A place for majestic STEMLORD peacocking, as well as memes about the realities of working in a lab.
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This is a science community. We use the Dawkins definition of meme.
PLEASE CHECK THIS OUT. Our own Aeronmelon is going through some shit at the moment and could use some help. Check it out here and consider an upvote or a comment to push it into activity. Sorry, not something I do often or will be spamming. But I care about my friend and if I can get a couple more eyes on his situation then I'm going to try to do what I can.
I found this to help me imagine the shape:
Wouldn't that make the face on the right non-planar?
That scutoid (possibly all of them, I don't know) is just a pentagonal prism with a corner cut off.
If you’re free to put the center vertex anywhere, then I’d think you could position it to avoid that…
Why does it remind me of this?
Jesus Christ lmao
STOP MAKING NEW SHAPES.
WE HAVE ENOUGH SHAPES.
I'm not sure.
My doctor always says that I'm out of shape, so I'm sure I should get a new one
We already have all the shapes we need. Square. Circle. Octagon. Tetrahedron. Tesseract. Penis.
That's enough shapes.
Did you just skip Hexagons?! Hexagons are the Bestagons!
Octagons and hexagons are the same thing. It's right there in the name. Gon. It's okay, many people think they're different shapes, it's a very very common misconception.
Oh, I actually didn't know that. Thats a really interesting fact, thanks!
The Universe: fuck you, i do what i want
scutoids be like
Jesus Christ lmao
This poor girl neck didn't make it
Ah just make it a 3d rectangle and slap a +/-10% on it
Ah, a fellow engineer!
The area is very easy to calc, its only adding clear poligons, basic geometry. Somewhat harder to calculate the volumen of this thing.
Your spanish is leaking, mate.
Fun: The leak looks the same as if it had sprung from german!
Scutoid these nuts, lmao
Polygottem lmao
Any teachers here wanna weigh in on the ability of current kids' ability to write complete sentences, let alone calculate the area of this shape?
Given enough time and known lengths, most of my students should be able to calculate the surface area of this by the time they graduate. They'd just split everything into triangles and quadrangles, use the formula for each, then add everything together. It's not that useful of an exercise though, didactically speaking, because once you grasp that process, it's just repetitive and lengthy. There'd have to be a LOT of given values to make this solvable, too.
On a more subjective note, they can also form sentences. They just don't want to when colloquial speech brings the point across just as well and it's an informal setting. The same is true for most people of all ages in my experience.
Why would they change shapes!? SHAPES IS SHAPES!