Categories
education

Gravity

I am using a new way to update these musings. In my interest in how equations tell stories, I thought this might be a good time to start talking about that. It seems this might be a good place to start.

\displaystyle \overrightharpoon{F} = G \frac{m_1m_2}{r^2}\^{r}

This is the description of a commonly experienced phenomena. The first question is, when you look at this, what do you see? Is it just a jumble of letters and symbols? Or, is it a math problem. Or, do you see a description of the force created between two masses? What do you see? I don’t think these are the only three answers.

Categories
my thoughts

Stories III

In his book, “Imagined Worlds”, Freeman Dyson makes a comment I think is relevant to this series.

“In discussions of human affairs, I turn for guidance not to sociology but to case studies and science fiction. For me, Wells’s “The Time Machine” provides more insight into past and future worlds than any statistical analysis, because insight requires imagination.”

I was searching for a meaning for enchanted today and found an interesting connection. A greeting in French is “enchantĂ©” or “pleased to meet you” seems to me to carry a more interesting meaning than the phrases,”How are you? Fine thanks, how are you?”

In, “The Pleasure of Finding Things Out,” Richard Feynman observes that knowing more about a visually pleasing thing, like a flower, can increase the item’s aesthetic to you. An artist in this discussion thought the scientific view of the flower was less beautiful; Feynman disagrees.

It is sometimes difficult to express what has triggered a particular set of thoughts. For me the above describes how we can say or view the world from many different perspectives. Often, stories heard are quite different from the story that has been told. That isn’t always a bad thing.

Categories
education my thoughts

Stories II

Why does anyone want to read a story? The opening paragraphs of a story do most of the work. My favorite opening line of a story is, “In a hole in the ground there lived a hobbit”; “The Hobbit” by J.R.R. Tolkien. When I read that I was hooked and spent the next few weeks learning about hobbits and middle earth. As curious as I am(and was) with regard to how the ‘real’ world worked. This line drew me into a completely different world.

The question I have considered for a few years now is, why can’t introductions to the sciences and mathematics be as engaging? The opening sentence in the preface to a recent physics text starts, “The physical universe is enormously complex in its detail. Every day, each of us observes a great variety of objects and phenomena”; “College Physics”, by Urone and Hinrichs. I think many imaginative genius are turned away from making major contributions because the stories in the sciences are often buried deep in quite obtuse stories.

In an earlier piece I said that there may be more truth in fiction and more fiction in truth than we realize(or something to that effect). So, if one couched physics in an exploration of, “It was a vast, shining globe and it cast a light of lambent topaz into space–but it was not a sun”; “Star Wars: A New Hope”; by George Lucas, what would happen?

I suspect more young potential scientists read that line and were hooked than by any science textbook. Discovery is exciting; why is it often lost during education?