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As i tell everybody, this blog is mostly a dump for my trivial technical ramblings and self-deprecating sub-negative posts wallowing in my own self-pity

Sunday, July 24, 2005

The NEW National Library!!!!!

i think the title above makes me sound like an incorrigible nerd. I strongly beg to differ. I read somewhere that the story of the word "nerd" began in some American college, where they called those students who partied all day and never studied "drunk". For those at the other end of the spectrum, those who study all day , another term was invented by spelling "drunk" in reverse to give, "knurd".

oh my goodness, i sound so boring. boring with a period in front of it makes it look boring too.

anyway, i went to the new National Library yesterday with my mum. unfortunately they had to bury the Central Lending Library in the basement, but thankfully its not windowless as i had feared. Lotsa gardens around the library reaching underground to illuminate the basement CLC.

It was full of people, and i was getting very exciting cos i've been waiting for this day since i enlisted...haha what a thing to get excited abt...but i really am, i admit. As we entered, i looked around to take in a feel of the library before navigating instinctively to the General section, where books of the 500 region lie...science, math section. The shelves aren't fully populated. Many jewels that were probably once there have been borrowed out by other readers.

Still, i got myself two beautiful books: The World's 20 Greatest Unsolved Problems and, The Road to Reality: A complete guide to the laws of the universe...by Roger Penrose!!! Wow the mathematician has bothered to write this thousand-page tome exposition into the realm of physics and physical mathematics! A glance through the pages shows a healthy dose of words and math too...i hope that means this is not one of those books where idiotic mathematicians dump lots of math with no explanation of the underlying meaning. Yes i hold those guilty of this in strong contempt, because the math should serve to describe the meaning that is the science in more concise and precise terms, and sometimes the mathematical explorations give new surprises that we try to interprete in the context of science. NOT mindless symbolic manipulation, taking the intention and context and meaning for granted!

I wasted some good months wondering why in hell we use the Laplace transform instead of the Fourier transform to characterise signals, and how the hell pple figured out the physical meanings of the real and imaginary parts of "s" in the s-domain...because the stupid books mostly say NOTHING about this and for a person who's trying to learn such things for the first time and teaching himself, i wouldn't have known the simple reasons and intentions behind these mathematical methods at first encounter...until long periods of painful thought revealed them to me!

and dear reader, pls do not misunderstand what i said above...i'm no ignorant idiot! I know the motivation of the Laplace transform is to avoid working with integration or solving high-order differential equations by transforming the functions we work with into another domain, where we can work with simple algebraic manipulations, thereby reducing our math-associated stress levels!

What i was actually concerned about is a long story, but turns out to be very trivial. Thus i've wasted my time understanding such trivia due to some "mathematically -inclined" people who don't understand the need for meaning and understanding and intuition and the artistic beauty of electronics and thus fail to explain certain things which i believe are more impoortant than they think so.

I think many such pple are around, and they've written many books too.

and i've just realised i'm starting on one of my ramblings again...grouchy old man i am...

The Lee Kong Chian Reference Library is a haven! I can't wait to begin my regular visits there, and i know exactly where to look for my electronics books...oooh almost a whole shelf of them! no more limited access to mediocre texts like mine! multiple cross-referencing makes easier learning, and the books will never run away!

Very beautiful view to take in peering out of the glass walls which stretch from floow to ceiling. Large, empty spaces with spacious white study tables...so pure and simple. a nirvana for scientific and artistic meditation, learning, discovery, creation. what a wonderful place!

I can't wait to get there again. I hope i meet like-minded pple there too.

Saturday, July 23, 2005

Yet another post taken from sth i typed long ago

Hmm You Rong, if you're reading this, well perhaps you can tune in for more...i posted this cos i didn't have time to type sth and i'll be out and only update some more tonight...and that''s if i dun fall asleep in front of the TV haha!

Anyway, the following is an email to my class yahoogroups regarding my views on the JC education system. This was in response to another email by my classmate, who expressed dissatisfaction at our maths lecturer coming up with a seating plan for our classes to sit together at certain rows. That email touched on the attitude towards student's learning attitude. or sth like that...lol

Here goes:

hey nice arguments put forth, James...hmm regarding the lack of individuality and making students conform to authorrity, i've had my more than fair share of it at robotics club already. some teachers who are more conservative do indeed think that way.Anyway, i do agree with you that the reasons for the seating plan are quite amusing. In fact, these days, i find any drastic measure a teacher takes to maintain his/her control over class/cca more amusing and laughable than really to be taken too seriously...its like a joke. I'd like to make known my views on VJ lectures and lecturers, and perhaps through all the stuff below, explain why things have turned out to be this way.JC education is a more rigid and "structured" one. Though both polytechnics and JCs use the lecture-tutorial system, the system is implemented in JCs with more rigidity, and it feels more like in a higher secondary school than a junior COLLEGE. While it seems that JC is supposed to prepare us for college, aka universities, the reality is that a JC education prepares us for the A levels, NOT life in university. Its really just an extension from O levels, where they squeeze you twice the intensity of the O level syllabus in half the time. And what is supposed to be "independent learning", is actually not. The very fact that teachers have to impose such things like seating plans, the N(L)ame Game would go to show that many JC teachers still do not understand nor practise the concept of a JC learning environment which is self-driven learning. Maybe MOE simply decided that simply emulating the lecture tutorial system in universities would more than prepare students for university education. JC ranking only worsens the situation, because even if teachers wanted to let their students take charge of their own learning, they would still be obliged to retain control over students' learning because they'd put the school's ranking at stake if they did otherwise. So the result is, teachers continue to drive students to work on their academics. They'd probably argue that if they just left their students alone, those students would just rot on their own. That's not surprising, given the sort of learning environment children go through since primary school. A sudden relaxation in rules in JC would be a culture shock to students after going through a decade of externally motivated learning. As a member of robotics club, I've seen too many pple shun away from learning seemingly "difficult" technical stuff instead of taking the task of learning into their own hands. Its a reflection of how we're taught to learn in school. I strongly support independent learning. Perhaps its because i learn best when i learn on my own. While not everyone is like that, education should still guide and facilitate learning. Even if some of us may be better of being guided through the process, knowing how to learn by oneself is an important life skill. Especially at this age, the student should take charge of his/her own learning. Thus we should have the freedom to take charge of our learning. Not be forced to learn in a certain way. The next point that is particularly important is that of the quality of lectures. If the quality control in industry was to be applied to lectures, i think most if not all lectures would fail miserably. While i do not feel that the she who dictates our seating arrangements is incompetent or anything, i think that many lecturers just do not have enough passion in what they teach. The imparting of knowledge in a lecture has been reduced to a mere task of feeding enough knowledge to meet examination requirements. It pisses me off everytime i hear a teacher says "the syllabus needs you to know this this and that" and says, "don't worry, so many years still never come out in A levels b4, so not impt to know", or "this is a minor/unimportant chapter". Almost ALL lecturers say that, even the good ones. I remember recently, Mrs Choo telling us at the chem Kinetics lecture that we should have "more passion for what we learn" and all that. Moments before I thought i heard her say one of the sentences above. I've heard Mr. Michael Lim say that the topic on Capacitance was a "minor and unimportant" topic. Truth is, capacitors are simply TOO important in electronics. No wonder EEEs are complaining that the young EEs nowadays are incompetent. Lectures come and go, lecturers ramble on for an hour plus, go away, come back again and ramble on some more, then disappear. It's becoming routine and uninteresting. How many of you would say "wow i'm really interested in finding out more!" ? More like "I need to know this because there's a test tmr". Also, what's in the mind of a lecturer? I doubt that most teachers lecturing would actually consider, "How could i make this lesson more interesting and more easily understood by my students? How would i better increase the effectiveness of my lesson?" What I feel most teachers would think is, "How can i complete teaching everything that the syllabus requires in x number of periods allocated to me?" and if they can't, they'd just hold you back in the LT. Such teachers should look to the prominent physicist and a great lecturer, Richard Feynman, and his book, 6 Easy Pieces. You'd probably suspect he was teaching primary school children physics! Think about the Quantum Physics lectures. Or rather, what do you think about them? Isit really just any other lecture on physics? Equations, experimental set ups, tutorials, assignments, tests....BUT how many of you actually know that the quest for the true nature of light (wave or particle?) and its results, was one of the DEFINING moments of physics? It happened at a time when physicists thought that physics was over, and everything to be known was known. Niels Bohr (i think) was told by his professor that he'd have no future in physics. In fact, it turned out to be that the photoelectric effect, along with many other phenomena, redefined and shook the foundations of physics. Quantum physics is a pillar of what we call modern physics, and F=ma can be derived from quantum physics!These are the truly important details of the knowledge that we are supposed to learn. We should be taught to appreciate what we learn, instead of just knowing for the sake of knowing. When will teachers and the education service realise this?

Those words above, I stand by them, because my heart spoke them.
Hang Jian

Sunday, July 17, 2005

This week

...was a busy week. Lotsa section training. Lotsa sweat and effort put in. nvm...

Pretty disappointed with myself. But i know i tried very hard to get things right.

Anyway on friday, LTA Alex drove the rover to the wrong place, and said that just meant we had to carry the tons of benches in the rover to block 223 ourselves. Then it rained. I didn't want to plead him to drive the rover over to the block, because i'm timid and i didn't know if he was unhappy. i'm not sure if i suggested someone else ask him instead, probably not...and then i enlisted some help to carry the benches over, in the rain. I should have insisted someone ask him first before we did anything. But the guys already got themselves wet carrying the benches out of the rover before someone got LTA Alex over. He didn't look like he minded.

And so it was my fault that i got so many pple wet in the rain. Those were great pple who volunteered without hesistation, and they still couldn't understand when i tried to explain it was my fault.

Sunday, July 03, 2005

i am an insecure self

i've been rather down and low these days. For me, 'down and low' also means there's some anger in me. Another bout of depression strikes me once again...they just happen spontaneously, without reason. I'm so prone to such things...

It gets worse when i start reading my own blog and other writings (like the ones below) and find that i'm not as impressed by them as i used to, or thought i would. Now it just seems like little substance in an excessive amount of words. sigh...this brings up self-doubt. I'm very prone to self-doubt. What if you woke up one day and realised that whatever little you've done that you once thought was marginally impressive (and provided sustenance for your fragile sense of self-confidence) no longer seems that way to you?

It opens up a pandora's box of self-negativity.

Have i been taking the right path in my life so far? Or has following my heart and pursuing all my passions amounted to nothing because i wasn't meant to excel in them and didn't realise soon enough?

The Past 19 years seemed like a struggle to work for my passion and interest, a struggle in vain. The currents of failure are pushing me back faster than my efforts can get me upstream, and im starting to lose it. There's so much i owe to so many people, i fear i cannot repay their kindness and understanding and assistance and hopes for me.

self-negativity leads to a fear of incompetency. this fear leads to hate of oneself. this hate leads to spontaneous occasional anger. this anger leads to...

Excerpt from my 'Treatise of Classical Physics'

Classical physics is a paradigm and framework for quantitatively analyzing material/physical phenomena as perceived by man. The analysis it provides is meant to both predict and account for all the phenomena observed. We will first outline the basic axioms of the philosophy of classical physics:

The Universe operates in accordance with certain laws
All physical phenomena occur in accordance with a set of fundamental physical laws. Such laws include the conservation of energy, and Newton’s first law of motion. The laws are elucidated by identifying patterns of behaviour from empirical data. These physical laws can be expressed with the least ambiguity in mathematical language, and in this form serve to help the human mind analyse physical processes quantitatively and avoid the susceptibilities of qualitative speculation. From the most basic laws, a large number of corollaries may be derived. These will facilitate the analysis of physical phenomena.

Determinism
The principle of determinism asserts that all physical phenomena are completely determined by the laws of nature which govern them. It asserts that given a certain law, and some knowledge of the state of a system obtained through empirical methods, it is entirely possible to determine the state of that system at any arbitrary point in time. The accuracy of the calculated value is only limited by the limitations of the measuring instrument used to gather the data.

It should also be noted that the physical laws are generally assumed to be invariant with everything else; They are true forever. So what happens when laws transmutate to something else? Should there be a law of laws that governs the behaviour of laws? Sounds like a Russian doll problem. Of course, this is not a problem in the paradigm of classical physics; The absolute invariance of physical laws is assumed.


Mechanics
Much of the phenomena that surround us are about the motion of bodies. It is thus no surprise that a central theme of classical physics is mechanics, the study of motion. The fundamental axioms of motion are stated below:

Axioms of the Newtonian Mechanical Universe

1. The Universe is a collection of objects each described by a set of basic physical quantities, from which other parameters that characterize it may be derived. Derived parameters would be functions of those basic parameters. The basic physical quantities include mass, distribution of mass in space, electric charge, distribution of electric charge in space, position in 3 dimensions.

For purposes of mechanics, the quantities of position in each of 3 dimensions, and mass are most important.

The complete state of the Universe can be specified by knowledge of the above parameters of all the objects which populate the Universe.

Time is a quantity that only increases in magnitude. The state of the universe may be specified against the quantity of time. The state is single-valued and continuous with time.
[this is getting rather difficult to formalize…needs a better mathematical formulation than this crude and incomplete statement! Perhaps an analogy would be that each state of the universe is like a bead strung on the string called “time”.]

Orthogonality of Parameters
[some parameters are orthorgonal… e.g. motion in x-direction does not affect motion in y-direction…I’m lacking the math to formalize this.]

2. The fundamental object of the Newtonian Universe may be thought to be a point in space, which is enumerated by at least one of the fundamental parameters as specified above. Its behaviour will be subject to the axioms as stated in this treatise. Behaviour refers to the variation of the state of the object, the state being the set containing all the canonical coordinates which will completely specify the particle.

3. The Position Exclusion Principle
No two objects may have the same position coordinates.

4. Position coordinates of an object must be continuous and single-valued with respect to time.

5. Motion is the change of the parameters of position with respect to time.
To adequately describe motion, several parameters are derived from the fundamental parameters, and are defined as such:

Velocity is a vector quantity whose magnitude is the first derivative of position with time.

Acceleration is the first derivative of velocity with time, or equivalently, the second derivative of position with time.

Force
Force is a causative agent of acceleration. In other words, force causes a change in velocity. Forces are exerted by objects. Forces can have one of two natures: contact and non-contact.

Non-contact forces arise due to force fields (e.g. gravitational fields) and objects can experience such forces whether they are in contact with other objects or not.

Contact forces only arise when:
i) objects are in contact with each other
ii) the objects in contact are accelerating
We can always assume there is a contact force between objects in contact with each other, and if there is no such force in actuality, logical deduction will reveal their absence.

Energy
Energy refers to the capacity to enact a change in an object’s state of motion that is consistent with the enactor’s intention. Since force is the only causative agent for a change in motion state, the “enactor’s intention” refers to the direction of the exerted force.

6. Conservation of Energy




7. Newton’s first law of motion
In the absence of an external unbalanced force, an object at rest will remain at rest, and an object moving at constant velocity (not just speed) will remain moving at constant velocity.

8. Newton’s second law of motion
An object experiences an acceleration that is proportional to the net force it experiences and inversely proportional to its mass. By definition, the constant of proportionality is one, as it is arbitrarily defined that 1N of force will cause a mass of 1kg to accelerate at 1ms^2. After all, what 1 Newton of force or 1kg of matter means is entirely arbitrary and chosen for our convenience.

This law establishes the relation between mass and motion. That is, mass is a fundamental property of an object which resists change to its motion. The resistance to a change in motion is known as inertia. Hence mass the cause and the measure of inertia.

10. Newton’s third law of motion
When an object experiences a force, it exerts an equal and opposite force on the object that exerted that force on itself.

[post note: the following is one of the couple of examples in the treatise which used the axioms alone to make deductions about some mechanics problems]

Example 3
Consider two boxes connected to each other by a rigid rod. We have the following diagram with all the forces labeled:


F is a pulling force that acts directly on M1.
A2 and R1 are an action reaction pair between M1 and M2.
A3 and R2 are an action reaction pair between M2 and M3.

Since M1 is stuck to M2 which is stuck to M3, and we claim that all the masses cannot be deformed, and that they’re perfectly stuck together, this can only mean that they must all experience the same acceleration. Since A = F/M, we write the following expression to equate the accelerations of each mass:

A3/M3 = (A2-R2)/M2 = (F-R1)/M1

Newton’s third law tells us that the magnitude of forces in an action-reaction pair is the same. Hence,

R1 = A1 and R2 = A3

So to make the algebra look nicer, we write this:
R2/M3 = (R1-R2)/M2 = (F-R1)/M1

Suppose the two boxes have a mass of 1kg i.e. M3 = 1 and M1 = 1. We then have:
R2 = (R1-R2)/M2 = (F-R1)

Suppose that M2 was a massless string. A string cannot extend beyond its length, so M3 and M1 cannot move any further from each other than the string’s length. But unlike the case when M2 was a rigid rod, they now can move closer to each other. Consequently, we cannot claim that the accelerations of all the masses are equal. Instead, we can only say that M3 can have an acceleration that is equal or greater than that of M1. By considering the property of the string alone, this is a correct deduction. However, further reasoning taking into account this particular situation of F pulling on the system eliminates the possibility of M3 accelerating more than M1. Why? This is because the instant M3 accelerates faster than M1, the string M2 becomes less taut. When this happens, the string no longer passes the force to M3. Consequently, M3 has zero acceleration. Since at any instant when M3 accelerates more than M1, the acceleration disappears, this means that at any point in time, M3 can never have a greater acceleration than M1. Thus the only possibility is that the acceleration of M3 and M1 is the same.

During the discussion, we have conveniently left out any consideration of the mass of the string, M2. Since the string is flexible, the motion along its length is complicated and does not easily render itself to a simply discussion. Moreover, our force diagram remains the same, since our conclusion above that acceleration of all parts of the system is constant implies that the string must be taut at all times.

Given the special case that the string M2, has zero mass, we can multiply M2 across to give the following:
R1 – R2 = 0
This implies that
R1 = R2

Hence we have proven a frequently used assumption: “that the tension in the string is constant.” This has been placed in quotes because it is not very technically correct. I explain:

We should be careful when using the notion of a massless string. We must note that by A=F/M, anything massless that experiences a force will have infinite acceleration! This clearly cannot happen because it implies that the object can have infinite kinetic energy when no work was done by the force at all, since at the very instant the force is applied, the object takes off at infinite speed. This is a violation of the law of conservation of energy. Also, the string does not experience any net force, since R1 = R2. How can this make sense when it is clearly supposed to be a rigid body (it is taut in this situation) undergoing the same finite acceleration those two masses are experiencing too? This is a contradiction…if there is finite A, there should be finite F. But M cannot simultaneously be zero. Therefore, when using the idealistic notion of a massless string, the string should not be regarded as a mass (its massless anyway). Instead, it is simply some ideal device that :
i) constrains the maximum distance between the two objects it connects
ii) exerts an equal force upon the two objects it connects

Hence we prove that the “massless string” is physically impossible and its construct in the Newtonian mechanical world is contradictory and paradoxical. It can at most be an approximation to make computation simpler.

Therefore, the statement “that the tension in the string is constant” should be amended to “the string exerts an equal force upon the two objects it connects”. When we speak of tension in the string, we really are referring to the forces which are pulling the particles of the string apart. When the forces exceed those forces which keep the string intact, the string breaks.

Technical Conclusion
We have done all our reasoning in the above examples purely with the 10 axioms we have listed in the previous section. An axiomatic approach is tedious, and not practically efficient. But it exposes the many assumptions we make when we solve these problems; assumptions which we take for granted, which we sometimes fail to justify, and which we never worry about when we unknowingly make them.

We have proved the assumption that the tension felt by two objects connected by a taut, massless string is constant.

A solution to a mechanics problem is found by listing all the forces and parameters of the system in consideration. All the variables must behave according to the 10 axioms. This can be expressed mathematically. We can then proceed to solve the equations simultaneously.