding of the underlying math on which to build new knowledge. If you show up in calc 1 in college without remembering even the basic concepts you were previously taught in things like trig....that can really bite you in the ass. My teacher LOVED pulling out classic substitutions for Secant, Cosecant, and cotangent (No, i didnt outright remember them from Trig, but I had seen them, and that made refreshing much easier). Also these concepts then form the basis of many other fields such as physics (electricity/magnetism, kinetic motion, optics, etc.), chemistry (quantum, MO theory, and things relating to the physics side of why chemistry occurs), and many of the graphing concepts used in engineering/stem only make sense if you have the foundational understanding of what integration/derivation are. Those stem from understanding how to graph complex functions by hand (like we did in trig) so that when you are doing it later with assistance, you still GRASP what is going on.

Yes its not perfect, and yes for people who never need that later in life it can suck. However, I would make the argument it is better to have more of your population educated to a higher standard than what is needed in daily life, than to only give that to those who are aware enough at a young age to actively seek said education

A^2 + B^2 = C^2 is known as the Pythagorean theorem. This theorem explains the proportionality of the 3 sides of a right triangle (a triangle with 1 corner angle = 90 degrees). If you know the length of 2 sides (in his example, the wall beams) you can find out the length of the third (in his example, this would be the supporting strut spanning the beams that meet at a 90 degree angle). If their example is explaining a beam that spans the room from 1 corner to the other, you still use this formula as a rectangle is 2 right triangles that meet along their hypotenuse (the longest leg of a right triangle, or the length you are solving for in this problem). The 2 known sides are the length/width of the room, and you solve for the 3rd side, your diagonal beam