3.4. Physical Intuition
Bob: Well, if you are rusty in your integrations, then I don't know what
to call myself. Nice job! It is always surprising to me how the result
of that type of calculation can come out in such a simple form.
Alice: There probably is a good physical reason for it to be this simple.
Let's think. I started with density, something that you had found by
differentiation, and then I integrated the product of the density and
the geometric opening angle factor of
. Apart from
that factor, integration and differentiation would have canceled. Pity.
Bob: Hey, wait a minute. I found the density by integrating alright, but
in the following way, using Poisson's equation:
Doesn't that have exactly the factor
you were looking for?
Alice: It does . . . Hey, I could have started there! I could have written:
Bob: Ah, I remember telling you that it might come in handy to have the
derivatives of the potential at hand.
Alice: Not only that, here is the physical meaning we were looking for!
You also mentioned that the gradient of the potential is the gravitational
force, apart from a minus sign. So what this equation is telling us, is
simply that the physical force is proportional to mass and inversely
proportional to the radius squared: Newton's gravity! We could have
started that way. The magnitude of the force on a particle with mass
at distance
from the center is of course:
and also equal to:
since
everywhere.
Bob: You're right. If we would have started with those two lines, we
could have written
right away. And with the expression I wrote down yesterday,
this would have given us:
Alice: Quite a bit faster than my juggling of integrals! We could have
used a healthy dose of physical intuition, before embarking on that lengthy
computation.
3.5. An Intuitive Derivation
Bob: Now that we have found the radius dependence of the cumulative mass,
we only have to invert that relationship, to get the dependence of cumulative
mass on radius. That shouldn't be too hard. However, I'm getting tired of
carrying along the factors
and
which we
may as well consider to be the physical units used for measuring
and
, so that the latter are used as
dimensionless parameters. Setting
, we can write:
which is indeed eq. (20) that you asked me to derive. No need to
trust anybody anymore! We have derived it from first principles.
Alice: But you'd better explain your students how you can restore the
correct factors of
and
, otherwise they
will think that you were cutting corners.
Bob: Good point. It takes a while to learn to think in terms of
dimensionless quantities, and to transform easily and confidently
between those and the corresponding physical quantities. In this
case, I can just point out that the dimensionless quantity
has to be replaced by
, and the
dimensionless quantity
has to be replaced by
. We then get:
Alice: That is correct, but if I were your student, I would be rather
surprised. I would argue that a piece of wood with a length of 1 foot
has also a length of 12 inches. So you have to multiply the unit of
length with the dimensionless number 1 or 12, as the case may be, to get
the physical length. So I would ask: why are you dividing
by the length scale
?
Bob: Yes, students do indeed ask such questions! It just means that they
have to practice more with simple examples, until it comes to them naturally.
Alice: Well, that is not really answering the question. My answer would be
to introduce two different sets of symbols, to remove the confusion between the
physical quantities and the dimensionless quantities.
Bob: I won't stop you!
3.6. A Formal Derivation
Alice: If you define
you can point out that
and
are physical
quantities, while
is the dimensionless quantity
connecting them. Similarly,
and
are
physical quantities, while
is the dimensionless quantity
giving the variable quantity
in terms of the mass unit
. We can then write:
This makes is possible to write your derivation without any shortcuts,
in a mathematically precise way.
Bob: Yes, that is full mathematical rigor. But of course, in practice,
you wouldn't go to such extravagance. This is like what you were pushing
for earlier, with your request of putting hats on all kind of variables,
just because their mathematical functional form changed. Since I'm a
physicist, I prefer to change notation only if the physical meaning
of the variables change.
Alice: I must admit, I often do use this type of switching of variables,
along the lines of what I just illustrated. I can see that you're comfortable
with omitting that step, and that is mostly a matter of taste, I guess.
Still, you can't insist or wish that your students have the same quirks or
abilities as you. So I suggest we at least add my derivation as well.
Bob: In that case I insist that we leave my derivation in too, for those
younger versions of me who already got the physics, and don't want to accrete
unnecessary mathematical niceties.
Alice: So be it.