# Inversely proportional relationship physics and technology

### Directly Proportional and Inversely Proportional

Due to the inverse relationship of frequency and wavelength, the conversion factor between gigahertz and nanometers depends on the center wavelength or. Inversely proportional- where one entity increasing 5 times brings the value of other to 1/5th Physics. What is the difference between proportional and directly proportional? FOR example, consider relation between Q and V in the equation E= CV^2. . Mahesh Singh VT, studied at Siddaganga Institute of Technology. Substituting this result into Equation , we find that the capacitance is As a result, the inverse relationship between Cand d in Equation is reasonable.

House paint is a shear-thinning fluid and it's a good thing, too. Brushing, rolling, or spraying are means of temporarily applying shear stress. This reduces the paint's viscosity to the point where it can now flow out of the applicator and onto the wall or ceiling.

Once this shear stress is removed the paint returns to its resting viscosity, which is so large that an appropriately thin layer behaves more like a solid than a liquid and the paint does not run or drip. Think about what it would be like to paint with water or honey for comparison.

The former is always too runny and the latter is always too sticky. Toothpaste is another example of a material whose viscosity decreases under stress. Toothpaste behaves like a solid while it sits at rest inside the tube. It will not flow out spontaneously when the cap is removed, but it will flow out when you put the squeeze on it. Now it ceases to behave like a solid and starts to act like a thick liquid. You don't have to worry about it flowing off the brush as you raise it to your mouth.

## Inversely Proportional

Shear-thinning fluids can be classified into one of three general groups. A material that has a viscosity that decreases under shear stress but stays constant over time is said to be pseudoplastic. A material that has a viscosity that decreases under shear stress and then continues to decrease with time is said to be thixotropic. If the transition from high viscosity nearly semisolid to low viscosity essentially liquid takes place only after the shear stress exceeds some minimum value, the material is said to be a bingham plastic.

Materials that thicken when worked or agitated are called shear-thickening fluids. An example that is often shown in science classrooms is a paste made of cornstarch and water mixed in the correct proportions. The resulting bizarre goo behaves like a liquid when squeezed slowly and an elastic solid when squeezed rapidly. Ambitious science demonstrators have filled tanks with the stuff and then run across it.

As long as they move quickly the surface acts like a block of solid rubber, but the instant they stop moving the paste behaves like a liquid and the demonstrator winds up taking a cornstarch bath.

The teacher is walking around the room questioning and assisting groups of working students. Tell me about that. Then we took 2 books and measured how tall those books were.

We are going to keep going until we have 10 books' height. Students to one another in their group: Maybe we're doing it wrong?

How can this be? If one book is 3. How about we re-measure, and this time let's have the same person measure, ok? Teacher walks around the room.

After some time, she hears the following: Why do you think that would work? Well, each book is the same height as the others, so we can just multiply. Wow, that is easy! So by actually doing the activity and thinking through it, you have solved the problem.

Like 1 book was 2. Our table doesn't change by exactly the same value, but our graph is almost a perfectly straight line going up. Where does your graph start? Who else graphed this? What can we conclude then about our graphs? Now let's talk about the table. One group said the values did not change by exactly the same value.

Let me ask this, were you putting the same type of book on every time? If you were putting the same type of book on the stack every time and the size of the book doesn't change, then what would you say should happen to the height as you increase the number of books on the stack by 1? Someone could've read the tape measure wrong, or the book could have been bent or something to make it seem a little thicker than the others. We all know that if we do an experiment, sometimes conditions aren't perfect.

But here again, if I would have just told you that each book is exactly the same, would have we seen this type of error?

**Linearizing Graphs in Physics**

No, we wouldn't have. This makes for good conversation, and we learn from measuring and counting to see the discrepancies. Back to the problem. Now using your pattern in the table, can we write a rule that would find the height of any stack of books? So our book was only 3. We need to translate that to an equation with only numbers, variables, and mathematical symbols.

- Proportionality constant for direct variation
- Direct and inverse proportion
- Inverse Proportion and The Hyperbola Graph

Who thinks they have an equation that would work here? We have a proportional relationship because the height of each book is our constant rate of change, and it increases by the same amount each time we add one book to the stack. So we can say that the height of the stack is 'proportional' to the number of books in the stack. How would you do that? I think the stack would have 15 books. How does it change the rule? Is it still proportional? Think about that tonight and we will start there tomorrow.

It is important that teachers help students realize the importance of scalar thinking in proportionality and that it will appear in many places throughout the year. When looking at tables and graphs of proportional relationships, remind students to keep in mind the labels that match with the numbers variables.

Doing this will help them remember which way to divide to find the constant of proportionality slope.

### Inverse Proportion Graph | Zona Land Education

In a table of gallons of gasoline used and miles traveled it would be logical to divide miles by gallons because they are familiar with the phrase, miles-per-gallon. Students think that just because a relationship between variables increases or decreases by the same value, it is proportional.

They need to know that that is not true.

The graph of the relationship must pass through the origin as well as change by a constant amount. Thus, using an example like miles per gallon is a good way to illustrate this concept, because when gallons is 0 the independent variable is zero then the number of miles is also zero 0. Using a graphical representation of equivalent fractions to develop student thinking about proportionality and a constant rate of change slope makes a good transition from rational numbers to proportionality.

Using slopes as fractions provides opportunities for students to practice working with fractions at the same time that they are working with the concept of slope.

As a result, students are given the opportunity to learn the difficult concept of fractions creatively. Give students real life examples of direct proportional relationships and inverse proportional relationships and brainstorm similarities and differences. Some examples of direct proportional relationships might include: Some examples of inverse proportional relationships might include: Allow students to become familiar with both general forms for a proportional relationship: Remind students that the y-intercept needs to be zero in a proportional relationship's graph.

Using the following examples: The temperature is dropping proportionally to the time passing. The amount of water and juice are proportional to each other in the punch, and both are proportional to the amount of punch. Lanius, Cynthia and Williams, Susan E. Write a linear equation on the overhead.