On the Philosophical Foundations of Physics: an Experimentalist's
Total Page:16
File Type:pdf, Size:1020Kb
Load more
										Recommended publications
									
								- 
												  Philosophy of Science and Philosophy of ChemistryPhilosophy of Science and Philosophy of Chemistry Jaap van Brakel Abstract: In this paper I assess the relation between philosophy of chemistry and (general) philosophy of science, focusing on those themes in the philoso- phy of chemistry that may bring about major revisions or extensions of cur- rent philosophy of science. Three themes can claim to make a unique contri- bution to philosophy of science: first, the variety of materials in the (natural and artificial) world; second, extending the world by making new stuff; and, third, specific features of the relations between chemistry and physics. Keywords : philosophy of science, philosophy of chemistry, interdiscourse relations, making stuff, variety of substances . 1. Introduction Chemistry is unique and distinguishes itself from all other sciences, with respect to three broad issues: • A (variety of) stuff perspective, requiring conceptual analysis of the notion of stuff or material (Sections 4 and 5). • A making stuff perspective: the transformation of stuff by chemical reaction or phase transition (Section 6). • The pivotal role of the relations between chemistry and physics in connection with the question how everything fits together (Section 7). All themes in the philosophy of chemistry can be classified in one of these three clusters or make contributions to general philosophy of science that, as yet , are not particularly different from similar contributions from other sci- ences (Section 3). I do not exclude the possibility of there being more than three clusters of philosophical issues unique to philosophy of chemistry, but I am not aware of any as yet. Moreover, highlighting the issues discussed in Sections 5-7 does not mean that issues reviewed in Section 3 are less im- portant in revising the philosophy of science.
- 
												  Observational Determinism for Concurrent Program SecurityObservational Determinism for Concurrent Program Security Steve Zdancewic Andrew C. Myers Department of Computer and Information Science Computer Science Department University of Pennsylvania Cornell University [email protected] [email protected] Abstract This paper makes two contributions. First, it presents a definition of information-flow security that is appropriate for Noninterference is a property of sequential programs that concurrent systems. Second, it describes a simple but ex- is useful for expressing security policies for data confiden- pressive concurrent language with a type system that prov- tiality and integrity. However, extending noninterference to ably enforces security. concurrent programs has proved problematic. In this pa- Notions of secure information flow are usually based on per we present a relatively expressive secure concurrent lan- noninterference [15], a property only defined for determin- guage. This language, based on existing concurrent calculi, istic systems. Intuitively, noninterference requires that the provides first-class channels, higher-order functions, and an publicly visible results of a computation do not depend on unbounded number of threads. Well-typed programs obey a confidential (or secret) information. Generalizing noninter- generalization of noninterference that ensures immunity to ference to concurrent languages is problematic because these internal timing attacks and to attacks that exploit informa- languages are naturally nondeterministic: the order of execu- tion about the thread scheduler. Elimination of these refine- tion of concurrent threads is not specified by the language se- ment attacks is possible because the enforced security prop- mantics. Although this nondeterminism permits a variety of erty extends noninterference with observational determin- thread scheduler implementations, it also leads to refinement ism.
- 
												  1.) What Is the Difference Between Observation and Interpretation? Write a Short Paragraph in Your Journal (5-6 Sentences) Defining Both, with One Example EachObservation and Response: Creative Response Template can be adapted to fit a variety of classes and types of responses Goals: Students will: • Practice observation skills and develop their abilities to find multiple possibilities for interpretation and response to visual material; • Consider the difference between observation and interpretation; • Develop descriptive skills, including close reading and metaphorical description; • Develop research skills by considering a visual text or object as a primary source; • Engage in creative response to access and communicate intellectually or emotionally challenging material. Observation exercises Part I You will keep a journal as you go through this exercise. This can be a physical notebook that pleases you or a word document on your computer. At junctures during the exercise, you will be asked to comment, define, reflect, and create in your journal on what you just did. Journal responses will be posted to Canvas at the conclusion of the exercise, either as word documents or as Jpegs. 1.) What is the difference between observation and interpretation? Write a short paragraph in your journal (5-6 sentences) defining both, with one example each. 2.) Set a timer on your phone or computer (or oven…) and observe the image provided for 1 minute. Quickly write a preliminary research question about it. At first glance, what are you curious about? What do you want to know? 3.) Set your timer for 5 minutes and write as many observations as possible about it. Try to keep making observations, even when you feel stuck. Keep returning to the question, “What do I see?” No observation is too big or too small, too obvious or too obscure.
- 
												  Detailing Coherent, Minimum Uncertainty States of Gravitons, AsJournal of Modern Physics, 2011, 2, 730-751 doi:10.4236/jmp.2011.27086 Published Online July 2011 (http://www.SciRP.org/journal/jmp) Detailing Coherent, Minimum Uncertainty States of Gravitons, as Semi Classical Components of Gravity Waves, and How Squeezed States Affect Upper Limits to Graviton Mass Andrew Beckwith1 Department of Physics, Chongqing University, Chongqing, China E-mail: [email protected] Received April 12, 2011; revised June 1, 2011; accepted June 13, 2011 Abstract We present what is relevant to squeezed states of initial space time and how that affects both the composition of relic GW, and also gravitons. A side issue to consider is if gravitons can be configured as semi classical “particles”, which is akin to the Pilot model of Quantum Mechanics as embedded in a larger non linear “de- terministic” background. Keywords: Squeezed State, Graviton, GW, Pilot Model 1. Introduction condensed matter application. The string theory metho- dology is merely extending much the same thinking up to Gravitons may be de composed via an instanton-anti higher than four dimensional situations. instanton structure. i.e. that the structure of SO(4) gauge 1) Modeling of entropy, generally, as kink-anti-kinks theory is initially broken due to the introduction of pairs with N the number of the kink-anti-kink pairs. vacuum energy [1], so after a second-order phase tran- This number, N is, initially in tandem with entropy sition, the instanton-anti-instanton structure of relic production, as will be explained later, gravitons is reconstituted. This will be crucial to link 2) The tie in with entropy and gravitons is this: the two graviton production with entropy, provided we have structures are related to each other in terms of kinks and sufficiently HFGW at the origin of the big bang.
- 
												  PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition EbookSTARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions.
- 
												  151545957.PdfUniversit´ede Montr´eal Towards a Philosophical Reconstruction of the Dialogue between Modern Physics and Advaita Ved¯anta: An Inquiry into the Concepts of ¯ak¯a´sa, Vacuum and Reality par Jonathan Duquette Facult´ede th´eologie et de sciences des religions Th`ese pr´esent´ee `ala Facult´edes ´etudes sup´erieures en vue de l’obtention du grade de Philosophiae Doctor (Ph.D.) en sciences des religions Septembre 2010 c Jonathan Duquette, 2010 Universit´ede Montr´eal Facult´edes ´etudes sup´erieures et postdoctorales Cette th`ese intitul´ee: Towards A Philosophical Reconstruction of the Dialogue between Modern Physics and Advaita Ved¯anta: An Inquiry into the Concepts of ¯ak¯a´sa, Vacuum and Reality pr´esent´ee par: Jonathan Duquette a ´et´e´evalu´ee par un jury compos´edes personnes suivantes: Patrice Brodeur, pr´esident-rapporteur Trichur S. Rukmani, directrice de recherche Normand Mousseau, codirecteur de recherche Solange Lefebvre, membre du jury Varadaraja Raman, examinateur externe Karine Bates, repr´esentante du doyen de la FESP ii Abstract Toward the end of the 19th century, the Hindu monk and reformer Swami Vivekananda claimed that modern science was inevitably converging towards Advaita Ved¯anta, an important philosophico-religious system in Hinduism. In the decades that followed, in the midst of the revolution occasioned by the emergence of Einstein’s relativity and quantum physics, a growing number of authors claimed to discover striking “par- allels” between Advaita Ved¯anta and modern physics. Such claims of convergence have continued to the present day, especially in relation to quantum physics. In this dissertation, an attempt is made to critically examine such claims by engaging a de- tailed comparative analysis of two concepts: ¯ak¯a´sa in Advaita Ved¯anta and vacuum in quantum physics.
- 
												  Principles of Scientific InquiryChapter 2 PRINCIPLES OF SCIENTIFIC INQUIRY Introduction This chapter provides a summary of the principles of scientific inquiry. The purpose is to explain terminology, and introduce concepts, which are explained more completely in later chapters. Much of the content has been based on explanations and examples given by Wilson (1). The Scientific Method Although most of us have heard, at some time in our careers, that research must be carried out according to “the scientific method”, there is no single, scientific method. The term is usually used to mean a systematic approach to solving a problem in science. Three types of investigation, or method, can be recognized: · The Observational Method · The Experimental (and quasi-experimental) Methods, and · The Survey Method. The observational method is most common in the natural sciences, especially in fields such as biology, geology and environmental science. It involves recording observations according to a plan, which prescribes what information to collect, where it should be sought, and how it should be recorded. In the observational method, the researcher does not control any of the variables. In fact, it is important that the research be carried out in such a manner that the investigations do not change the behaviour of what is being observed. Errors introduced as a result of observing a phenomenon are known as systematic errors because they apply to all observations. Once a valid statistical sample (see Chapter Four) of observations has been recorded, the researcher analyzes and interprets the data, and develops a theory or hypothesis, which explains the observations. The experimental method begins with a hypothesis.
- 
												  Physics Needs Philosophy. Philosophy Needs PhysicsFound Phys (2018) 48:481–491 https://doi.org/10.1007/s10701-018-0167-y Physics Needs Philosophy. Philosophy Needs Physics Carlo Rovelli1 Received: 4 April 2018 / Accepted: 5 April 2018 / Published online: 3 May 2018 © Springer Science+Business Media, LLC, part of Springer Nature 2018 Abstract Contrary to claims about the irrelevance of philosophy for science, I argue that philosophy has had, and still has, far more influence on physics than is commonly assumed. I maintain that the current anti-philosophical ideology has had damaging effects on the fertility of science. I also suggest that recent important empirical results, such as the detection of the Higgs particle and gravitational waves, and the failure to detect supersymmetry where many expected to find it, question the validity of certain philosophical assumptions common among theoretical physicists, inviting us to engage in a clearer philosophical reflection on scientific method. Keywords Philosophy of physics · Aristotle · Popper · Kuhn 1. Against Philosophy is the title of a chapter of a book by one of the great physicists of the last generation: Steven Weinberg, Nobel Prize winner and one of the architects of the Standard Model of elementary particle physics [1]. Weinberg argues eloquently that philosophy is more damaging than helpful for physics—although it might pro- vide some good ideas at times, it is often a straightjacket that physicists have to free themselves from. More radically, Stephen Hawking famously wrote that “philosophy is dead” because the big questions that used to be discussed by philosophers are now in the hands of physicists [2]. Similar views are widespread among scientists, and scientists do not keep them to themselves.
- 
												  An Original Way of Teaching Geometrical Optics C. EvenLearning through experimenting: an original way of teaching geometrical optics C. Even1, C. Balland2 and V. Guillet3 1 Laboratoire de Physique des Solides, CNRS, Université Paris-Sud, Université Paris-Saclay, F-91405 Orsay, France 2 Sorbonne Universités, UPMC Université Paris 6, Université Paris Diderot, Sorbonne Paris Cite, CNRS-IN2P3, Laboratoire de Physique Nucléaire et des Hautes Energies (LPNHE), 4 place Jussieu, F-75252, Paris Cedex 5, France 3 Institut d’Astrophysique Spatiale, CNRS, Université Paris-Sud, Université Paris-Saclay, F- 91405 Orsay, France E-mail : [email protected] Abstract Over the past 10 years, we have developed at University Paris-Sud a first year course on geometrical optics centered on experimentation. In contrast with the traditional top-down learning structure usually applied at university, in which practical sessions are often a mere verification of the laws taught during preceding lectures, this course promotes “active learning” and focuses on experiments made by the students. Interaction among students and self questioning is strongly encouraged and practicing comes first, before any theoretical knowledge. Through a series of concrete examples, the present paper describes the philosophy underlying the teaching in this course. We demonstrate that not only geometrical optics can be taught through experiments, but also that it can serve as a useful introduction to experimental physics. Feedback over the last ten years shows that our approach succeeds in helping students to learn better and acquire motivation and autonomy. This approach can easily be applied to other fields of physics. Keywords : geometrical optics, experimental physics, active learning 1. Introduction Teaching geometrical optics to first year university students is somewhat challenging, as this field of physics often appears as one of the less appealing to students.
- 
												  The Role of Philosophy in a Naturalized WorldEuJAP | Vol. 8 | No. 1 | 2012 ORIGINAL SCIENTIFIC PAPER UDK: 1 Dummett, M. 1:53 530.1:140.8 113/119 THE ROLE OF PHILOSOPHY IN A NATURALIZED WORLD JAN FAYE University of Copenhagen ABSTRACT 1. Introduction This paper discusses the late Michael Dummett’s Why are humanists and natural scientists characterization of the estrangement between unable to understand one another? Th is physics and philosophy. It argues against those physicists who hold that modern physics, seems to be one of the two main questions rather than philosophy, can answer traditional that concern Sir Michael in his thought- metaphysical questions such as why there is provoking essay “Th e Place of Philosophy something rather than nothing. The claim is that in the European Culture.” He does not physics cannot solve metaphysical problems since metaphysical issues are in principle himself supply us with any defi nite answer, empirically underdetermined. The paper closes but suggests that philosophers in general with a critical discussion of the assumption of do not know much about the natural some cosmologists that the Universe was created sciences, and therefore do not dare to speak out of nothing: In contrast to this misleading up against the natural scientists (and those assumption, it is proposed that the Universe has a necessary existence and that the present epoch who do are not interested in the same kind after the Big Bang is a contingent realization of of problems as the scientists.) Moreover, the Universe. because of the great success of the natural sciences scientists are often arrogant by Keywords: : Dummett, physics, philosophy, meta- assuming that the only knowledge we physics, underdetermination, cosmology can have is the knowledge they are able to provide.
- 
												  Foundations of Mathematics and Physics One Century After Hilbert: New Perspectives Edited by Joseph KouneiherFOUNDATIONS OF MATHEMATICS AND PHYSICS ONE CENTURY AFTER HILBERT: NEW PERSPECTIVES EDITED BY JOSEPH KOUNEIHER JOHN C. BAEZ The title of this book recalls Hilbert's attempts to provide foundations for mathe- matics and physics, and raises the question of how far we have come since then|and what we should do now. This is a good time to think about those questions. The foundations of mathematics are growing happily. Higher category the- ory and homotopy type theory are boldly expanding the scope of traditional set- theoretic foundations. The connection between logic and computation is growing ever deeper, and significant proofs are starting to be fully formalized using software. There is a lot of ferment, but there are clear payoffs in sight and a clear strategy to achieve them, so the mood is optimistic. This volume, however, focuses mainly on the foundations of physics. In recent decades fundamental physics has entered a winter of discontent. The great triumphs of the 20th century|general relativity and the Standard Model of particle physics| continue to fit almost all data from terrestrial experiments, except perhaps some anomalies here and there. On the other hand, nobody knows how to reconcile these theories, nor do we know if the Standard Model is mathematically consistent. Worse, these theories are insufficient to explain what we see in the heavens: for example, we need something new to account for the formation and structure of galaxies. But the problem is not that physics is unfinished: it has always been that way. The problem is that progress, extremely rapid during most of the 20th century, has greatly slowed since the 1970s.
- 
												  PHIL 146: Philosophy of Physics Topic: Arrows of Time Fall 2019PHIL 146: Philosophy of Physics Topic: Arrows of Time Fall 2019. UCSD Syllabus Instructor: Eddy Keming Chen Office: H&SS Room 8004 Email: [email protected] Website: www.eddykemingchen.net Version of October 1, 2019 1 Course Description This course will provide an introduction to topics in the philosophy of physics. Our focus will be on the problems of the arrows of time. 2 Course Information • Meeting time: Tuesday & Thursday 9:30 - 10:50 am. First class on Thur Sept 26. • Class location: Sequoyah Hall Room 148 • Office hours: Tuesday at 11:00am - 12:00pm, Thursday at 11:00am - 12:00pm. Other times by appointment. • Prerequisites: no formal requirements. But a solid high-school physics background would be recommended. A college-level physics background would definitely be sufficient. • Required texts: David Albert, Time and Chance (Harvard University Press, 2000; any version is fine). Sean Carroll, From Eternity to Here: The Quest for the Ultimate Theory of Time (Dutton, 2010; any version is fine). 1 3 Philosophy of Physics Why study philosophy of physics? Well, Phil Physics is one of the most exciting areas of philosophy; it brings together philosophy and physics, and it intersects many domains, such as philosophy of science, metaphysics, epistemology, logic, and philosophy of language! If you wonder about the following questions, then this course is for you! • What is the nature of space and time? What is the meaning of relativity? • How to make sense of quantum mechanics? • What is a physical field? What are particles? • What is the meaning of probability in physical theories? • What kind of things are laws of nature (such as Newton’s laws and the Schrörindger equation)? What are symmetries and invariances? • Why is mathematics so effective at describing the physical world, from medium- sized dry goods to fundamental physical theories? • How does physics relate to the rest of the sciences such as biology and psychology? • What is the place of the mind and of the consciousness in a physical world? We won’t be able to address all of these questions.