Monday, January 15, 2018

The Trouble with Physics

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-  -----------------  2004  -  The Trouble with Physics
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-  Lee Smolin is the author of “ The Trouble with Physics”, 2006.  It is an outstanding book and Lee is a great writer.  His book’s objective is to debunk string theory and to evaluate the causes of why physics has not made any significant breakthroughs in the last 25 years, since string theory got started, and, 100 years after Einstein’s Theory of Relativity.
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-  Lee defines 5 big problems in Physics that have not been solved:
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------------  (1)  Combining general relativity and quantum mechanics .  One develops equations that solve problems for the very large ( cosmic scales ) and the other solves problems for the very small ( atomic scales ).  But, not vise versa.
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------------  (2)  Making sense of the foundations of Quantum Mechanics.  Measurement and observation should play no role in describing fundamental reality.
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------------  (3)  Provide a unification of 12  particles and 4  forces.
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------------  (4)  How are the values of the natural constants chosen in nature?
 There are 20 + 15 = 35 natural constants.

------------  (5)  Explain Dark Matter and Dark Energy
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-  Lee’s frustration is that 25 years with the physics community enamored with string theory has made zero progress on solving these problems.  Why has this happened?  In answering this question Lee has answered the same question for many, many organizations, businesses, schools, governments, boards and communities.  Managers, politicians, and teachers pay attention.
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-  One of the failures he sees is in getting people to work on the same problem from different perspectives and to communicate with each other.  For example, a string theory conference will never invite someone outside their group to speak or present an opposing view.  He sees this as a problem in sociology. (sociology is the study of human societies).
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-  Here is his characterization of the string theory community:
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-------------------  Tremendous self-confidence and entitlement to belonging to an elite community.
-------------------  An unusually monolithic community.
-------------------  A sense of identification with the group
-------------------  A disregard for and disinterest in ideas from those outside the group.
-------------------  A tendency to interpret evidence optimistically rather than skeptically.
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-  This characterization interpreted by sociologists is called “ group think”.  Group Think always applies the test “ preserve group harmony”, in every decision they make.  Group thinkers are masters at drawing conclusion from incomplete information.  Something they share with my wife.  If teachers believe they know more than the best students they teach, they cease to be teachers.
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-  Until the evidence forces consensus we should encourage a wide diversity of viewpoints.  There should be disagreement as much as the evidence permits.  Disagreeing IS being a “team player“.    Some general once said, If everyone is thinking the same then someone is not thinking.”
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-  We pay a severe price for tenure in the academic community  Too much job security, too much power, and to little accountability of older people.  Too little job security, too little power, and too much accountability on younger people in the prime of their creative, risk-taking careers. 
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-  Hiring should be much more tolerant to accepting people with a different point of view,  a different background, a different culture.  Grants and scholarships suffer from the same syndrome as hiring.  The task of forming an effective community is never finished .  It will always be necessary to fight off  the dominance of orthodoxy, fashion, age, and status.
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-  Einstein was not hired be academics because he was not a conformist.  He had to become a patent technician third class in order to get a job.  In 5 years in the patent office he alone created the greatest revolution in physics in a century.  Academia would not accept this great scientist as a member of their group.
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-  Every good business knows there is a difference between low-risk / low payoff and high-risk / high payoff strategies.  If you want to  run an airline or sell soap you want the first.  If you want to invent new technologies and revolutionary theories in physics you can not succeed with out the second. 
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-   How do you get University administrators to think in these terms?  Administrators set up the criteria for  hiring, promotions, and tenure for what they are and what they want to see in others.  They need to widen the net and let a few revolutionaries in.  They need to make the hierarchy flatter, to give young people more scope and freedom.  Create some opportunities for high-risk / high payoff people.
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-  If we can somehow change the sociology maybe we can solve some of the 5 problems that remain unsolved in physics.  There are many organizations that could learn this lesson.  My boss used to tell me, “ The trouble is we are beginning to believe our own bullshit”-
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-  --------------------------------------------------------------------------------------
----  Comments appreciated and Pass it on to whomever is interested. ----
---   Some reviews are at:  --------------     http://jdetrick.blogspot.com ----- 
--  email feedback, corrections, request for copies or Index of all reviews
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Sunday, January 14, 2018

Astronomy give us lots to ponder

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-------------------------------  2003 -  Too Weird to Ponder
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-   The interesting thing about learning astronomy is that you keep running into these things that are too weird to ponder.  Black Holes can make your head hurt.  Black Holes have so much mass and so much gravity that the escape velocity needed to get away from  them exceeds the speed of light.  Nothing escapes.  Time and space are curved so much they bend back on themselves.  Time stops.  Space shrinks to a dot.
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-  Then there is space itself that we used to think was nothing.  Somehow it is a container without walls.  And we are inside it.  Now we learn that space seethes with enormous energy.  I thought it was a vacuum.  Yet, every second trillions of cubic lightyears of it get added to the Universe.  All appearing out of nothing.
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-  Light does not escape a Black Hole.  And, light does not escape from the edge of the Observerable Universe. Immense mass and gravity pulls light into a Black Hole.  The expansion of space is accelerating and more stuff is going past the edge where it is so far away their light will never reach us.  The velocity of space expansion can exceed the speed of light.  The edge of the Universe appears as a Black Hole to us and we are living inside it.
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-  If space expands forever, eventually all the galaxies we see today will disappear beyond the edge.  Then the stars, then the planets, and we are left with a rarefied sea of atomic particles.
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-  Black holes are formed by adding more and more mass to a star.  But, Black Holes are also formed by compressing mass into a smaller radius.  If the Sun were compressed into a radius of 3 kilometers with no change in mass  it would become a Black Hole.  If it is a function of radius what about the smallest fundamental particles, are they compressed so small that they are mini-Black Holes?  Maybe the Universe will end up a rarefied sea of mini- Black Holes.
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-  Then there is life.  Mother Nature seems to have a bigger imagination than we do.  We think Mother Nature must have been pretty smart.  But, She supposedly rose randomly from inert matter.  Supposedly 13 billion years ago carbon, oxygen and hydrogen got together and that some time later here we are trying to figure things out.  How did those dumb things get smarter than we are?
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-  Then there is time.  If it moves too fast it slows down to a stop.  If it feels too much gravity, like the edge of a Black Hole, it stops.  Before the Big Bang it supposedly was stopped because it did not exist.  It too formed out of nothing.
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-  Then there is consciousness.  Does this Universe exist only because we do?  If we were not here to observe it would it still be there?  We perceive our perceptions.  We perceive a Full Moon only because electromagnetic energy reflects off its surface and bits of this electric and magnetic energy enters our eyes, causes chemical reactions in our retinas and sends tiny electrical signals to our brains.  Without the transfer of this energy would the Moon still be there?
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-  Quantum Mechanics says that energy particle-waves are only statistical probabilities and until observational energy collapses the waves to create the particles according to the probabilities, only to happen when we observe it.  So, are the particles on the Dark Side of the Moon still just waves?
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-  This is too weird to comprehend, but , so is the whole Universe popping out of nothingness.
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-  As the smart man, Isaac Newton, once said, our knowledge is but one small pebble on the beach with the whole ocean of the unknown out in front of us.
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----  Comments appreciated and Pass it on to whomever is interested. ----
---   Some reviews are at:  --------------     http://jdetrick.blogspot.com ----- 
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Saturday, January 13, 2018

Physics the Way I Learned It

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------------------  2002  -  Physics the Way I Learned It 
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-  Physics is the science of nature.  It is the study of the Universe’s matter, energy, motion and force.  Matter and Energy are the same thing ,  Energy = 90,000,000,000,000,000 * mass. ( E=mc^2).    Motion and Force are related as:  Force = mass * acceleration. (F=m*a).  Acceleration is a change in a change in distance with time.  ( In calculus it is called the 2nd derivative) .  Distance can be called space, it can also be called length.  Physics boils down to:
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--------------  velocity  =  length / time
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--------------  acceleration  =  length / time^2
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-------------- momentum  =  mass * length / time,        Momentum  =  mass* velocity
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-------------  Energy  =  mass * length^2  / time^2,      Energy = Force * length
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-------------  Force  =   mass * length / time^2 ,            Force  =  Momentum /  time
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------------- Power  =  mass * length^2 / time^3,         Power  =  Energy / time
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------------  Action  =  mass * length^2 / time,           Action  =  Energy * time
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-------------  Frequency  =  1 / time                               Frequency  =  (time)^-1
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-------------  Pressure  =  mass /  length * time^2,         Mass  =  Pressure * acceleration
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-------------  Work  =  Torque  =  Energy  =   Heat Flow  =  mass * length^2  / time^2
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-  If we replace these fundamental physic’s concepts with units of measurement  it all boils down to kilograms, meters and seconds.. ----------------------------------------
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-------------  Velocity  =  meters / second
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-------------  Acceleration  =  meters / second / second
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-------------- Momentum  =  kilograms * meters / second
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-------------  Energy  =  kilograms * meters^2 / second ^2,   called  joules
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-------------  Force  =   kilograms * meters / second^2,  called  Newton’s
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------------- Power  =  kilograms * meters^2 / time^3 , called  watts =  joules / second
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------------  Action  =  kilograms * meters^2 / second
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------------  Frequency  =  1 / seconds, called  hertz
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------------  Pressure  =  kilograms /  meters * seconds^2
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------------  Work  =  Torque  =  Energy  =   Heat Flow  =  kilograms * meters^2 / second ^2  =  joules  =   electron volts  =  kilowatt hours
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-  So, you can see that physics is simply kilograms, meters and seconds.  Mass, space and time.  Or, Energy, and  Space-time. That is pretty simple.  You only have 2 things to remember.   It gets even simpler.  There are only 20 or so particles that make up all mass and all the forces that affect mass.  In our everyday lives this boils down to 3 particles:   Quarks , electrons,  and photons ( called Fermions, Leptons, and Boson , if you are a physicists).    Up and Down Quarks and electrons make up ordinary matter, or mass.   Photons are the carriers of the forces that carry light and all electric and magnetic energy.  Chemistry and Biological are really only electric forces, so physics has live covered as well as the stars and planets.
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-  If we list all the particles that make up the Universe we can see only 4.5% of the total Universe.  Hydrogen gas throughout space and the intergalactic medium is 4% so that leaves only 0.5% that is the Ordinary Matter for all the stars, planets, and life that we know of.  We see and know only 1 part in 200 of what is out there.
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----------------------  0.5 %  stars, planets, and all the elements in the Periodic Table
---------------------    4  %   hydrogen gas
---------------------  22%  Dark Matter
---------------------   71.5 %  Dark Energy.
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-  95% of the Universe is outside the physics that we understand.  We are dealing with only 5 % .  Are there many more particles that are unknown?    Or, are there more fundamental particles that these particles are made?  Maybe all the fundamental particles are made up of vibrating strings.  Then there would be only one fundamental particle.
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-  When we study Particle Physics we use two branches of mathematics, Quantum Mechanics and Relativity.  These two maths do not get the same answers, the math is not consistent.  There must be another theory out there that needs to bring these two together because Quantum Mechanics works perfectly on small things and Relatively works perfectly on big things, but not vice versa.
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-  There are four particles that exchange or carry all four forces (called Bosons).  Photons carry the electromagnetic forces.  Gluons carry the Strong Nuclear forces that hold protons and neutrons inside the nucleus of atoms.  Bosons carry the Weak Force that causes radioactivity and atomic decay.  Gravitons carry the force of gravity, although no one has discovered this particle to date.  Quantum Mechanics says Gravitons exist, yet Relativity says that gravity is not a force at all but a bending of space-time.  The pull of gravity is the path of least resistance through warped space-time.  Like centripetal force is not a force at all it is just an object resisting its normal motion to go in a straight line at a constant speed.  Some physicists believe these three forces can be combined into one fundamental force. Gravity, Electro weak, and Strong Nuclear force would combine together at 10^25 electron volts.
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-   In the 1860s the electric force and the magnetic force were thought to be two separate forces.  Now, we know it is carried by photons and only one electromagnetic force.  This force carried by photons and the Weak Nuclear force carried by Bosons may also be a single force.  The “Electro weak” force.
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-  Because space has 3 dimensions forces radiate as a sphere with a surface are of 4*pi*r^2.   Therefore the forces decay is proportional to 1/ (radius)^2 , or,  (radius)^-2.  Gravitons and photons act over infinite distances.  Gluons and Weak Bosons only act over less than the diameter of the atom, 10^-10 meters.    The range of the Boson’s Weak Nuclear Force is only 10^-18 meters. ( See note 1 for small numbers)
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-  Gravity is extremely weak compared to the other forces.  2 electrons repel each other with like negative polarities with a force 10^42 times greater than the force of gravity pulling them together.  Gravity is always an attractive force.  There is no negative gravity as far as we know.  However, electric and magnetic forces come in opposite polarities to cancel each other out.  Quarks carry positive charges and electrons carry negative charges.  Add all the charges up in the Universe and it sums to zero.  Magnetic forces come with north and south polarities.  The same is true, these magnetic forces sum to zero.
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-  The energy of any particle is a function of its mass and its motion.  E=mc^2 and K.E.  = 1/2*m*v^2.  Kinetic Energy is the energy of motion.  It is equal to 1/2 times mass * (velocity)^2.  Energy can be expresses in joules or electron volts, or kilowatt-hours.  One electron volt is the energy change of one electron moving across the electric potential of 1 volt.  1 eV  =  1.602*10^-19 joules.  Since mass and energy are the same thing, mass too can be expressed as electron volts.  m =  E/c^2 .  However, the c^2 , speed of light squared is always assumed for  mass, expressed in electron volts.  It is never shown,  but it is there.  The mass of an electron is 511,000 eV / c^2,  but the c^2 is always assumed.  The mass of a proton is 938,000,000 eV.
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-  Particles are often described as waves.  The wave is nothing more than description of the way in which particles convey energy.  Remember, mass and energy are the same thing.  Waves are not characterized by positions.  Waves are characterized as having wavelength, frequency, amplitude and phase.
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-  The frequency of visible light is a range from 400,000,000,000,000 wavelengths/ second to 800,000,000,000,000 wavelengths / second.  Frequency is sometimes referred to as cycles / second.  The wavelengths of visible light ranges from 750 nanometers for red light to 375 nanometers for blue light.  The velocity of light is always constant, the same, 299,792,458 meters / second  (3*10^8 m/sec).  Sometimes light appears slower in another medium but the speed is actually slower because light is being absorbed and remitted by atoms of the medium. Between atoms it is still light speed.  The product of frequency and wavelength is 3*10^8  (f*w  =  c)
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-  The energy of an electromagnetic wave is proportional to the frequency of the wave and inversely proportional to the wavelength of the wave.  The higher the frequency the higher the energy.  The smaller the wavelength the higher the energy.  X-Rays have higher energy than radio waves.  Gamma Rays have smaller wavelengths than visible light waves.
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--------------------  E  =    proportional --- f
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-  Any time one variable is proportional to another variable the expression can be turned into an equality if the appropriate Constant of Proportionality is a multiplier. “h” is Planck’s Constant of Action which is equal to 10^-34 ( See note 2 for details)
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---------------------  E  =  h * f
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---------------------  E  =  10^-34 * f
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-  Momentum is inversely proportional to wavelength.  Frequency* Wavelength  =  Speed of light, f  * w = c,  f * w  = 3*10^8
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------------------  Momentum  =  10^-34 / w
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------------------  Energy  =  10^-34 * c / w   =   10^-26 / w
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-  These energy and momentum numbers seem awfully small.  But, it is not small to an electron.  If the wavelength of an electron is accelerated through an electric potential of 50 volts, that is 50 eV,  its wavelength is 2 * 10^-10 meters,  which is roughly the spacing between atoms in a crystal.  (20 nanometers).  A wave is simply the way a particle distributes its energy.  Normally a particle has a mass, but, a photon is massless, yet, it still has wavelength, energy, and momentum.  An electron has a little mass and a wave of energy the length of which is the diameter of an atom, 10^-10 meters.  A proton has a mass 1,800 times that of an electron and a much smaller wavelength for distribution of its energy.
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-  To observe a sub-atomic particle it must interact with something from the system of the observer.  Some physical quantities are waves with positions expressed as uncertainties (or, probabilities, or statistics).    Some quantity uncertainties are linked together as “conjugates“.  The product of their uncertainties is always less than 10^-34.  If one uncertainty is very high than the other uncertainty is very low.  Energy and time are conjugate quantities.  The certainty you can determine the energy the less certainty you can measure the time it takes to measure the energy.  Position and momentum are two other conjugate quantities.  Momentum is mass * velocity.
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----------  probability of position * probability of velocity  <  10^-34
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----------------  dx  *   dv  <   10^-34  ( See Note 1)
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-    If you measure the position of an electron  with greater certainty,( a larger probability for delta x) than you can not know its velocity with certainty ( a smaller probability for delta v) because the product of the two probabilities must be less than 10^-34.  If you measure the velocity with greater certainty you can  know its position with less certainty.  The same trade off happens with Energy and time.
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----------------  dE  *  dt  < 10^-34 
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-  Mass is a gravitational charge.  It generates a gravitational field.  Much the same as an electrical charge generates an electric field, or a magnetic charge generates a magnetic field.
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-------------  Force of Gravity  =  G *M * m / r^2
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-------------  Force of Gravity  =  10^-11 *M * m / r^2
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-------------  where:  “M” and “m” are the masses, “r” is the distance between them and “G” is the Constant of Proportionality.  ( See note 3)
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-------------  Force of Electric Charge  =  K * Q * q / r^2 
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---------------Force of Electric Charge  =  10^9 * Q * q / r^2 
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------------  where:  “Q” and “q” is the two electric charges, “r” is the distance between them and “K” is the Constant of Proportionality. (See Note 3)  Note that the electric force is much larger than the force of gravity.
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-  Symmetry requires there be laws of Conservation for Energy and Charges.  The conservations laws came from the fact that there is Symmetry in the Universe where things remain unchanged regardless of the frame of reference.  If something stays constant with changes in space and time it is “invariant“.  Emmy Noether (1882-1935) developed the theory that for every global invariant there is a physical quantity that is conserved.  Energy is conserved, Charge is conserved.  Momentum is conserved.  Neither can be created or destroyed, they can only change from one form to another.  From space-time Symmetry we can conclude the Conservation of Energy.   Energy can have many forms, however, all can be boiled down to Kinetic Energy, the energy of motion, or Potential Energy, the potential energy of mass and fields.  Energy is the product of Force and distance.  A theory is that all 3 forces can be combined into one unified force.  Gravity, electro weak, and the Strong Nuclear forces unify at 10^16 billion electron volts.  The 4 forces come from Gauge Symmetry.  Relativity comes from the Symmetry of space and time.  Rotational Symmetry is the Conservation of Angular Momentum.  Parity is mirror Symmetry.
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-  Angular Momentum, or spin, is always an integer or half integer of “h”, Planck’s Constant, 10^-34.
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--------------------------  0,   h/2,   h,   3h/2,   2h,   5h/2,   3h............  etc.
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-------------------------- Fermions are the 1/2 integer spins and Bosons are the integer spins.
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-  Matter is made from Fermions, Light is made from Bosons.  Quarks and electrons are Fermions and photons are Bosons.  Fermions can not occupy the same space.  Bosons can.  Two flashlight beams can face each other and overlap easily.  Two electrons can not occupy the same space inside an atom.  However, if the light beams were made more powerful sending Gamma Rays at each other the photons energy can change into matter.(E=mc^2).  Photons can collide and electron and anti-electrons are produced.  Anti-electrons and all anti-matter are negative energy particles traveling backwards in time.
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-  As you add more energy to matter new generations of particles are created.  Most decay rapidly as all particles seek the lowest energy level.  Ordinary matter is at the lower energy level.  That is what makes it stable:

----------------------  Quark  Up --------- 3,000,000 eV
---------------------    Down -------------  7,000,000 eV
----------------------  Electrons    ---------    511,000 eV
---------------------    Neutrino   ---------            0.13 eV

-  Now add more energy and the next generation of 4 particles are formed:

----------------------  Quark  Charm --------- 1,200,000,000 eV
---------------------    Strange ------------------  120,000,000 eV
----------------------  Muon    ----------------------    200,000 eV
---------------------    Muon Neutrino   ------------------ 0.13 eV
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-  Add even more energy and the 3rd generation of 4 particles are created:
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----------------------  Quark  Top --------- 175,000,000,000 eV
---------------------    Bottom ----------------  4,200,000,000 eV
----------------------  Tau    ------------------   1,800,000,000 eV
---------------------    Tau Neutrino   -------------------- 0.14 eV
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-  For the force carriers the mass-energy of photons, gluons and gravitons is zero.  However, the mass of bosons that carry the Weak Nuclear force range from 80,420,000,000 eV to 91,190,000,000 eV.  You can see why particle physicists need to use high energy cyclotrons and beam colliders to study these particles.  But, the amazing thing is that there are only 12 particles of matter and 4 force carriers.  That is the whole Universe that we know of.  The other 95% we are still working on.  Physics just got started.  There is a lot more to learn:
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-  Relativity comes from symmetry in space-time.  Physics is the laws of nature and the laws remain the same regardless of where you are, which direction you are going, or how fast you are moving.   That is space-time symmetry.   Light is the communicator of motion.   Communication can only move at 3*10^8 meters / second.  Holding this speed constant in all frames of reference requires that as a object approaches the speed of light, v = d /t , time must slow down, distance must shorten, mass must increase.  The equation for Relativity  where “o” stands for the observer, where T, Time, L, length, and c+ 3*10^8.  ( 1 / ( 1-v^2 / c^2) is called “ Gamma” or the Lorentz Factor.)
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-------------------  To^2  -  Lo / c  =  T^2  -  (L / c)^2
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-------------------  To^2  =  T^2  /  ( 1 - v^2 / c^2)
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---------------------  Lo =  [ 1 / (1 - v^2 /c^2)] ( L - v * T)
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-  If an observer is traveling at 87%  the speed of light than in 1 second we would observe 2 seconds, because time has slowed down.  If the spaceship was 100 feet long we would observe it at 50 long and flattened like a pancake.  Mass approaches infinity and it would take an infinite amount of energy to accelerate it further.
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-  Relativity’s equation for  Energy.  Energy is proportional to Time.    Momentum is proportional to Space, where E, energy, p, momentum, p=m*v  =  mass * velocity.
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-------------  E o^2  -  p * c^2  =  E  -  p * c^2
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-  If a particle is at rest than momentum, p, = zero. And the equations are reduced to:
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----------------  E^2  =  m^2 c^4
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-  To get the famous equation  E = mc^2 we have to take the square root of E^2 = m^2 * c^4.  When you take a square root you always get two answers because a square of a negative is a positive.  Therefore, mathematically a negative energy does exist.( E=mc^2)
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-  Maybe Dark Energy has something to do with negative energy.  The vacuum of space may be filled with particles in the Negative Energy state.  Anti-matter may be negative energy going backwards in time.
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-  E = mc^2 is for particles at rest.  If a particle is moving we have to add Kinetic Energy in order to get Total Energy.
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---------------------  E  =  mc^2  + p^2 / 2m
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--------------------    p  =  m * v
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---------------------  E  =  mc^2 + m*v^2 / 2
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-------------------------------------------------------------------------------
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(1)  Getting used to big and small numbers.  2.2 pounds, or one mole of material has 602,000,000,000,000,000,000,000 molecules.  The mass of an electron = 0.000000000000000000000000000000911 kilograms  There numbers are more easily expressed as 6.02*10^23 molecules and 9.11*10^-31 kilograms.
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(2)   Whenever things are proportional the expression can be turned into an equality by multiplying by a Constant of Proportional.  E = h * f.   10^-34 is Planck’s Constant of Action actually equal to 6.6260755*10^-34 joule * seconds, or, 4.1356692*10^-15 electron volt * seconds,  or,  h/2*pi, the wavelength of one 2*pi cycle, 1.0545727*10^-34 joule* seconds.  We will just use 10^-34 for our constant of proportionality and keep the units in kilogram*meters^2/ second.
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(3)  G is the Gravitational Constant  =  6.67259 * 10^-11 meters^3 / (kilogram * second^2)  “K” is the Coulomb Constant  =  8.987552*10^9 kilogram* Meters^3 / (seconds^2 * coulombs^2)
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-  --------------------------------------------------------------------------------------
----  Comments appreciated and Pass it on to whomever is interested. ----
---   Some reviews are at:  --------------     http://jdetrick.blogspot.com ----- 
--  email feedback, corrections, request for copies or Index of all reviews
-  to:   -------    jamesdetrick@comcast.net  ------  “Jim Detrick”  -----------
-  https://plus.google.com/u/0/  -- www.facebook.com  -- www.twitter.com
 -----   707-536-3272    ----------------   Saturday, January 13, 2018  -----
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Friday, January 12, 2018

Fastest Speed and Shortest Time

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-----------------  2001 -  Fast Speed and Short Time
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-   I am fascinated by time and space.  Both seem so fundamental, yet, Einstein’s Theory of relativity proves that time and space are not absolutes.  They are relative.  They are one thing, not two things, spacetime is one thing.  Space and Time bend and curve when they interact with mass.  Mass tells spacetime how to bend and spacetime tells mass how to move.
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-  The ratio of space over time is the speed of motion. Speed  =  distance / time.   And, it appears that everything in the Universe is moving with some velocity.  We measure time with the Earth’s rotation.  Earth takes one rotation on its axis every 86,400 seconds.  On the surface of Earth your speed of rotation depends upon your latitude.  At the equator it is moving at 1,040 miles per hour.  In Santa Rosa at 38 degrees, 20 minutes, 12 seconds latitude, 174 feet elevation we are traveling at 645.1 miles per hour.
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-   If you are walking east at 4 miles per hour with Earth’s rotation you are moving at 649 miles per hour.  If you are driving home to Santa Rosa coming from the ocean, at 65mph you are moving at 710 miles per hour.  If you are in a plane flying home from Japan you are moving 1,245 miles per hour but the air around the plane is traveling at the same speed as the Earth which is 645 miles per hour.  The plane is traveling 600 mph relative to the air and the ground.
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-  Let’s compare the planets that have a rotational speed about their axis, measured at the equator, and an orbital speed about the Sun, all in miles per hour.
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------------------  Planet  -------------------  Rotational  -------------------  Orbital
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------------------  Mercury  -------------------  6.8  -------------------------  107,098
------------------  Venus  ----------------------  4.1  --------------------------  78,341
------------------  Earth  ----------------------  1040  -------------------------  66,629
------------------  Mars  -----------------------  539 ---------------------------  53,979
------------------  Jupiter  -------------------  28,361  -------------------------  29,236
------------------  Saturn --------------------  22,994---------------------------  21,614
------------------  Uranus ---------------------  5,788  -------------------------  15,290
------------------  Neptune --------------------  6,001  -------------------------  12,253
------------------  Pluto  -----------------------  30.4  ---------------------------  10,620
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Halley’s comet when closest to the Sun is traveling at 12,070 miles per hour.  When farthest from the Sun,  2,039 miles per hour.  The Sun is rotating at 2,231 miles per  hour and orbiting the center of the Milky Way Galaxy.
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------------------  Sun -------------------------  2,231  -------------------------  486,000
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-  Note that the planets are going slower the farther they are from the Sun.  This is the result of the law of conversation of angular momentum.  Momentum is mass times velocity.  p = m*v.  Planets have elliptical orbits and they travel faster when closer to the Sun and slower when farther away because angular velocity is measured in tangential speed times the radius.  The planets distance from the Sun is the radius.  These tangential orbital velocities are the averages between the maximum and minimum radii.  Rotational speeds are given for the surface at the plant’s equator, which is also a tangential velocity. 
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-  The Andromeda Galaxy (M31) is speeding towards the center of the Milky Way galaxy at  220,000 miles per hour.  Because our Solar System’s orbit is today is going towards M31 we happen to be approaching Andromeda at 676,000  miles per hour.
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-  Our Local Group of 36 galaxies, the Milky Way and Andromeda being the biggest, is speeding toward the Great Attractor in the Virgo Cluster of Galaxies.  One of the galaxies representing an average, M84, is receding at 2,370,000 miles per hour.  M84 is 50,000,000 lightyears away.  The Coma Custer of Galaxies which is 350,000,000 lightyears away contains 10,000 galaxies that are receding at 16,000,000 miles per hour.  The Universe is expanding.  So what gets complicated is that the galaxies are not traveling at 16 million miles per hour by themselves.  It is the space between us and the galaxies that is expanding to cause our separation to be expanding sending us away from each other at 16 million miles per hour.
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-  The Cosmic Microwave Background radiation, which is the most distant radiation we can observe, is 13,700,000,000 lightyears away.  It is receding away from us at nearly the speed of light.  Light radiation is the fastest velocity known.  It speeds around your backyard and from as far away as the farthest galaxy at 670,615,200 miles per hour.  This is 186,282 miles per second.
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-  The human heart beats once per second,  lightning strikes in 1/100th of a second, 10^-2 seconds.  In everyday photography a camera can stop time at about 1/1000th of a second, 10^-3 seconds.  Computers work at clock speed of 10^-9 seconds, a billionth of a second.  Circuits have electrical switches that can operate at 10^-12 seconds, a trillionth of a second.  Scientists today are working with laser pulses that can stop time at 650 *10^-18 seconds, 650 attoseconds.
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-  About 20 years ago lasers could create a pulse of 6 femtoseconds, 6*10^-15 seconds.  If one femtosecond is to 90 seconds, then 90 seconds is to the age of the Universe, 13,700,000,000 years.
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-   Chemical bonds break and reform in molecules in about 100 to 200 femtoseconds, 200*10^-18 seconds.
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-  Two years ago lasers could create a pulse that was 650 attoseconds long, 650 *10^-18 seconds.  The is fast enough to stop the motion of an electron in an atom.  In nuclear physics the natural timescales inside an atom are in the order of zeptoseconds, 10^-21 seconds.  We have yet to invent this laser that can stop the motions inside the nucleus of an atom.  We working on it.
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-------------------------  deci  ------------  10^-1
-------------------------  centi  ------------  10^-2
-------------------------  milli  ------------  10^-3
-------------------------  micro  -----------  10^-6
-------------------------  nano  ------------  10^-9
-------------------------  pico  ------------  10^-12
-------------------------  femto  ----------  10^-15
-------------------------  atto  ------------  10^-18
-------------------------  zepto  ----------  10^-21
-------------------------  yocto ----------  10^-24
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Attoseconds and zeptoseconds seem incomprehensible,  how can one even imagine these timescales?
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-  Ok, let’s say you have a really, really fast motorcycle that would travel from Los Angeles to New York in one nanosecond, 10^-9 seconds to travel 2,787 miles.  In one picosecond, 10^-12 seconds, the fast motorcycle would have only traveled 2.8 miles, barely getting to East L.A.  In one femtosecond, 10^-15 seconds, it would have traveled about 1/5th of an inch.
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If you held on and your motorcycle really went that fast, in one second it would have passed New York , went into orbit and circled the Earth 112,000,000 times, in one second.  How time flies.
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-  If you were in a race with your motorcycle and you won by a single attosecond (10^-18 seconds) you would have won  the race by less than the width of an atom, in fact, in less that the width of a proton.  If you were second place your time would have been the same as the first place motorcycle plus 0.000,000,000,000,000,001 seconds.  That was close.

-  The smallest fraction of time is thought to be 10^-43 seconds.  It is called a Planck second.  That happens to be the time it takes light the fastest thing possible to travel the smallest distance of space 10^-35 meters, called the Planck Length.  The reason this is the smallest unit of length is that if it got any smaller it would become a Black Hole.  See Reviews 724 and 734 for the details.
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- The last thing we want to be is near a Black Hole.  Or, maybe we are inside one now and the edge of the Black Hole is the edge of the Observable Universe.  Nothing even light can escape from the Observable Universe, or, if it can we can’t see it.  So, maybe from the outside looking in the Universe is a Black Hole.
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-   The Observable Universe is 1.3*10^26 meters.  When you go backwards in time and reduce that to 10^-35 meters you enter another Black Hole.  What do you suppose happens to space and time inside a Black Hole?  We have more to learn.
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-  --------------------------------------------------------------------------------------
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Thursday, January 11, 2018

Brain - Mindset to raise kids

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------------------------------------   1999 -  Brainology Mindset
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-  Dr. Carol Dweck is a psychologist who has some interesting ideas about raising kids, at least I think so because I agree with her.  She graduated from Yale in 1972, spent 15 years at Columbia U., New York then in 2004 Stanford U.  She has a book and educational software on line at http://www.brainology.us
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-  Dweck maintains that success in life is a mindset.  It is not luck.  It is not genius.  It is believing you can improve with practice and hard work rather than thinking that talent is something fixed.  The growth mindset is what makes a difference in a kid’s education.
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-  I will us kids, but this is equally applicable to adults.  Kids with “fixed mindsets” are concerned that their abilities are fixed and their efforts are to make them “look good“.  Even if they have to cheat, or deceive.
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-  In contrast a “growth mindset” is different behavior.  It stems from the belief that abilities can be cultivated through dedication and education.  Growth mindsets want to “stretch” themselves and are not afraid of learning which involves the risk or failure.  Mistakes are just something to learn from.  However, if you have a fixed mindset you are wary of these challenges.
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-  Her academic studies show that kids with a fixed mindset decline in grades after poor grades on an initial test.
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-  For them effort is seen as a negative thing.
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-  For them failure is seen as an intrinsic lack of ability.
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-  Her studies of brain activity, MRI type stuff, show reduced vigilance  in the brains of fixed mindsets occurred once they were told their answer to a difficult problem was wrong.  In contrast, students with a growth mindset actually increased in brain vigilance wanting to learn what the right answer actually was.
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-  This does not mean that all people with a fixed mindset are unsuccessful.  John McEnroe, the famous tennis player, was diagnosed as a fixed mindset.  He never liked to practice, he did not want to tend to his weaknesses that were uncovered, he had self-defeating behavior when he was losing.  He was a great talent but how much better would he have been with a different mindset.

-  Much of our mindset is genetic, true.  Some kids are overly sensitive to mistakes and set backs.  They are overly proud of accomplishments or esteem.  Other kids seem relatively impervious to the same adversities.  Her studies show that about 1/3 of the kids entering pre-school have a  fixed mindset.   These kids worry about disapproval.
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-  By the time most kids are adults about 50% have a fixed mindset.  How can changes in environment and education help?
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-  Parents and teachers need to learn to praise effort, and improvement.  Never praise intelligence or talent.  Building a kid’s ego on pride harms the kid in acquiring a growth mindset. 
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-  There was a simple test that she performed on college students who were given a very difficult comprehension test.  None of them could do that well.  But, after each saw his score he was asked if he would like to see the tests of the ones that got a worse score than his or the ones that got a better score than his. Invariably the fixed mindset wanted to see the ones that got worse, it made them feel better about themselves.  The growth mindset invariably wanted to see the tests that did better than they did.
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-  A trick played on her students was to give them a study aid that convinced them that the neurons in their brains formed new connections every time they stretched themselves to failure.  Over time their brains would get smarter automatically.  They were taught how to practice this technique on their homework.  Their grades rebounded significantly.  A control group with the same homework but without the study aid did not improve.
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-  ((  This reminds me of a case study I had at U. of Santa Clara.  It was called the Pygmalion Effect.  Some teacher’s were given an ordinary class of kids but were told incorrectly that these kids were a group of excelled learners.  The teacher was so determined to make these kids perform to their potential she believed they had that the whole class outperformed the other classes of control groups.  The concept became known as the Self-fulfilling Prophecy.  Just believing it made it true.))
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-  An example of a teacher with a fixed mindset, passing it on to her students, was a 6th grade teacher who so believed in IQ tests that she actually seated the students in her classroom according to their scores.  She ended up passing privileges and responsibilities accordingly.
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-  Dr. Dweck admits the she and everyone else has to talk themselves into a growth mindset from time to time.   The fixed mindset easily sets in and has to be overcome.  She emphasizes that this is different than just positive thinking, or motivational training.  Her techniques are specific actions to take and things to do to avoid the fixed mindset.  Check out her web site for parents and teachers.  P.S. everyone is a teacher whether they realize it or not.
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-  --------------------------------------------------------------------------------------
----  Comments appreciated and Pass it on to whomever is interested. ----
---   Some reviews are at:  --------------     http://jdetrick.blogspot.com ----- 
--  email feedback, corrections, request for copies or Index of all reviews
-  to:   -------    jamesdetrick@comcast.net  ------  “Jim Detrick”  -----------
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 -----   707-536-3272    ----------------   Thursday, January 11, 2018  -----
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Understanding Yourself - The Remarkable Brain

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-----------------  1998  -  Understanding Yourself - The Remarkable Brain
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-  If the brain were simple enough to understand we would all be too simple to figure it out.  The brain gets it complexity from having many parts, each having a specialized function.  It gets its complexity from the communications network that coordinates all of the parts through biochemical means.  It gets its complexity through evolving throughout a lifetime and over many lifetimes.  This review will help you understand not only yourself but your kids.  This is your 2018 New Year’s present from today’s science.
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-   Two of the critical neurotransmitters in the brain are serotonin and noradrenalin.  Both of these need to be in the right balance for the brain to operate properly, unless the brain compensates.  Nurtured brains can compensate.
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-  Serotonin is the brain’s “ don’t worry“, happy chemical.  It is the brain’s Prozac.  That is how Prozac works.  Serotonin’s other job is to control sex, hunger, fear, and aggression drives.  It is not absolute control it is just the moderator, the brakes on the drivers themselves.  When drives and emotions rule, when you become an obsessive- compulsive, your serotonin is not doing its job.
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-  Noradrenalin is a biochemical providing the opposite effect of serotonin.  If serotonin says, “slow down”, noradrenalin says, “ go fast”.  Noradrenalin focuses the mind when danger occurs.  It is the flight or fight response.  It is the biochemical in the brain that triggers the adrenaline to flow throughout the body.  If you become a high-strung hot-head your noradrenalin is overacting.  If you are a daredevil and you need extreme thrills to bet a rush noradrenalin is under acting.
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-  Science has found low-serotonin in violent people.  Cold blooded killers have low noradrenalin, they are sociopaths without emotions.  However, other people with normal lives may have the same biochemical conditions but have nurtured a brain into dealing with it.  They compensate.  The brain is amazingly pliable, and this is recent science.
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-  You can not be born with enough genes to build an adult brain.  It is far too complex.  Your brain interacts with the world and builds itself.  Experiences constantly shape the brain starting the day you are born and feel you Mother’s touch and hear her voice.
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-  Moral lessons from Mom and Dad infuse morality into your brain.  Good experiences add wisdom to your impulses.  Your frontal lobes will process your incoming information but you nurtured experiences cause you to weigh consequences and outcomes correctly.
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-  Just a few decades ago most science believed the brain changed after childhood only as a long process of decline.  Science now knows , not true, the architecture of the brain differs from one person to the next, and it is constantly changing over the course of our lives.  Children are not always stuck with the mental abilities they are born with.  Damaged brains can reorganize themselves.  There is documented evidence of those blind s-ince birth beginning to see.  Deaf to hear, learning disorder to be cured.  IQ’s are raised.  80 year olds sharpen their minds to equivalence of when they were 55. I am working on my 77 year old brain.  Red wine helps.
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-  It is not just through our lives that our brains change.  Think of generation of lives and evolution itself.  Over millions of years our brains have evolved to help us survive as small, naked, vulnerable mammals in a dangerous world.  We outsmarted the other animals.  However, our brains are not nearly as smart as other animals for what they do.  Bird brains have remarkable sophistication in flight control systems.  Shark brains are amazingly smart when it comes to processing smells in the ocean.  The shark’s sensitivity allows it to react to the minutest of changes in its environment.  The hearing of dolphins allows them to survive in the same environment using a different mechanism  ( See Review about The Dog Nose Knows.)
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-  The brain is much , much more complicate then I can describe in a couple of pages.  But, after a century of studying ourselves we have learned a lot and busted several myths.  The brain has two hemispheres with the right half controlling the left half of the body and vise versa.  If your right eye is twitching it’s you left brain that is doing it.
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-  Your brain is a rosy pink color looking like pudding in texture.  Its surface is soft, fat folds and fissures.  It actually pulsates in rhythm with your heart beat.  It is consuming a lot of your oxygen and your sugar energy (glucose) in order to operate.  The fissures divide up the brain in left half, right half and in to other lobes that have specific duties.
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-  The frontal lobes are the main directors of voluntary movements.  They are responsible for our ambition, drive, planning, and emotional expressions.
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-  The side lobes process sound and contain memory information.  They gather ideas and integrate massive amounts of sensory data.  The left side lobe transforms ideas into words.  It is the side lobe that creates hallucinations of smells, sounds, sights, and states of personality disorder.
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-  The lobes in the back of the brain process our visual data coming from our retinas.  It processes these cone impulses and sends then forward to other parts of the brain to be converted into recognizable images.  The back lobes can produce hallucinations of misperception and illusion.
-  The center lobes map out all the body sensations integrating all these inputs.  This part is very complex with a variety of sensory and cognitive functions.  It is the least understood part. 
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-  In general, the left half of the brain is in charge of speech and left or right handedness  The right half is in charge of visual and spatial thinking.  The bridge of nerve fibers that connect the two halves are also a least understood part of the brain.  Somehow this interaction controls our emotions, our memory formation, and sense of smell, the reaction of fight or flight, our hunger, thirst and the temperature of our body.  Our laughter, rage, crying and pleasure.  It is border between our big evolved brain and our little old brain that we share with other animals.
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-  In back and below all the lobes is the brain stem where all the nerve fibers connect with the spinal cord.  Damage here and you are paralyzed , unable to communicate with the rest of your body.  ( I know the feeling.  ) The top part of this brain stem controls swallowing, hiccups, yawns, eye movement, deliberate and reflexes.  It contains the on-off switch for our consciousness.  It controls breathing, heart rate and digestion.
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The top of the brain stem controls motor skills, the rate, force and timing of all movements. It is this part that is so well developed in birds.
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-  Ok, those are all the parts, but , where are “you” in all of this?  Somehow  “ self” resides inside the brain.  All “ self’s” are different, even though the brains appear to be the same.  Albert Einstein’s brain was studied extensively and doctors could find not differences with any other brain.  “Self”  seems to evolve from birth.  With genetics playing a large part and environment playing  a large part.  I would maintain that even conscious choice plays a large part.  And , that is the part we can control.  Regardless of our environment, or our situation, our human brain can always choose how to respond to it.  Think about it and give choice a chance.
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Human brain as an adult  -------------------------  1,400 grams  ( 3 pounds)
Newborn brain  --------------------------------------  400
Whale ------------------------------------------------ 7,800
Elephant  ---------------------------------------------4,783
Gorilla  ----------------------------------------------     540
Dog  ------------------------------------------------         72
Shark ------------------------------------------------       32
Opossum  --------------------------------------------       6
Rat  ---------------------------------------------------        2
Bull Frog  --------------------------------------------        0.24
Lizard  -----------------------------------------------         0.08
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RSVP, with comments, suggestions, corrections. Index of reviews available ---
---   Some reviews are at:  --------------------     http://jdetrick.blogspot.com ----- 
----  email request for copies to:   -------      jamesdetrick@comcast.net  ---------
 ---- https://plus.google.com/u/0/  , “Jim Detrick” ----- www.facebook.com  ---
 ---- www.twitter.com , ---   707-536-3272    ----   January 11, 2018  ---
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Monday, January 8, 2018

Auburn Automobile Plant’s Duesenberg

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--1997   -  The Auburn Automobile Plant’s Duesenberg.
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---------------------  -  1997 -  The Auburn Automobile Plant’s Duesenberg.
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-  The automobile plant in Auburn ,Indiana, my hometown, built and sold 3 models of cars in the “Roaring 1920’s“, the Auburn, Cord , and Duesenberg.
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-.  The Auburn was the cheapest model.
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-.  The Cord was a sports model.
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-.  The Duesenberg was the expensive model.  The model “J” cost $8,500, but, you had to pay an extra $2,500 for the “coachwork“, bodywork and interior.  Only 470 were produced.
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-.  The name came from the brothers Fred and August, “Auggie” Duesenberg.  Eric L. Cord purchased the struggling Duesenberg Motor Company in 1926.   Cord owned the Auburn Motor Company.
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-.  Duesenberg race cars had the land speed record at Daytona Beach in 1920.  The car won the Le Mans race in France in 1921.  And, the Indianapolis 500 in 1924, 1925, and 1927.
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-.  Cord’s idea was to build the pinnacle in a luxury class car.  The model “J” was presented at the New York Auto Show in 1928.
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-------------------  .  420 cubic inch straight 8  cylinder engine.
--------------------  .  Dual overhead cam shafts.
--------------------  .  4 valves per cylinder
--------------------  .  Aluminum alloy pistons, rods, and crankshaft.
--------------------  .  3  speed synchromesh manual transmission.
--------------------  .  15 inch hydraulic drum brakes.
--------------------  .  An instrument panel including a tachometer, stopwatch, altimeter , and a barometer.
--------------------  .  .  The coachwork that the owner paid $2,500 extra for included touring sedans, dual cowl phaetons, 4-door convertibles, 2-seater roadsters.
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-.  The Model J weighed 5,500 pounds, but, had a top speed of 100 miles per hour.
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-.  In 1932 the Model “SJ” was introduced that was supercharged, 5.2 to 1 compression ratio.  320 horsepower.  Top speed was 129 miles per hour.
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-  The Model SJ had the 4 chromed exhaust pipes exiting the engine cover.
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-.  The shorter wheelbase model “SSJ“, only two were built, owned by Clark Gable and Gary Cooper.  The car became known as “ It's a Doozy “.
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-.  In 1932 Fred Duesenberg died of pneumonia.  The last model J and SJ Duesenberg's came off the assembly line in 1934.  In 1935 E.L. Cord shutdown all automobile operations.  My Dad had hung differentials on the assemble line and  alcohol rubbed the multiple coat lacquer finishes when he worked at the auto plant.  The brick building is still there today as an automobile Museum.
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-.  My dad's friend, Bill Fitzsimmons, was a test driver for every car that came off the assembly line.  As it came off the line “Wild Bill” drove it around a track that was behind the brick building.  Over ramps and bumps he came back and instructed the mechanics on any adjustments that were still needed.  Bill was also an airplane pilot who once flew his plane through the open front and rear doors of the airplane hangar.  My boss, Earl Summers and my Dad watched from Earl’s stucco farmhouse that was next door to the Auburn Airfield.
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RSVP, with comments, suggestions, corrections. Index of reviews available ---
---   Some reviews are at:  --------------------     http://jdetrick.blogspot.com ----- 
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 ---- www.twitter.com , ---   707-536-3272    ----   Sunday, December 31, 2017  ---
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