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Originally posted by bsbray11
reply to post by Yankee451
You should post that here.
There is plenty in the Naudet footage alone that is damning to the OS. Just the fact that the lobby glass was blown out, and people were laying outside on the ground with their skin burned off but not injured from any fall, and tiles were hanging off the ceiling and elevators blown out there. And then firefighters talking about the floors coming down "boom boom boom boom boom," "as if there were detonators."
I suppose it could be too easy to miss all of that when you're busy waving your flag and crying along to the rest of it.
Originally posted by FDNY343
Originally posted by bsbray11I could refer you back to FEMA appendix C for residues exactly mirroring a eutectic reaction such as thermate occurring on WTC steel.
Um, you do realize that thermite does not leave the same marks as an acid attack, right? Which, BTW, is what a eutectic reaction is. It's an acid attack that occurs over a long period of time. Thermite/thermate/nano-thermite do not do long periods of time. They are, by nature, very fast.
Originally posted by bsbray11
Originally posted by pteridine
Why do you think "bulk" would have a quantity attached? Bulk in this case means bulk and not painted on, a la Jonesy.
Oh, so now you think I'm Steven Jones. Delusion noted.
Originally posted by pteridine
reply to post by Yankee451
The kinetic energy of the airplane against the the steel preventing its penetration is a more realistic equation. I asked you how the hole matches the profile of the aircraft. What is your logical conclusion?
Originally posted by Yankee451
reply to post by GenRadek
Here is an interesting article on the common misconceptions of Newtons Third Law: www.eric.ed.gov... Page 16 and 17 of the paper are most important.
Good paper. It helps clear up some misconceptions of physics I've had.
Sure page 16 and 17 are important...since the author is lamenting the poor understanding of the third law by physics students after they've been taught the subject, much of this article focuses on those misconceptions, and they enumerate the difficulties in understanding at the top of page 16:
A possible solution to students' difficulties with the concept of force as an innate or acquired property of objects is to simply re-label their naive concept of force by calling it, for example, "momentum" or "kinetic energy"
you feel me FDNY343?
He goes on:
1) Momentum or kinetic energy do not cause motion (as students view force causing motion), they are simply properties of a moving object arising as a result of the motion of that object.
2) Momentum and kinetic energy vary with the fame of reference. If a student were to simply re-label his conception of force to be, for example, momentum, she might well ask how an object could have a lot of force (or strength of forcefulness) in one frame of reference, and none from another perspective.
3) If a student is encouraged to equate momentum with her naive conception of force, she is likely to add momentum to force in problem solving, or be confused about why it is improper to do so.
For the above reasons, re-labeling the student's naive concept of force is not a satisfactory solution to the problem of the naive view of force as a property and may lead to an even greater confusion (how many times have the students used the words "the force of momentum" in a physics class)...
How many times have the OSers used the words "kinetic energy" on these forums?
As good as page 16 is, I like page two and three the best:
A number of studies conducted in recent years have demonstrated a wide range of beliefs about physical phenomena which students have apparently formed on their own without the benefit of formal instruction. Particularly well documented have been student beliefs which are in contradiction with the ideas of Newtonian mechanics. For example, many students hold the belief that there is a force on or in an object in the direction of the object's motion, when in fact no force is necessary to keep an object moving at constant velocity...
...Thus some students view objects as inherently more "force-full" by virtue of their mass, speed, activity, etc.
A professor explaining concepts to students does not negate the MIT paper. What is your point? Are your calculations giving you trouble?
Originally posted by Yankee451
reply to post by pteridine
You're assuming that's my only post, Professor.
Originally posted by pteridine
reply to post by Yankee451
Your post doesn't seem to have a point to it. What are you trying to say?
Originally posted by pteridine
reply to post by Yankee451
I was responding to you at a reasonable level so I wouldn't be accused of overcomplicating things.
I provided the MIT paper that showed that the aircraft could penetrate the WTC structures after you insinuated that I gratuitously mentioned MIT for some unknown reason. If you don't like the paper or don't want to believe it, that is your choice and it makes no difference to me.
By the way, the professor's explanations were for physics problems that happen in physics class; frictionless environments with no air resistance or gravity. All collisions are elastic [think billiard balls] because deformations are difficult to calculate, as you can see by the MIT paper.
Originally posted by Yankee451
Before you go making assumptions about the damage to the lobby being caused by jet fuel (it couldn't have been),
Originally posted by Yankee451
you need to explain your reasoning for assuming the existence of a jet, because from what I understand the media aren't very accurate.
Originally posted by Yankee451
So is that a fancy and pompous way of saying you don't want to address the reasons why your report is inaccurate, and that it didn't even address the question of the wing slicing the columns?
Care to comment on my comments? You can even use big words.
Originally posted by FDNY343
Originally posted by bsbray11
Oh, so now you think I'm Steven Jones. Delusion noted.
No, that is not what he said at all!! LOL!!! Is English your native language?
Because what he said was this.
"Why do you think "bulk" would have a quantity attached? Bulk in this case means [alot] and not painted on, [as Jones] claims [it was]. "
Does that make sense to you now?
Originally posted by FDNY343
I guess you don't understand the power of a fuel-air explosion?
Or that fact that if it was an EXPLOSIVE, those people in the lobby wouldn't be BURNED, they would have been BROKEN and suffering some baratrauma injuries
Originally posted by pteridine
If the 'eutectic' bit is not part of your position why do you keep bringing it up?
It is also apparent that your grasp of language is tenuous at best. I didn't say I thought you were Steven Jones and don't know why you would interpret my comment that way.
You do seem to defend Jones whenever he is the topic.
You wouldn't know how science works because you haven't done any.
It seems that you were the one mainly demanding answers from people. You said that you wouldn't know that red paint wouldn't cause anything to collapse. Paint something red and see if it falls apart.
You are also sure I've "never stepped foot inside a military explosive research lab or had any earthly experiences even remotely bordering on that," are you? You know what they say about assumptions.
I haven't made any of the new nanoparticulate materials but I am familiar enough with them to synthesize them if necessary. The red paint that Jones "discovered" isn't remotely like any of the nanoparticulate thermites and Jones knows it.
If you have evidence that would cause a reinvestigation, now is the time to bring it forward. Someone not satisfying you with the depth or directions of their investigation is not cause.