APA: A Dialog of Spacetime - Softcover

Huang, Sauce

Softcover

ISBN 10: 1490748822 ISBN 13: 9781490748825

Publisher: Trafford, 2014

Synopsis

Some day in the near future, people will use same language and they may keep or quit their mother tongues. This book is prepared for that day. Based on Pinyin system the author combined the International Phonetic Alphabet (IPA) of English and Chinese into 47 symbols of Auxiliary Phonetic Alphabet (APA). The author also worried about the future of science. Most people know that science is based on measurements. To make a valid measurement people must record related event time and event location. That means, to secure our science, people must have a firm common sense of spacetime. In this book, knowledge is the useful part of history which is ready for you as of here and now, plus your current ability on logic, both of the basic reasoning and the extended imagination. A piece of science is a knowledge comes with formula or formulas. The common sense is the intersection of individual's knowledge in the related area while history is whatever happened in the past, especially those related to human beings. What are your definitions of knowledge, science and common sense?

About this title

Excerpt. © Reprinted by permission. All rights reserved.

APA

A Dialog of Spacetime

By Sauce Huang

Trafford Publishing

Copyright © 2014 Sauce Huang
All rights reserved.

ISBN: 978-1-4907-4882-5

Contents

Preface, 7, 
1. English, 9, 
2. APA, 33, 
3. Chinese, 39, 
Appendix, 
I. [TEXT NOT REPRODUCIBLE IN ASCII] 2012, 49, 

CHAPTER 1

English

T: Grandpa, I love reading history but I also want to dig out something makes sense in spacetime, do you think I should take history or physics as my major?

A: Do you think history makes sense?

T: Why should history make sense? History is just a tiny part of the things happened before. It comes with more or less of opinions provided by authors or story tellers. We don't need formulas for history so that there is no judgment point in history. How can history make sense? I don't get it.

A: When you select your topics for your paper, will you pick up your target randomly from the whole history?

T: No. I think I need to read more to find my target. I will have to discuss it with my instructor as well, I guess.

A: Then you select for some purpose and with a purpose in your mind the history must make some sense to you if you select it.

T: Why? When I select, I consider if I like to spend my time on that piece of story and if my instructor would agree to it, but the history itself is still objective, isn't it?

A: What is your definition of the objectiveness in history?

T: Well, history might be not very objective before TV era, but from the day people could get live news on, I believe that history has been more and more objective. The purpose people work on archeology is also to dig out the objective history, isn't it?

A: That is a very clear explanation, not bad. How about the text books of history?

T: I, I think you do have a good point there, grandpa. Okay, history may make sense to some professors like You, to be put into text books. I also heard that even the TV news stations are controlled by a few powerful people. However, I think these phenomena are all part of truth. I mean, any story, even an autobiography, will include only part of fact, some opinions, may or may not include intentional change to the fact, and most likely more or less of author's or editor's mistakes regarding the usage of related languages. Then, could we include all of these as part of the objective fact of the past so that history is very objective under that definition? I believe most historians try to keep history as is, even they did put their opinions in their writings.

A: I remember that your answer to this kind of broad question was "I don't know, grandpa, give me the best answer. Please?" in last summer. Now you have your own opinion. Very good. How about tell me which way of dividing history, you like the most, among the history books you have read?

T: Grandpa, you cannot always change topics. I need your input to my question. Here are my related questions: what is your definition of history?

Or, actually, how you get your final definition of history? Do you try to make some formulas out of history? Do you believe in fate? Do you think a belief is the result of reasoning or it is independent of logics? I think there is no formula relative to fate, what do you think?

A: If you like to be a historian you should find all the answers for yourself, right? I was helping you to answer yourself.

T: Everyone knows history is the study of the past. But that is not the definition I asked. I need more detail, especially regarding the objectiveness of history. I need your input about "objective history". You confused me, grandpa.

A: Give me your note book let me draw you a time line then we can link history to your spacetime. That way, you may get your answer by yourself. Look, history is about events on the time line, right?

T: Yes.

A: Now, do you like to look at each event as independent subject or to collect some related events and read them as a story?

T: I know what you meant now. I think I know. Do you mean when a historian looks for stories, the historian works on history subjectively and when the historian looks for event itself, it is objectively? Don't just smile, grandpa. I need your confirmation.

1-1. History

A: You are smarter than most of my students. No wonder your mathematics teacher had to go back school two years ago. How is he doing at class? Getting better?

T: Oh yah. He is the most popular teacher voted by our classmates at the end of last semester. Mathematics is the most important knowledge to human beings, right?

A: That is why I asked you which way of dividing history you like the most. Now you just divided history into two categories.

T: You mean objective history and subjective history?

A: And you try to select mathematics as the most important knowledge. Actually, history itself is knowledge, isn't it?

T: Well, I read a book talking about the history is not for the world or the universe, it is for people only. In zoology, people talked about some evolution of animals or plants but people don't care about the future of plants and other animals. It's 96 years after "The Decline of the West" was published but in the "high school world history" I still see the western portion only. I assume that, important history is part of knowledge but not the whole history. Most details of events or fictional stories should not be considered as part of knowledge. Grandpa, do you think history is knowledge?

A: Depend on how you define knowledge and history. Normally, history is an umbrella term that relates to past events and all kinds of interpretation for information about some selected portion of these events. You may select events relative to science, religion or social life to study history and definitely you may collect the events and expected future for some species of animal if you want it. So, what do you think?

T: I rather put history as information, not knowledge. Before I use some history to create some theory, have some fun or to make some money, that part of history is just materials or data, not part of knowledge, to me. Like the samples of historical events in Spengler's book can be regarded as part of knowledge, but only within that book. They are not knowledge by themselves. I think knowledge depends on usefulness, big or small. Do you like my definition, grandpa?

A: Do you consider Novels like "Harry Potter" or "The Magicians" as part of knowledge to you?

T: Yes. They are interesting and fun to me. They are also useful in communicating with my friends. But they are not part of important knowledge to me. I may take some time to review "The Decline of the West" in the future but most likely I will not read "Harry Potter" again. However, one of my classmates has read "Harry Potter" four times and she told me she was unable to finish "The Decline of the West". I am confused again, grandpa. You are good on confusing me, aren't you?

1-2. Knowledge

A: I am still learning, someday I may be really good on that. Do you know? It is getting harder now, looks like I will not graduate from this project of confusing you. What is the second important knowledge to you?

T: Love is the main content people need to fulfill a life so love is my choice.

A: If the meaning of a life is to love why this is second to your mathematics?

T: Don't know. It just popped out from my intuition when I said it. I think, may be logic is important but the best tool to practice logic is mathematics.

A: Why logic is more important than love?

T: Grandpa, you study history right? Come on, love is blind, always. I mean, how can love go, move or work, whatever you name it; without logic? The most critical part is timing. How do people know when to start an action or an expression of love? So, logic is the instructor of love. Logic also tells people how to love effectively, at least properly. Without logic, love can be very harmful!

A: You mean hate?

T: Yes. I think there is no hate without love. Hate is just an unreachable love. That's why Buddha suggested to get rid of hate or anger is to get rid of love or desire.

A: Interesting, I did not know that you learned Buddha's teachings too. How logic keeps hate away from people?

T: Grandpa? I did not say that! I just said "can be very harmful". Don't you know that there is something named fate? How can logic win over fate?

A: Okay, my bad. Now you are happy. Where did you collect all these ideas?

T: Don't know. I think they are the combination of science and history because I have spent three summers on books of history and science. I love those books of history. Yes, yes I have read all of your books, okay? But I did not enjoy the science. I was just a little bit curious about spacetime. Most books of spacetime are no fun at all.

A: How do you compare science and history?

T: I told you, I think history is just some data. I think science is part of knowledge, actually the major part of our knowledge. I may define knowledge as useful part of the history to the event people are in. I think science can be defined as a collection of frequently used knowledge with formula or formulas now and here. I think science changes as time goes.

A: I think your idea about science is good, very good. Remember what I told you that last summer?

T: You just want me to say "You are smart." Once again, right? Yes, you are smart. What is your definition?

A: I don't believe that you forgot it. Come on, Tonya?

T: Let me think about it. You said that science is simply a business of data mining. Did I say it correctly?

A: Here you go. What do you think?

T: I don't know. I think it is a smart answer but it is also a little bit tricky to say so. Why? It will be hard to separate knowledge and science. What is your definition of knowledge then, grandpa? It is the same right?

A: No wonder all your teachers say that you are a good trouble maker. Let me think about it. I will say the difference is on the attitude. The business of science is more strict than the business of knowledge. Like common sense is the collection of popular knowledge in related local area which include the customs. A rite in a custom is always not as strict as a procedure of an experiment of science. Does this definition sounds good to you?

T: That's good enough. The attitude of doing business. It's interesting. What do you think is the most precious gem in science? Grandpa, you are a professor of scientific history, it's a piece of cake to you.

A: It depends on which respect you are talking about. In general, I think the usage of negative number is important but internet with email is definitely a precious gem.

T: How about function theory of mathematics? Newton's law of motion and Special Relativity? I think these are more essential.

A: Hay! Did you ask for essential? Now, tell me why function theory of mathematics is essential in science?

T: I think it is the bridge which links data and formulas, information and theories, or history and knowledge. That is why it is essential to science. I think function theory of mathematics brings science into the world.

A: I don't understand the last sentence. Mathematics is the study of numbers and space but there is time in the real world that is where the calculus step in to help, but, function theory? You must be joking, are you serious? Wake up, Tonya.

T: Yes, I am both serious and awake, grandpa. Think about science. Science is just a collection of formulas relative to some restricted conditions in the real world, Am I correct?

A: Wait a minute, you went too fast. Remember that I am old. You said science is just a collection of formulas. Do you mean I am not working on some kind of science just because I don't use formula in my work?

T: How dare I say so? When you decided which scientific event happened earlier, you used the calendar, the chronical formula, am I correct? Otherwise how did you decide it? Did you flip coins?

A: Tonya!!

T: Okay, I won't laugh. Then, think about how scientists know if their experiments can verify some scientific theory? I mean before they measure and calculate?

A: Their expectation of the experiment must be valid. I guess?

T: You are too humble, grandpa. Yes, logically. They like to make sure that logically speaking their experiment is relative to the theory and the expected result must be significant enough to be accurate within allowed errors. The first one of these two check points is the job they should use function theory of mathematics. Actually, when scientists created a formula they must check the formula by function theory of mathematics as well.

A: How about when people started using fire to light their night? There was no mathematics yet. Don't look at me like that, science is not always relative to numbers or mathematics.

T: There were no mathematics but they used arithmetics. They knew how to count the torches and they knew that it was brighter with more torches. Science is about numbers and the related formula, Even if they did not make a formal formula, they knew it was about twice bright with double of torches. That was science. Do you agree?

A: Well, I guess you have your point explained clearly. Besides the torches there was a date when it happened the first time on earth. The date is there even if we have no way to find that date. However, scientists study people as an individual or as a group. Like you said, love is the main purpose of a life, when scientists analyze the love within a person or among a group of people how do they measure love?

T: Grandpa, that is why religion is considered beyond science and psychology stands in between them. Doctors try to measure the degree of pain with help of patients, right?

A: What is your question? I was thinking about the relation of religion and science; who told you religion is beyond the science? So long as the religion actually existed in the history and exists in current world it is part of science.

T: Grandpa! I will get Jennifer to help me on this. Don't go away.

A: All right. Let's put this issue aside. Let me mark religion on the time line and deal with it later. Don't get Jennifer, she is a believer but in science you prove, not believe, do you agree? I will show you how scientists have been dealing with religion next time. Now, back to the pain, what did you say about pain?

T: I said with help of patient doctor can try to measure the degree of pain. So, love can be treated like that.

A: Then, why "believe" cannot be treated like that?

T: Grandpa, you confused me again. Last time you said that you totally agreed with Jennifer about religion "is" beyond science for three reasons. Now you told me the degree of believing is measurable. Remember that? You told Jennifer all the ghost issue, the miracles issue and the soul issue were hard to exam by science.

A: Did I say so? But believe is a different issue. Isn't it?

T: That's why you confused me. Let me mark believe beside the religion. Let's skip both of religion and believe. I need to know what scientists have said about spacetime, so far. Grandpa, I have a kind of feeling that I can explain the spacetime to general public before I die. That's why I have to decide if I should take physics as my major. I don't think I like to take two majors. Basically how scientists link space and time?

A: Actually I have searched it for years and there is no paper dealing with how spacetime can improve people's living. Let me get a classical book about spacetime to show you how they link space and time.

T: I know, the "Six Not-so-easy Pieces". Don't you think it is too old? Which edition do you have? It's year 1997, I guess they use same ISBN number, 0-201-15025-5, interesting, only four numbers in ten digits. I had discussed the Figure 3-2 with my physics teacher. Here it is. Actually, let me use Figure 3-3. Grandpa, do you think the Figure 3-3 is a valid diagram?

A: What do you mean by valid?

1-3. Science

T: Look at the (a) of it, it is for a "light clock" at rest in the S' system. If S' moves in S at velocity u then the light ray emitted upward, vertical to the table, will move up vertically relative to S. It is not relative to S' like the (a) of Figure 3-3 because the behavior of a light ray is independent to the motion of the source of the light ray, right?

A: Good question! In that case, the light ray will go up relative to the absolute stationary space, not S neither.

T: There you go. You are great, grandpa. If we assume S is the stationary space, then (a) of Figure 3-3 will not be a valid diagram so that the reflected ray will not hit the emitting point on the source of ray.

A: I think Richard Frynman had his reason when he wrote that book. Actually I have seen a lot of text books using the same diagram. What did your physics teacher say about Figure 3-3?

T: I did not ask him about it. We just talked about Figure 3-2. Grandpa, the key point of Figure 3-2 is the same as Figure 3-3. Here, in Figure 3-2, my physics teacher said, so long as the distance between the source and the detector remains the same, the detector should not detect any change to the phase of the light. Do you know why?

A: No.

T: No? Me neither. Any way he said the key point was the behavior of photons. When photons lined up to make a ray, the way they breathed was so amazing that a photon knew the phase of the photon before it so that it would match that phase when it advanced to the position. Nobody in our whole class understood it but I liked to know so I asked him to draw diagrams of each step and some of us finally got it. Let me show you. It is very clear when the source of light spins. You see, while the speed of a photon in vacuum is a constant, the speed of ray can be any positive real number or zero. Do you understand this?

A: Interesting. That means the Figure 3-3 is dealing with the speed of a photon and the Figure 3-2 should deal with the speed of a ray because the MMX compared phases of two rays but Figure 3-3 focused on a single photon.

(Continues...)

Excerpted from APA by Sauce Huang. Copyright © 2014 Sauce Huang. Excerpted by permission of Trafford Publishing.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
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Edition details

• Publisher: Trafford
• Publication date: 2014
• Language: English
• ISBN 10: 1490748822
• ISBN 13: 9781490748825
• Binding: Paperback
• Number of pages: 192