# “In the parton model of the nucleon formulated by Bjorken, Feynman, and Gribov, the partons (quarks and gluons) are viewed by an external hard probe as independent. The standard argument is that, inside the nucleon boosted to an infinite-momentum frame, the parton probed by a virtual photon with virtuality Q is causally disconnected from the rest of the nucleon during the hard interaction. ” https://arxiv.org/abs/1904.11974 Ah, well, that’s for convenience. Hard interactions are pragmatic when working with smashers. But a model that better represents a pile of spaghetti is also useful. I’m curious what metaphor they’ll use for the math.

“In the parton model of the nucleon formulated by Bjorken, Feynman, and Gribov, the partons (quarks and gluons) are viewed by an external hard probe as independent. The standard argument is that, inside the nucleon boosted to an infinite-momentum frame, the parton probed by a virtual photon with virtuality Q is causally disconnected from the rest of the nucleon during the hard interaction. ”

https://arxiv.org/abs/1904.11974

Ah, well, that’s for convenience. Hard interactions are pragmatic when working with smashers.

But a model that better represents a pile of spaghetti is also useful. I’m curious what metaphor they’ll use for the math.

==

I still don’t know why they teach coordinates the old fashioned way when they can just use computer graphics. I survived my math classes by comparing everything to however graphics were done back then in BASIC.

These days with kids commonly learning how to use quaternions in Unity and stuff, math classes should upgrade to reflect the practicality of this stuff.

===

“GETTING STARTED WITH EXTENDED COLOR BASIC” 1984, Tandy Corp.

Now I know why I think of:

“a diagonal that grows from short to long inside of a cube with the volume increasing but the main shape inside does not change”
===