*Bits, ink, particles, and words.*

As a student, there’s no shortage of things I could be doing to help my academic career. I could do some side research, I could read more about my field, I could network with other researchers, I could study more for my upcoming exams, I could work through another textbook, I could volunteer for any number of academic events, and the list goes on. There are *so* many things I could be doing to advance my career and invest in my future that I could be busy every day for the rest of my life. If I wanted to, I could fill my schedule up with these activities and never be done.

If you ask someone what the point of a mathematics or science degree is, chances are they will tell you a tale about becoming a great problem-solver and seeing the world through new eyes. This has become a sort of battle cry for many who want to encourage people to learn about science and mathematics. The problem-solving skills you develop during these degrees allows you to be valuable in a wide range of careers later on.

In secondary school, students in physics learn about the kinematics equations. These equations describe the motion of objects under a constant acceleration (often gravity). There are several equations, which describe the relationships between acceleration, speed, position, and time. In particular, here is one of the equations:

One of the differences between physics and mathematics is that mathematicians don’t tend to care about the units they are working with. In fact, they will usually consider all quantities as unitless^{1}. This makes it easy to compare quantities, because one only has to look at the number itself. If you have two numbers, 5 and 9, you know that 9 is the larger quantity.