Fun little anecdote: A blue care is travelling along at 70 units, and a red car (exact same make and model) is catching up to it going 100. When they're both right beside each other a bend in the road reveals an obstacle blocking both lanes, so both cars brake at the same intensity and deceleration. The blue care stops right before the obstacle. Since the red car was going at a faster speed, and braked at the same ra…
> The blue car, using ½mv², shed (~70²=) 4900 units of energy (we'll hand wave away the constants). So the red car, which had (100²=) 10000 units of kinetic energy to start, also shed 4900 units, which means it had 5100 units of energy when it collided, and so was going (√5100~) 71 But if the cars produce downforce this is no longer true because you brake harder (more friction available) at higher speeds! This is how…
2. I know you know this, but for the sake of others, it's when _braking_ (applying the brakes), not _breaking_ (becoming broken).
I'm not a pedant. But these errors jump out at me and I'm always a bit surprised and dismayed at this dichotomy; in our field, somehow the requisite attention to detail, the precision inherent to communicating scientific concepts, code, algorithms and formulae, is so often just abandoned when it comes to prose.