Relativity and the Problem of Space (Part 1)

Reference: http://www.relativitybook.com/resources/Einstein_space.html
NOTE: Einstein’s statements are in black italics. My understanding follows in bold color italics.

.

From “Relativity and the Problem of Space” Albert Einstein (1952)

It is characteristic of Newtonian physics that it has to ascribe independent and real existence to space and time as well as to matter, for in Newton’s law of motion the idea of acceleration appears. But in this theory, acceleration can only denote “acceleration with respect to space”. Newton’s space must thus be thought of as “at rest”, or at least as “unaccelerated”, in order that one can consider the acceleration, which appears in the law of motion, as being a magnitude with any meaning. Much the same holds with time, which of course likewise enters into the concept of acceleration.

Newtonian physics describes velocity as the rate of change of the distance of a body with respect to another body. Such distances are interpreted in terms of the material dimensions. This constitutes the understanding of space in terms of material dimensions.

Newtonian physics describes acceleration as the rate of change of the velocity of a body. Acceleration is a change relative to the inertia of a body itself, and not relative to another body. This constitutes the understanding of background SPACE in terms of inertia.

Newton himself and his most critical contemporaries felt it to be disturbing that one had to ascribe physical reality both to space itself as well as to its state of motion; but there was at that time no other alternative, if one wished to ascribe to mechanics a clear meaning.

The physical reality of space exists in terms of material dimensions. The physical reality of the state of motion (acceleration) exists in terms of material inertia. Here SPACE acts as the background of zero inertia and zero dimension.

It is indeed an exacting requirement to have to ascribe physical reality to space in general, and especially to empty space. Time and again since remotest times philosophers have resisted such a presumption. Descartes argued somewhat on these lines: space is identical with extension, but extension is connected with bodies; thus there is no space without bodies and hence no empty space. The weakness of this argument lies primarily in what follows. It is certainly true that the concept extension owes its origin to our experiences of laying out or bringing into contact solid bodies. But from this it cannot be concluded that the concept of extension may not be justified in cases which have not themselves given rise to the formation of this concept. Such an enlargement of concepts can be justified indirectly by its value for the comprehension of empirical results.

Since the concept of space depends on material dimensions, it cannot be conceived in the absence of matter. Descartes was, therefore, correct. “Empty space” cannot be conceived when material dimensions do not exist. Any concept of “empty space” shall only be subjective. Objectively, we may conceive of background SPACE only as a reference point of zero dimension.

The assertion that extension is confined to bodies is therefore of itself certainly unfounded. We shall see later, however, that the general theory of relativity confirms Descartes’ conception in a roundabout way.

According to mindfulness, extension and inertia is confined to material bodies. Descartes argument that space is identical with extension is similar to the argument that it is identical with inertia. In reality, the background SPACE is neither identical with extension nor with inertia. It is simply the background reference point of zero inertia and zero dimensions.

What brought Descartes to his remarkably attractive view was certainly the feeling that, without compelling necessity, one ought not to ascribe reality to a thing like space, which is not capable of being “directly experienced”.

Our reality starts with physical perceptions. It is extended by the mental derivations as abstractions. We view zero as an absence of quantity. We may view background SPACE as the absence of the direct experience of physical perceptions.

.

Earlier notes by Vinaire:

Newtonian physics treats space, time and matter to be independent of each other. This brings into question the physical reality of space. Newtonian physics does not offer answer to this question.

The basic concept of space comes from the dimensions suggested by objects. Space is not considered by philosophers to have a physical reality of its own.

We ascribe physical reality to those things that we can experience directly. When there appears discontinuity in physical reality we look at it more closely to set up a precise logical continuity. The scientific thought evolves in this way.

Descartes is logical in arguing that space and bodies should be continuous. The Disturbance theory establishes this continuity of space with matter through energy. When matter is absent there seems to be “empty space”, but that space is actually filled with energy.

.

Previous: Disturbance Theory of Space
Next:  Relativity and the Problem of Space (Part 2)

.

November 15, 2015 – 8:11 AM Categories: Uncategorized | Post a comment

Disturbance Theory of Space (old)

See: BOOK: The Disturbance Theory

D2

Einstein stated in a note to the fifteenth edition of “Relativity – The Special and General Theory” by Albert Einstein:

“In this edition I have added, as a fifth appendix, a presentation of my views on the problem of space in general and on the gradual modifications of our ideas on space resulting from the influence of the relativistic viewpoint. I wished to show that space-time is not necessarily something to which one can ascribe a separate existence, independently of the actual objects of physical reality. Physical objects are not in space, but these objects are spatially extended. In this way the concept of “empty space” loses is meaning.” – A. Einstein, June 9th, 1952

The Disturbance Theory of Space came about as an effort to understand Einstein’s thoughts on the nature of space. Einstein’s used the philosophical basis that the natural laws are consistent across all inertial systems. The Disturbance Theory uses the philosophical basis that reality is harmonious, and discontinuities and inconsistencies do not exist in nature,

The Disturbance Theory proposes the following model based on the conjecture that electromagnetic phenomenon results from disturbance of space. The salient points of the Disturbance Theory are as follows.

  1. “Space – energy – matter” is a continuous system. The electromagnetic spectrum defines the fundamental character of energy. This electromagnetic spectrum starts with space and ends in matter.

  2. As the frequency of energy spectrum approaches zero, energy approaches condition of undisturbed SPACE. The undisturbed space is analogous to the undisturbed surface of a lake.

  3. Space, when disturbed, splits into electric and magnetic fields. Ripples of these fields appear in the form of electromagnetic waves of finite frequency, much like ripples on the surface of lake when disturbed.

  4. The undisturbed space does not have bounds and hence it has no form. When disturbed, space acquires bounds in the form of “wave-length” and “period” of the electromagnetic wave.

  5. The disturbance exists in its electromagnetic form. The undisturbed space forms the background of this disturbance; it does not exist otherwise.

  6. The “period” represents change in space, and it is an aspect of SPACE. Period introduces TIME. This makes time an aspect of space.

  7. Thus, space and time are bound to each other by the ratio of wave-length to period of the disturbance. Einstein assumed this ratio to be the constant speed of light “c”.

  8. Thus, time is not independent of space as assumed in Newtonian physics.

  9. Physical space is, therefore, not empty but it essentially consists of disturbance. The form of this disturbance is electromagnetic. We may refer to physical space as a “disturbance field”.

  10. The “disturbance field” covers the electromagnetic spectrum of frequency. The wavelengths and periods within this field are proportional to each other, but inversely proportional to the frequency.

  11. Areas consisting of uniform frequency in this field appear as areas consisting of uniform motion or constant velocity.

  12. Areas consisting of gradients of changing frequency in this field appear as areas consisting of accelerated motion or gravity.

  13. As the frequency of energy spectrum approaches extremely high values, the condition approached is matter.

  14. Areas in the disturbance field of extremely high frequencies have the characteristics of extremely small wavelengths and periods. We have used them as “material points in space”. We now recognize them as atoms.

  15. The current science views physical reality from the reference point of matter. This is so because the concept of “dimensionless” point, which forms foundation of mathematics used in physics, is abstraction from the material point of extremely small wavelength.

  16. In reality, a material point, which marks a location in space, is not dimensionless but has dimensions equal to de Broglie’s wavelength for matter. The Euclidean geometry is a good approximation of physical reality only in a material medium.

  17. A physical point in “empty space” will have dimensions equal to wavelength of disturbance in that region.  It cannot be approximated by a dimensionless Euclidean point.

  18. The physical location in the uniform regions of the disturbance field of space shall be symmetrical in the four dimensions of space-time. A lot more work needs to be done on the concept of physical point or location.

The essays following this one shall be devoted to a comparison of Disturbance Theory of Space to Einstein’s ideas contained in Appendix 5: “Relativity and the Problem of Space”.

We shall then make effort to resolve any inconsistency found in order to improve the Disturbance Theory of Space.

.

November 14, 2015 – 11:25 PM Categories: Science | Comments (1)

Education and Self-Learning

school1

Reference: Subject: Education

Education in schools seem to be taking a nosedive. The need for self-learning seems to be greater than ever. Self-learning is a life long activity. The student should be self-learning naturally from what he observes, reads and listens. But the current education system seems to make it so difficult that the student gets discouraged and gives up.

.

Mathematics & Language Arts

The subjects of mathematics and language-arts are very important. Mathematics helps develop the discipline of critical thinking. Language-arts helps develop the ability to communicate precisely. But these subjects are not taught that way in the school system. The students are increasingly confused and less motivated to learn.

The first action should be to clean up all the confusions that the students have in mathematics and language-arts, and then teach these subjects with the purpose to sharpen critical thinking and communication. This will motivate them to start learning again.

.

Development of a Subject

A subject comes about because there is some human need to be met. It has a scope. It starts out with a basic premise. Concepts develop around this premise as the subject develops.  The subject acquires a certain logic. A person who is having difficulty in a subject has holes in his understanding. These holes seem to parallel the logic of the subject.

.

Handling of a Subject

So we first clarify for the student the need for the subject, and its scope so he can relate to it. Then we clarify the premise of the subject, and the surrounding concepts. Then we go over later concepts in a logical sequence and resolve remaining confusion.

So we handle confusion of a student in a subject by clarifying the logic of the subject. This tells us that the curriculum for any subject should follow development of its logic starting from its purpose and basic premise. The textbooks also should follow the logical map of the subject, but that doesn’t seem to be the case with most textbooks these days. So, a person, interested in learning, must discover the logic of a subject for himself.

Data on most subjects is available on Internet these days, but the student need to rearrange that data in a logical order to fully understand the subject. This is a skill that needs to be learned. This will need a study course in Self-learning.

.

Summary

In short,

  1. The current education system is on a nosedive. It engages the teachers more in testing the student than teaching him. It expects the students to learn from videos and textbooks. This is the case at High School level.
  2. The current education system is weak and inefficient in teaching the students at the earlier elementary and middle school levels. The students end up memorizing the contents of a subject in a rote manner. They are unable to think with the subject.
  3. So, the students arrives at the High School level full of holes in their understanding. They are then pushed through the High School curriculum at a rapid pace, with no regard to their confusion.

Two things must happen before a student can become a self-learner.

  1. We first resolve all holes in his understanding.
  2. Then we put him on a path to Self-learning.

.

November 5, 2015 – 4:06 PM Categories: Education | Comments (4)

The Constant “c”

einstein

There is sequence of items. Sequence exists because the items can be ordered according to some criterion. All criteria, whether concrete or abstract, reduce to space and time.

Infinite space-time, when disturbed, appears as finite intervals of wavelength-period. The disturbance can have a whole spectrum of relative frequencies. These are electromagnetic waves. This is fundamental energy.

Wavelength and period always appear in a constant ratio referred to as “c”. The constant “c” represents a very fundamental characteristic that involves space and time. It is probably there even when space is undisturbed.

So this constant “c” underlies everything. We may define this constant in terms of arbitrary units of length and time, but the constant is not arbitrary. So all sequences seems to be based, one way or other, on this constant “c”.

.

November 5, 2015 – 5:52 AM Categories: Science | Comments (8)

Interface between Space and Mass

U6wd6

Counting is an idea of sequence in which we assume numbers of increasing value to occur at equal intervals.

A scale represents gradient values of some characteristic.

The gradient values seem to extend in one direction to infinity and in the other direction to nothing.

“Infinity” is infinitely growing. “Nothing” is infinitely diminishing. We can neither define infinity nor nothing with absolute certainty.

A scale usually assumes a reference point of “zero” with values increasing in a positive direction and decreasing in the opposite negative direction on the scale. This reference point is usually some easily recognizable point, such as, the sea level. It is arbitrary.

A scale also assumes a unit value for the characteristic being measured as “one”. The unit is some easily recognizable measure, such as, the length of a foot. It is also arbitrary.

There is neither an absolute reference point, nor an absolute unit to measure any characteristic.

The sense of unit comes only through presence of an identifiable boundary that separates mass from surrounding space.

The attention shifts from space to mass at the boundary of the unit. This is the case even with an assumed unit within space. The attention shifts from one kind of supposition to another kind.

The shift, as perceived, is never absolute. Therefore, there must be a gradient of energy from space to mass at the boundary of the unit.

This gradient of energy occurs in terms of its frequency. Space is “zero” frequency. Mass is “infinite” frequency.

There is a steep gradient of energy from zero frequency (awareness as space) to extremely high frequency (awareness as mass) at any separation between space and mass.

.

November 1, 2015 – 11:12 AM Categories: Science | Comments (9)