Newton’s Laws of Motion & Inertia

See: Electromagnetic Spectrum

inertia-pail-with-sand

Reference: Disturbance Theory

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Newton’s First Law states, “Every body continues in its state of rest, or of uniform motion in a right line, unless it is compelled to change that state by forces impressed upon it.”

(a) A field is a disturbance that is spread out into emptiness. This disturbance is an energy that creates its own extension, duration, frequency and inertia.
(b) The extension/duration ratio is constant and so is the energy per cycle. These constants provide continuity as the frequency changes.
(c) There is resistance to changing the frequency, and that is inertia. Force is required to change the frequency. The force is then absorbed as increased frequency.
(d) Basic inertia appears as permeability and permittivity. This provides a window into the nature of field energy.
(e) Changes in inertia with increase in frequency may provide further knowledge about the nature of field energy.
(f) Changes in inertia with increasing frequency denote the formation of a structure of disturbance. We may call this structure “mass”.
(g) When we combine the equations, m = E/c2; E = hf; and c = 1/√(με),we get m = h (fμε). Thus, mass appears to be made up of high cycles of energy with permeability and permittivity.
(h) The structure of mass seems to start out like the formation of eddies in a flow (see quantum particles). Thus the primary characteristic of structure appears to be rotational.
(i) The rotational nature of structure reduces its linear motion, and tends to pin it down. We may see this as increased inertia. Thus inertia may be related to the natural speed of propagation of quantum particles.
(j) “No inertia and infinite speed” may then provide a workable reference point for the measurement of field as a substance.

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Newton’s Second Law states, “The change of motion is proportional to the motive force impressed; and is made in the direction of the right line in which that force is impressed.”

(a) It seems that the external force impressed on a field increases its frequency, and thus becomes internalized as inertia. This is consistent with conservation of force of Faraday.
(b) The natural tendency for disturbance to spread seems to be balanced by inertia.
(c) Inertia is internal, but it seems to continue to act as “motive force impressed” in generating a negative acceleration.

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Newton’s Third Law states, “To every action there is always opposed an equal reaction: or, the mutual actions of two bodies upon each other are always equal, and directed to contrary parts.”

(a) The inertia as a negative acceleration is equal and opposite to the positive acceleration of the disturbance.

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Newton’s Laws apply to matter that has a certain level of inertia. They do not apply to field (light) that has a level of inertia, which is negligible compared to the inertia of matter.

At the level of matter, the structure of substance has become so complex that both wavelength and period have become infinitesimal, and any differences in them may be ignored. This gives the impression of absolute space and time.

But at the level of field, the wavelength and period are not infinitesimal, and any differences in them are noticeable. This gives the impression of length contraction and time dilation.

Thus, the Newton’s Laws of motion are subject to inertia over the electromagnetic spectrum.

The vector addition supported by Newton’s Laws of motion applies to the inertia at the level of matter. The vector addition does not apply to velocities of matter and that of electromagnetic radiation because they are very far apart in their levels of inertia.

Where the levels of inertia are far apart by many orders of magnitude, the vector addition is replaced by relativistic addition.

Inertial frames considered in the theory of relativity all have the inertial property of matter. The relativistic addition works because the difference in inertia of the inertial frames may be assumed to be negligible when compared to the inertial gap with light.

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Extroversion & Orientation (old)

Please see Subject Clearing Life: Introversion

In this exercise, you employ all your five physical senses—touch, sight, hearing, smell and taste—to extrovert your attention. This exercise shall pull you out of any mental confusion or disturbance.

You do this exercise under The Discipline of Subject Clearing. Under this discipline you do not avoid, resist, suppress, deny or interfere with the activity of the mind. Let the mind carry out its natural functions. You simply observe what it manifests.

You may do these exercises yourself, or have somebody help you do them.

NOTE: A person, who is afflicted by neurosis or psychosis, shall definitely need assistance in doing this exercise. He or she should be assisted with considerable gentleness and patience.

The sense of touch, when exercised, can bring considerable relief even to a person who is completely disconnected with reality. Do these exercises for 20 minutes, twice a day, for two weeks at least.

In general, an extroverted and well-oriented attention brings clarity to the functioning of te mind.

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EXERCISE # 1: EXTROVERSION

PURPOSE: To extrovert the attention by exploring the five physical senses.

GUIDING PRINCIPLE: The Discipline of Subject Clearing

STEPS:

(Touch)

  1. Go to an environment where you can explore the sense of touch without getting distracted.

  2. Touch two different surfaces nearby and discern the difference between them. Touch them repeatedly until you can discern the uniqueness of each surface.

  3. Similarly touch other surfaces carefully and discern their uniqueness. 

  4. As you touch the surfaces, keep aware of the activities of the mind without interfering. Let the mind carry out its natural functions in the background.

  5. Explore the sensation of touch until you find yourself doing it happily without internal resistance.

 (Sight)

  1. Go to an environment where you can explore the perception of shapes and colors without getting distracted.

  2. Look at two different objects nearby and discern the difference between them. Look at them repeatedly until you discern the uniqueness of each object.

  3. Similarly look at other objects carefully and discern their unique shapes, colors, etc.

  4. As you look at the objects, keep aware of the activities of the mind without interfering. Let the mind carry out its natural functions in the background.

  5. Explore the perception of sight until you find yourself doing it happily without internal resistance.

 (Hearing, Smell & Taste)

  1. Go to a coffee shop where the atmosphere is pleasant and relaxed. Alternatively, go for a walk in a crowded place with some sweets and gums in your pocket.

  2. Explore the perception of hearing as above until you find yourself doing it happily without internal resistance.

  3. Explore the perception of smell as above until you find yourself doing it happily without internal resistance.

  4. Explore the perception of taste as above until you find yourself doing it happily without internal resistance.

  5. Recycle through all five physical sense perceptions until you find that your attention is fully extroverted.

  6. Keep the duration of the session to 20 minutes. Do as many sessions as necessary to fully extrovert your attention.

STEPS FOR ASSISTED VERSION:

  1. The guide gently directs the student by pointing: “Touch that ______.”

  2. If the student hesitates, the guide gently takes the student’s hand and makes it touch the intended surface.

  3. The guide gently directs the student by pointing: “Look at that ______.”

  4. If the student hesitates, the guide gently directs the student’s attention again to look at the intended object.

  5. The guide gently directs the student by pointing: “Listen to that ______,” “Smell that ______,” “Taste that ______,” one at a time as appropriate.

  6.  If the student hesitates, the guide gently directs the student’s attention by giving the command again.

  7. Continue assisting the student with this exercise until he can do it unassisted.

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EXERCISE # 2: ORIENTATION

PURPOSE: To orient oneself by exploring directions and distances.

PREREQUISITE: This is a higher level exercise. If you are having trouble on this exercise, then return to the previous exercise.

GUIDING PRINCIPLE: The Discipline of Subject Clearing

STEPS:

  1. Go to an environment where you can explore different directions and distances without getting distracted.

  2. Look at two different objects. Assess their distances from you. Assess their directions from you. Do this until you fully discern their respective orientations.

  3. Similarly assess the distances and directions of other objects around you carefully and discern their respective orientations. 

  4. As you assess the distances and directions of objects, keep aware of the activities of the mind without interfering. Let the mind carry out its natural functions in the background.

  5. Explore the orientation of objects until you find yourself doing it happily without internal resistance.

  6. Keep the duration of the session to 20 minutes. Do as many sessions as necessary until you can easily orient your attention in any environment.

  7. If you are having difficulty with this exercise, return to the previous exercise.

STEPS FOR ASSISTED VERSION:

  1. The guide gently directs the student by pointing: “Look at ______.” “Get the idea of its distance from you.” “Get the idea of its direction from you.”

  2. If the student hesitates, the guide gently directs the student’s attention again to estimate the intended direction and distance.

  3. Continue assisting the student with this exercise until he can do it unassisted.

  4. If the student has any difficulty with this exercise, return to the previous exercise.

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Validity of Lorentz Transformation

Lorentz derivation

Reference: Disturbance Theory

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From Wikipedia,

“Historically, the transformations were the result of attempts by Lorentz and others to explain how the speed of light was observed to be independent of the reference frame.”

The null results from Michelson-Morley’s experiment in 1887 led to the belief that the speed of light is the same in all inertial frames. For example, light is observed to have the same speed, c = 3 x 108, meters/second, relative to the earth and also to the sun, even when earth is moving at a speed 3 x 104 meters/second relative to the sun.

It is possible to show theoretically that the earth has a speed relative to space, which is the reference frame of no inertia. However, this speed is so small that no experiment so far has been able to measure it directly. See Michelson-Morley’s Null Result.

But the actual problem lies in combining the speeds that belong to particles, such as, light particles and the earth, which have a difference in inertia of many orders of magnitude. The vector algebra works only with particles or bodies that have inertia of similar orders of magnitude.

Lorentz transformation was an effort to resolve this anomaly, where velocities could not be simply added or subtracted per vector algebra. The following links provide the derivation of Lorentz transformation.

Reference from Khan Academy

Reference from Yale University

Lorentz Boost

The derivation of Lorentz transformation is based on the following assumptions.

Assumption #1: The speed of light is the same in all inertial systems.

Based on Michelson-Morley’s experiment, the speed of light of 3 x 108 meters/second was not affected by the velocity of the earth, which is 3 x 104 meters/second relative to the sun. This velocity of the earth is 1/10,000 of the speed of light. The “v/c ratios” of most material bodies in the universe are of the same order. Therefore, this assumption is good for a “v/c ratio” of 1/10,000 or less.

Lorentz transformations may not be valid for “v/c ratios” that are much greater than 1/10,000 and close to 1, as found at the sub-atomic level.

Assumption #2: The gamma “fudge” factor is the same for observers in different inertial systems.

In this cosmos, each body is drifting in space under a balance of forces. These forces depend on the inertia of the body. Therefore, the inertial systems are not exactly alike, and we cannot assume the gamma factor to be the same for them.

However, this assumption is good as long as the difference in inertia among these systems is much less compared to their difference in inertia with light.

Lorentz transformations may not be valid for motion of particles with inertia much less than the inertia of earth and closer to the inertia of light, as is the case with sub-atomic particles.

Lorentz transformations are at the heart of special relativity. Therefore, these limitations apply to special relativity as well.

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Michelson-Morley’s Null Result (old)

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Reference: Disturbance Theory

Please see Michelson-Morley’s Null Result

“The situation grows more and more serious. Two assumptions have been tried. The first, that moving bodies carry ether along. The fact that the velocity of light does not depend on the motion of the source contradicts this assumption. The second, that there exists one distinguished coordinate system and that moving bodies do not carry the ether but travel through an ever calm ether-sea. If this is so, then the Galilean relativity principle is not valid and the speed of light cannot be the same in every coordinate system. Again we are in contradiction with experiment.”

~ Albert Einstein, Evolution of Physics by Einstein

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The null results from Michelson-Morley’s experiment in 1887 initiated a line of research that eventually led to Einstein’s theory of Special Relativity. The expected difference between the speed of light in the direction of movement through the presumed aether, and the speed at right angles, was found not to exist. The special relativity then ruled out a stationary aether.

Light seems to have both wave and particle characteristics. As a wave, light requires a medium; and as particles, light requires some system of coordination among particles. In either case, light requires some relationship within its background, which is space, even when there is no aether.

There seems to be an assumption that moving bodies travel through space without resistance. We do not see space. We can only see a body moving relative to another body. How do we know that a body is moving relative to space?

We all know about inertia. Newton defined it as follows:

“The vis insita, or innate force of matter, is a power of resisting by which every body, as much as in it lies, endeavours to preserve its present state, whether it be of rest or of moving uniformly forward in a straight line.”

If we postulate that inertia is the resistance of space to a moving body then a lot of observations fall into place.

  1. When there is acceleration then we know that a body is definitely moving relative to space.

  2. When there is no acceleration then a body’s acceleration is balanced by inertia.

  3. Light has a finite and constant speed because its acceleration is balanced by inertia.

  4. A body has a constant drift speed in space when its acceleration is balanced by its inertia.

  5. The drift speed of any object shall depend on its inertia.

We may then postulate space to be the background of no inertia in which bodies with inertia are drifting at speeds that depend on their inertia.

The difference between the speeds of light and the earth shall be constant because the difference between their inertia is constant. This explains the null result of Michelson-Morley’s experiment.

One may object to the above by saying, “The earth is orbiting the sun. Therefore, it is constantly accelerating in the radial direction towards the sun, but not in the tangential direction. So, there must be a slight difference in speed relative to light in the two directions.”

We may calculate the order of this difference as follows:

  1. The difference between the disturbance levels of the earth and light is roughly 186 (235 – 49). Therefore, the ratio of their frequencies is 2186.

  2. The ratio of their drift speed shall then be 293 or 1028.

  3. The drift speed of the earth shall then be (3 x 108 meters/sec) (10-28) = 3 x 10-20 m/s.

  4. The Michelson-Morley’s experiment is then required to detect a velocity difference of 6 x 10-20 m/s.

So far there has been no Michelson-Morley or another type of experiment that has the level of accuracy to detect the speed of the earth relative to “aether”, which, in this case, is space.

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Conclusion

Thus, the null result from Michelson-Morley’s experiment is questionable when we consider space to be that elusive aether.

This then also makes the postulates of special relativity questionable when we consider inertia to be the resistance of space to a moving body.

This then limits the validity of the theory of special relativity to the explanation of phenomena where speeds involved are much smaller compared to the speed of light.

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Comment (1/5/2019):

Moving bodies do not carry aether along because there is no aether. There cannot be stationary aether because only a system of infinite inertia can be stationary.

There is only a very ephemeral form of substance with inertia less than that of light. Light has its own inertia, which determines its velocity. Similarly, the source of light also has inertia that determines its velocity. Each velocity is constant in the coordinate system based on a scale of inertia.

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Self-Learning Diagnostic #2

Mathblanls
Reference: Critical Thinking in Education

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The above is the second “Self-Learning” Diagnostic Test for students in middle school and above

Can you find the illegible numbers represented by the *’s?

The purpose of this diagnostics is to assess the following:

  • Is the student able to move beyond patterned thinking?
  • Can the student think in novel ways to resolve problems?
  • Is the student’s mental math techniques up to par?

Calculators are very useful. They speed up the ability to calculate. But they should augment and not replace a person’s ability to calculate mentally and on paper with pencil. The person should not get so addicted to calculators that he loses his number sense and the gut feeling when computation go wrong.

This exercise may be timed. If the student can do this exercise rapidly and accurately then his attention and self-learning potential are in good shape. No remedy is needed at this level.

If the student is unable to move beyond patterned thinking then he should review the following documents to learn that different ways of thinking are possible.

Mental Math Techniques for Subtraction

Mental Math Techniques for Multiplication

This diagnostic helps locate and fill some of the early holes in the understanding of math. Filling of such holes in a subject restores student’s eagerness to learn.

With eagerness comes the ability to self-learn.