Relativity: Math Imitating Life

These are going to just some comments and references for a future article.

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Here is something by Albert Einstein to wonder about.

Relativity, The Special and General Theory

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In the first section of this book, Einstein makes the following points:

  1. Truth is relative to one’s experience. 
  2. If the experience is limited then one’s “truth” is limited.
  3. Euclidean Geometry is based on limited experience. 
  4. How do we consider a straight line? How do we consider distance?
  5. We assume locations in space to exist as if on a rigid body.

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Points from Section II:

  1. Let’s use a “rigid” Cartesian Coordinate System, and a rigid body as a unit, to describe positions in space.
  2. But, since optical observations are involved, let’s also take into account the properties of the propagation of light in determining the measurements.

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Points from Section III:

  1. Regarding “motion in space,” there is no such thing as an independently existing trajectory but only a trajectory relative to a particular body of reference. 
  2. The finiteness of the velocity of propagation of light would influence the perception of change in position with time.

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Points from Section IV:

  1. A system of co-ordinates of which the state of motion is such that the law of inertia holds relative to it is called a “Galileian system of co-ordinates.” 
  2. We cannot use a system of coordinates rigidly attached to earth, because, in that system of coordinates, stars would appear to be moving in a circle in violation of the law of inertia.
  3. We assume a Galileian systems of co-ordinates, which are rigid but not attached to earth. 

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Points from Section V:

  1. Principle of Relativity: Natural phenomena run their course according to exactly the same general laws with respect to all Galileian co-ordinate systems that are translating uniformly, and not rotating or acceleratingrelative to each other.
  2. We may assume, as our body of reference, a Galileian coordinate system K0, in which natural laws are capable of being formulated in a particularly simple manner.
  3. We may then assume K0 to be “absolutely at rest,” and all other Galileian systems K “in motion.”
  4. The “motion” of Galileian systems K shall contribute to their diminished simplicity, or increased complexity, of the formulation of natural laws.

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Points from Section VI:

  1. The theorem of the addition of velocities employed in classical mechanics, as we shall see, does not hold in reality.

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Points from Section VII:

  1. The velocity of light of any wave-length is constant in vacuum. It does not depend on the motion of the body emitting the light.
  2. The theorem of the addition of velocities employed in classical mechanics does not hold for the velocity of light, which remains the same with respect to all bodies of reference.
  3. This result comes into conflict with the principle of relativity set forth in Section V, because it would appear that different laws of propagation of light must necessarily hold for different coordinate systems.
  4. It seems that the principle of relativity must be rejected because the theoretical investigations into electromagnetic phenomena, leads conclusively to the constancy of the velocity of light in vacuo.
  5. In reality there is not the least incompatibility between the principle of relativity and the law of propagation of light, as shown in the special theory of relativity, by an analysis of the physical conceptions of time and space.

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Points from Section VIII:

  1. “Time” should be defined as a measure in the immediate vicinity (in space) of the event.

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Points from Section IX:

  1. Events that are simultaneous with reference to one co-ordinate system are not necessarily simultaneous with reference to another co-ordinate system because of the finite velocity of light.
  2. Every reference-body (co-ordinate system) has its own particular time.

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Points from Section X:

  1. Owing to the consideration of simultaneity, the measure of the same distance from two different coordinate systems, which are in relative motion to each other, is not necessarily the same.

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There is no loss of energy in a pure standing wave. In other words, the energy would be conserved. We may then look at this physical universe as an example of pure standing wave, because energy is conserved in this universe.

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The most fundamental phenomenon in this universe seems to be a back-and-forth motion around a reference value. Call it a vibration that creates waves; but this phenomenon seems to underlie all other phenomena.

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Light seems to be tied to the vacuum of the space itself rather than to anything existing in that space. In other words, light does not seem to travel relative to anything in space. The velocity of light is the same regardless of the motion of the frame of reference that is used.

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The velocity of light is finite. Einstein used this fact to query the very basis of perception on cosmic scales.

At atomic scales, light seems to condense as standing waves instead of reflect. It seems to be the fractal iteration of this condensation that appears as electrons, protons, neutrons, etc. This makes perception at atomic scales questionable too. Our perception seems to be limited to the middle band.

The frequency and wave-length of light corresponds in such a way that the velocity of light always remains the same. That is the basis of confirming that the universe is expanding using the redshift of the Doppler effect. We apply the same argument to the shift in the pitch of the sound of whistle of a passing train. This brings up the following questions:

(1) The velocity of sound is constant with respect to a medium, such as air. Would we perceive the same shift in the pitch of sound if the air is not all displaced and moved around  by the passing train?

(2) The velocity of light is constant in space. Can we treat space as a “medium” made up of not the usual material, but dark matter perhaps!

(3) Does this dark matter get disturbed by passing light, similar to the way air gets disturbed by the passing train?

(4) How does this dark matter appear to behave at atomic dimensions?

Note: This seems to be looking at the old ether theory again.

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Counting goes up to infinity; then that collection of infinity may be regarded as “one.” For example, Infinity of fundamental particles may take the shape of an apple. We may then count apples. Not all apples will have the same number of fundamental particles, but each would be regarded as a unit apple.

A brief introduction to infinity

The counting to infinity may be repeated with this new “one.”  This procedure may continue without limit. This procedure may be reversed without limit also.

This raises the question, “Do we have a rigid relationship between the “numbers” used to account for the atomic phenomena and the numbers used to account for the cosmic phenomena?”

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The following is the basic assumption underlying Euclidean Geometry, which was pointed out by Einstein:

Euclidean geometry assumes that points, directions and distances behave as if they are associated with a rigid body. We are conditioned to think this way because the rigid body of earth provides our frame of reference.

But the question remains, “Does the “fabric” of space behaves like a rigid body, and if not, then do the laws of Euclidean Geometry still apply?”

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Here is a very interesting comment on mechanical brain and free will by Alan Turing (AMT/B/5 Image 5):

The Turing Digital Archive

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[To be continued…]

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My All Time Favorite Music

Mozart. Piano Concerto No. 21 in C major

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The most beautiful rendition of Ave Maria

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Ludwig Van Beethoven’s Ninth Symphony

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New World Symphony

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Leonard Bernstein performs Beethoven’s Ode to Joy

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What a wonderful world

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EAST OF EDEN Jig a jig

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Time to Say Goodbye

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Ave Maria – Passion of the Christ

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Barcarolle from ‘Les contes d’Hoffmann’ by Offenbach

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MASSENET- MEDITATION DE THAÏS OPERA

Sit back, relax. meditate and enjoy…

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Point and Unit

There is a fundamental axiom which may be expressed in the following two forms:

  1. There is a POINT.

  2. There is a UNIT.

A LINE may be expressed in terms of points. A SURFACE may be expressed in terms of lines. A SOLID may be expressed in terms of surfaces. All forms may be expressed in terms of solids. This sort of buildup may keep on going toward more variety and complexity of forms.

COUNTING may be expressed in terms of units. ADDITION may be expressed in terms of counting. MULTIPLICATION may be expressed in terms of addition. EXPONENTIATION may be expressed in terms of multiplication. Besides, the opposite of addition may be expressed as SUBTRACTION. The opposite of multiplication may be expressed as DIVISION. The opposite of exponentiation may be expressed as LOGARITHMS. This sort of buildup may also keep on going toward more variety and complexity of thinking.

The above two “axioms” underlie all mathematics. Mathematics underlies all our thinking. The ideas of location, God, soul, etc., cannot exist without the ideas of POINT and UNIT.

It seems to me that mathematical principles underlie all spiritual and physical principles, and the ideas of point and unit underlie all mathematical principles.

These two axioms of POINT and UNIT, happen to be just postulates. They are a very basic part of the network of postulates that must form a oneness.

Their factualness comes from this oneness.

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Euclid’s ELEMENTS

Reference: Mathematical proof

Mathematical proofs were revolutionized by Euclid (300 BCE), who introduced the axiomatic method still in use today, starting with undefined terms and axioms (propositions regarding the undefined terms assumed to be self-evidently true from the Greek “axios” meaning “something worthy”), and used these to prove theorems using deductive logic. His book, the Elements, was read by anyone who was considered educated in the West until the middle of the 20th century. In addition to the familiar theorems of geometry, such as the Pythagorean theorem, the Elements includes a proof that the square root of two is irrational and that there are infinitely many prime numbers.

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EUCLID’S AXIOMS:

I.      Things which are equal to the same, or to equals, are equal to each other.

Thus, if there be three things, and if the first, and the second, be each equal to the third, we infer by this axiom that the first is equal to the second. This axiom relates to all kinds of magnitude. The same is true of Axioms ii., iii., iv., v., vi., vii., ix.; but viii., x., xi., xii., are strictly geometrical.

II.    If equals be added to equals the sums will be equal.

III.  If equals be taken from equals the remainders will be equal.

IV.   If equals be added to unequals the sums will be unequal.

V.     If equals be taken from unequals the remainders will be unequal.

VI.   The doubles of equal magnitudes are equal.

VII.   The halves of equal magnitudes are equal.

VIII.  Magnitudes that can be made to coincide are equal.

The placing of one geometrical magnitude on another, such as a line on a line, a triangle on a triangle, or a circle on a circle, &c., is called superposition. The superposition employed in Geometry is only mental, that is, we conceive one magnitude placed on the other; and then, if we can prove that they coincide, we infer, by the present axiom, that they are equal.  Superposition involves the following principle, of which, without explicitly stating it, Euclid makes frequent use:—“Any figure may be transferred from one position to another without change of form or size.”

IX.   The whole is greater than its part.

This axiom is included in the following, which is a fuller statement:—

IX’.  The whole is equal to the sum of all its parts.

X.    Two right lines cannot enclose a space.

This is equivalent to the statement, “If two right lines have two points common to both, they coincide in direction,” that is, they form but one line, and this holds true even when one of the points is at infinity.

XI.  All right angles are equal to one another.

This can be proven by superposition.

XII.   If two right lines meet a third line, so as to make the sum of the two interior angles on the same side less than two right angles, these lines being produced shall meet at some finite distance.

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NOTE 1: Some of the definitions that I like, though different from Euclid’s, are as follows:

  1. A point is a location in space. It does not extend in any direction, therefore, it is said to have no dimensions.
  2. A line is a path traced in space by a moving point. If a point moves without changing its direction it will describe a straight line. A straight line extends in one direction, therefore, it is said to have one dimension.  If the moving point continually changes its direction it will describe a curve; hence it follows that only one straight line can be drawn between two points.
  3. A surface is a path traced in space by a line that is moving in a direction that goes across the line.  If a straight line moves without changing its direction it will describe a plane. A surface extends in two directions, therefore, it is said to have two dimensions.
  4. An angle is the difference between the directions represented by two straight lines. For example the difference (angle) between the directions east and north is 90 degrees. The difference (angle) between two parallel lines (same direction) is zero.

NOTE 2: The perception of “straight” is always in the direction in which light  propagates, regardless of any curvature.

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Learning from a barefoot movement

VERY, VERY  INSPIRING !!  LISTEN CAREFULLY !!!

In Rajasthan, India, an extraordinary school teaches rural women and men — many of them illiterate — to become solar engineers, artisans, dentists and doctors in their own villages. It’s called the Barefoot College, and its founder, Bunker Roy, explains how it works.

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Why you should listen to him:

Development projects the world over run into one crucial point: For a project to live on, it needs to be organic, owned and sustained by those it serves. In 1972,  Sanjit “Bunker” Roy founded the Barefoot College, in the village of Tilonia in Rajasthan, India, with just this mission: to provide basic services and solutions in rural communities with the objective of making them self-sufficient. These “barefoot solutions” can be broadly categorized into solar energy, water, education, health care, rural handicrafts, people’s action, communication, women’s empowerment and wasteland development. The Barefoot College education program, for instance, teaches literacy and also skills, encouraging learning-by-doing. (Literacy is only part of it.)  Bunker’s organization has also successfully trained grandmothers from Africa and the Himalayan region to be solar engineers so they can bring electricity to their remote villages.

As he says, Barefoot College is “a place of learning and unlearning: where the teacher is the learner and the learner is the teacher.”

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