- The document discusses time dilation, which is the phenomenon where time passes at different rates for observers in different frames of reference due to the constancy of the speed of light. It provides an example using a light clock to show how time passes more slowly for observers moving relative to the clock.
- The author outlines the derivation of the time dilation formula using principles of special relativity and geometry. The formula shows that observed time increases relative to proper time by the gamma factor, which depends on velocity.
- Real-world examples of time dilation are given, such as muons surviving longer in the upper atmosphere than expected due to time passing more slowly for them. The author concludes that time and space are relative based on the const
The search for a comprehensive theory of quantum gravity (QG) and the theory of everything (ToE) is anongoing process. Among the plethora of theories, some of the leading ones are string theory and loopquantum gravity. The present article focuses on the computational theory of everything (CToE). Theauthor argues that the universe behaves computationally, by performing operations such as addition, subtraction, and multiplication. Computation seems to be a process by which space and time were formed and as a result of which matter, particles, and indeed everything in the universe, take form and grow.Computation, or natural computation, appears to be the universal mechanism that runs the entire universe. Based on the theoretical evidence and the empirical data from physics and theoretical computer science,the author has put forward the CToE as an alternative to string theory (ST) and loop quantum gravity(LQG), in the quest of the ToE.
1. TEN MYTHS OF SCIENCE REEXAMINING WHAT WE THINK WE KNOW...W. .docxambersalomon88660
1. TEN MYTHS OF SCIENCE: REEXAMINING WHAT WE THINK WE KNOW...
W. McComas 1996
This article addresses and attempts to refute several of the most widespread and enduring misconceptions held by students regarding the enterprise of science. The ten myths discussed include the common notions that theories become laws, that hypotheses are best characterized as educated guesses, and that there is a commonly-applied scientific method. In addition, the article includes discussion of other incorrect ideas such as the view that evidence leads to sure knowledge, that science and its methods provide absolute proof, and that science is not a creative endeavor. Finally, the myths that scientists are objective, that experiments are the sole route to scientific knowledge and that scientific conclusions are continually reviewed conclude this presentation. The paper ends with a plea that instruction in and opportunities to experience the nature of science are vital in preservice and inservice teacher education programs to help unseat the myths of science.
Myths are typically defined as traditional views, fables, legends or stories. As such, myths can be entertaining and even educational since they help people make sense of the world. In fact, the explanatory role of myths most likely accounts for their development, spread and persistence. However, when fact and fiction blur, myths lose their entertainment value and serve only to block full understanding. Such is the case with the myths of science.
Scholar Joseph Campbell (1968) has proposed that the similarity among many folk myths worldwide is due to a subconscious link between all peoples, but no such link can explain the myths of science. Misconceptions about science are most likely due to the lack of philosophy of science content in teacher education programs, the failure of such programs to provide and require authentic science experiences for preservice teachers and the generally shallow treatment of the nature of science in the precollege textbooks to which teachers might turn for guidance.
As Steven Jay Gould points out in The Case of the Creeping Fox Terrier Clone (1988), science textbook writers are among the most egregious purveyors of myth and inaccuracy. The fox terrier mentioned in the title refers to the classic comparison used to express the size of the dawn horse, the tiny precursor to the modem horse. This comparison is unfortunate for two reasons. Not only was this horse ancestor much bigger than a fox terrier, but the fox terrier breed of dog is virtually unknown to American students. The major criticism leveled by Gould is that once this comparison took hold, no one bothered to check its validity or utility. Through time, one author after another simply repeated the inept comparison and continued a tradition that has made many science texts virtual clones of each other on this and countless other points.
In an attempt to provide a more realistic view of science and point out issues o.
The search for a comprehensive theory of quantum gravity (QG) and the theory of everything (ToE) is anongoing process. Among the plethora of theories, some of the leading ones are string theory and loopquantum gravity. The present article focuses on the computational theory of everything (CToE). Theauthor argues that the universe behaves computationally, by performing operations such as addition, subtraction, and multiplication. Computation seems to be a process by which space and time were formed and as a result of which matter, particles, and indeed everything in the universe, take form and grow.Computation, or natural computation, appears to be the universal mechanism that runs the entire universe. Based on the theoretical evidence and the empirical data from physics and theoretical computer science,the author has put forward the CToE as an alternative to string theory (ST) and loop quantum gravity(LQG), in the quest of the ToE.
1. TEN MYTHS OF SCIENCE REEXAMINING WHAT WE THINK WE KNOW...W. .docxambersalomon88660
1. TEN MYTHS OF SCIENCE: REEXAMINING WHAT WE THINK WE KNOW...
W. McComas 1996
This article addresses and attempts to refute several of the most widespread and enduring misconceptions held by students regarding the enterprise of science. The ten myths discussed include the common notions that theories become laws, that hypotheses are best characterized as educated guesses, and that there is a commonly-applied scientific method. In addition, the article includes discussion of other incorrect ideas such as the view that evidence leads to sure knowledge, that science and its methods provide absolute proof, and that science is not a creative endeavor. Finally, the myths that scientists are objective, that experiments are the sole route to scientific knowledge and that scientific conclusions are continually reviewed conclude this presentation. The paper ends with a plea that instruction in and opportunities to experience the nature of science are vital in preservice and inservice teacher education programs to help unseat the myths of science.
Myths are typically defined as traditional views, fables, legends or stories. As such, myths can be entertaining and even educational since they help people make sense of the world. In fact, the explanatory role of myths most likely accounts for their development, spread and persistence. However, when fact and fiction blur, myths lose their entertainment value and serve only to block full understanding. Such is the case with the myths of science.
Scholar Joseph Campbell (1968) has proposed that the similarity among many folk myths worldwide is due to a subconscious link between all peoples, but no such link can explain the myths of science. Misconceptions about science are most likely due to the lack of philosophy of science content in teacher education programs, the failure of such programs to provide and require authentic science experiences for preservice teachers and the generally shallow treatment of the nature of science in the precollege textbooks to which teachers might turn for guidance.
As Steven Jay Gould points out in The Case of the Creeping Fox Terrier Clone (1988), science textbook writers are among the most egregious purveyors of myth and inaccuracy. The fox terrier mentioned in the title refers to the classic comparison used to express the size of the dawn horse, the tiny precursor to the modem horse. This comparison is unfortunate for two reasons. Not only was this horse ancestor much bigger than a fox terrier, but the fox terrier breed of dog is virtually unknown to American students. The major criticism leveled by Gould is that once this comparison took hold, no one bothered to check its validity or utility. Through time, one author after another simply repeated the inept comparison and continued a tradition that has made many science texts virtual clones of each other on this and countless other points.
In an attempt to provide a more realistic view of science and point out issues o.
Why anything rather than nothing? The answer of quantum mechnaicsVasil Penchev
Many researchers determine the question “Why anything
rather than nothing?” to be the most ancient and fundamental philosophical problem. It is closely related to the idea of Creation shared by religion, science, and philosophy, for example in the shape of the “Big Bang”, the doctrine of first cause or causa sui, the Creation in six days in the Bible, etc. Thus, the solution of quantum mechanics, being scientific in essence, can also be interpreted philosophically, and even religiously. This paper will only discuss the philosophical interpretation. The essence of the answer of quantum mechanics is: 1.) Creation is necessary in a rigorously mathematical sense. Thus, it does not need any hoice, free will, subject, God, etc. to appear. The world exists by virtue of mathematical necessity, e.g. as any mathematical truth such as 2+2=4; and 2.) Being is less than nothing rather than ore than nothing. Thus creation is not an increase of nothing, but the decrease of nothing: it is a deficiency in relation to nothing. Time and its “arrow” form the road from that diminishment or incompleteness to nothing.
Why anything rather than nothing? The answer of quantum mechnaicsVasil Penchev
Many researchers determine the question “Why anything
rather than nothing?” to be the most ancient and fundamental philosophical problem. It is closely related to the idea of Creation shared by religion, science, and philosophy, for example in the shape of the “Big Bang”, the doctrine of first cause or causa sui, the Creation in six days in the Bible, etc. Thus, the solution of quantum mechanics, being scientific in essence, can also be interpreted philosophically, and even religiously. This paper will only discuss the philosophical interpretation. The essence of the answer of quantum mechanics is: 1.) Creation is necessary in a rigorously mathematical sense. Thus, it does not need any hoice, free will, subject, God, etc. to appear. The world exists by virtue of mathematical necessity, e.g. as any mathematical truth such as 2+2=4; and 2.) Being is less than nothing rather than ore than nothing. Thus creation is not an increase of nothing, but the decrease of nothing: it is a deficiency in relation to nothing. Time and its “arrow” form the road from that diminishment or incompleteness to nothing.
5. Alexis Diaz
Combine the two equations above:
t Δ = c
2
√d )2
+ ( 2
vΔt 2
Rearrange the equation for proper time to make “d” the subject of the equation:
d = 2
cΔt0
Combine the two equations above:
t Δ = c
2
√( ) )2
cΔt0 2
+ ( 2
vΔt 2
Square both sides and simplify:
t [ ]Δ 2
= 4
c2 4
c Δt2 2
o
+ 4
v Δt2 2
t tΔ 2
= Δ 2
0 + c2
v Δt2 2
Collect like terms on the same side of the equation:
t tΔ 2
− c2
v Δt2 2
= Δ 2
0
Factor:
t (1 ) tΔ 2
− c2
v2
= Δ 2
0
Set equal to ∆t as the subject of the formula:
tΔ 2
=
Δt2
0
(1− )c2
v2
Take the square root of both sides:
tΔ =
Δt0
√(1− )c2
v2
Alternatively:
t t Δ = Δ 0 *
1
√(1− )c2
v2
*Note: you will the square root term expressed as gamma, or , giving the final equation:γ
t t γ Δ = Δ 0