foreword
You only have to be half awake at school to see the physics teacher is caught in an educational web of deceit. Planets can't ascend and descend at the same time. The moon can't pull an ocean away from itself.
The conclusion was there is pass mark hypnotism at play within what professors accept as explanations of planetary motion and the tides during their own lower education.
The conclusion was there is pass mark hypnotism at play within what professors accept as explanations of planetary motion and the tides during their own lower education.
Through more appropriate analytical reasoning this is the key to why the planets orbit the sun.
1/ The key to planetary motion is all descents are relative motions (descents occur within moving inverse square laws).
Plus the maths key of why one high tide is an ascension against a direction of fall towards the moon.
2/ The key to the tides is equal and opposite arithmetic (inverse square laws terminate where a direction of fall reverses).
Also the probable key to why the earth experiences the day length it does.
3/ The prima facie evidence is the key to day lengths is the turning rates of the inverse square laws of the planets.
If wished, for inverse square law read gravity field. Same difference. None of the answers are really all that complex.
Importantly, for current education standards the second one means every particle in the universe can not be attracting every other particle in the universe. Out of this the layman chore of explaining the mistakes within Newtonian physics arises.
The title of a webpage based on mathematical physicists being undutiful to life on earth is or was hard to decide. Pertaining to rotation rates, in the end the simplicity of the chosen URL is used. This allows purpose to be new logic about the solar system more so than correction of Sir Isaac Newton's past impossibilities. So a few words about the third one at the outset are appropriate.
The third one is supposition. But likely to be correct. If it is it should make the world happier about being a part of the universe. If on the right track, the 24 hours in a Mars day and the 24 hours in an earth day are factors of each other. The lead in is the Venus inverse square law is tidally jammed between the earth and Mercury inverse square laws. That is or would be the reason why Venus turns backwards in sync with the earth's forward motion and the Mercury rotation period. (There are 3 Venus rotations to every 2 earth years and 1 Venus sunrise to every 2 Mercury rotations. If you start to look at the rotation rate table beyond Sir Isaac Newton's hypothesis about every particle in the universe attracting every other particle in the universe, the case for day lengths being a factor of the turn rates of planetary inverse square laws is quite compelling.)
Probably not an understatement to say that for humanity to survive the motion of the sun has to be taught at the lower education level. That's the first key. At the moment, humanity and the telescopes of humanity are way out of sync. Read satellites and all, Einstein's theories are no better than Sir Isaac Newton's every particle idea or the ancient deduction about the earth being in the centre of the universe. Problems within humanity seem to arise when intelligentsia says something is a fact above the understanding of common man. From there that fact has no check or balance. Personal experience says mathematical physicists are people of shallow earth conscience collectively caught in awe of how intelligent they are relative to common man. Before it's to late for the planet as a whole, they need to pull their heads and give their imprimatur to the lower school teaching of the galactic motion of the sun and its inverse square law. With respect of the earth's relationship with the universe education is currently haywire.
Whether this get taken seriously or not, thanks to point of difference YouTube contributors.
G.K.
G.K.