J
John Fields
Guest
On 20 Dec 2004 07:29:16 -0800, "Mike" <eleatis@yahoo.gr> wrote:
Sounds like a great approach to me. If even the less gifted can
understand the analogy that certainly shouldn't deter the more gifted
from proceeding at their own pace, which they will. Would you
advocate analogies that only the more gifted understand?
---
I could be wrong, of course, but you seem to be an idiot. If a switch
is turned on at one end of a wire, then a lamp on the other end will
start to turn on as soon as the switch is turned on. It's no more
necessary for the electrons at the switch end to traverse the entire
length of the wire before the lamp turns on and says, "The switch on
the other end is on" than it for a marble to fall out of one end of
the pipe with the information that a marble was pushed into the far
end of the pipe at essentially the same time as when the marble fell
out.
---
No, they're not. Consider the case where a different colored marble
is placed into one end of the tube and two questions are being asked
at the far end of the tube: "Was a marble stuffed into the tube?" and
"Was that marble a different color from the other marbles?" Both
questions deal with pieces of information, but the first can be
answered immediately while it will take some time to answer the second
one, and even when it does exit the tube there will be some question
as to what "that" marble refers to unless there was some agreed upon
protocol to be adhered to during the exercise.
---
If you're against such "absurdities", then why are you sorry to say
so?
You seem to be saying that it's the map's fault that you can't tell
the difference between the map and the place the map is a picture of,
or blaming someone for having shown you the map in the first place...
---
Your insistence doesn't make it true, but it does make it seem that
you're saying, "If only I hadn't been taught it that way, I'd
understand it."
--
John Fields
---Bob Masta wrote:
On 20 Dec 2004 02:35:20 -0800, "Mike" <eleatis@yahoo.gr> wrote:
If you don't give them an intuitive grasp, they may never "get it".
You can't bombard them with all the gritty details right at the
start, or they will throw up their hands and give up. Instead, you
approach it somewhat like science itself progresses, by continually
refining the details. Works for me!
I see it as a wrong approach. it has a leveling out effect. You treat
smart and less smart at the same level, you alienate those who have a
chance to get ahead by offering analogies everyone can understand.
Sounds like a great approach to me. If even the less gifted can
understand the analogy that certainly shouldn't deter the more gifted
from proceeding at their own pace, which they will. Would you
advocate analogies that only the more gifted understand?
---
---The model you described is problematic, I think highly. It does not
demonstrate how 'information' travels faster than individual
carriers.
Simply because there is no indication in your example what kind of
information is transmitted. The information cannot be the carrier
itself. If you try to actually transmit information, you will find
out
that dynamics enter into the picture and analogies start failing. As
an
example, ask a student to paint the incoming ball a color of his
choice. What color is the ball coming out the other way? If it's not
the same, the information was not transmitted faster than the speed
of
individual carriers but exactly at the speed of those carriers, as
you
will have to push in several balls until you get the collor one out.
I think you missed the point about information. Information in
this case is the presence of "current flow". Consider the stub
of pipe to be a section of wire in a larger circuit that lights a
lamp. If the lamp is lit you have a binary '1' and if not it's a
'0'.
Once a student understands the marbles-in-the-pipe concept,
s/he can understand that the speed of each electron marble
is not what determines how fast the lamp comes on when
you throw the switch... the information of the switch being
thrown travels *way* faster than the individual carriers.
False statement. The speed of information in your example equals the
speed of the individual carriers. The input ball covers a distance d at
time t with average velocity d/t. The output ball comes out at the same
time t covering the same distance. The information is trasmitted at the
speed of the individual balls, whatever that speed v is. As a matter of
fact, every ball has the same speed while information is transmitted,
assuming perfect conditions.
I could be wrong, of course, but you seem to be an idiot. If a switch
is turned on at one end of a wire, then a lamp on the other end will
start to turn on as soon as the switch is turned on. It's no more
necessary for the electrons at the switch end to traverse the entire
length of the wire before the lamp turns on and says, "The switch on
the other end is on" than it for a marble to fall out of one end of
the pipe with the information that a marble was pushed into the far
end of the pipe at essentially the same time as when the marble fell
out.
---
---What you really want to say is that speed of information is independent
of the lenght of the medium but depends only on the speed of the
individual carrier, whether electrons or marbles. That's something
totally different from what you have described but it turns out to be
false also in relaticistic limits.
This is the failure of your mechanical analogy, in which there is a
clear confusion between the speed of information and the speed of the
carrier which is d/t. These two are always equal,
No, they're not. Consider the case where a different colored marble
is placed into one end of the tube and two questions are being asked
at the far end of the tube: "Was a marble stuffed into the tube?" and
"Was that marble a different color from the other marbles?" Both
questions deal with pieces of information, but the first can be
answered immediately while it will take some time to answer the second
one, and even when it does exit the tube there will be some question
as to what "that" marble refers to unless there was some agreed upon
protocol to be adhered to during the exercise.
---
---in mechanical systems
we can model this interaction but in electrical systems we have no idea
why this holds, only hypotheses. It is sad to try to enforce at that
early stage the concept that electrons are something like marbles, I
was subject to the same sin when I was a student and I am against such
absurdities, sorry to say.
If you're against such "absurdities", then why are you sorry to say
so?
You seem to be saying that it's the map's fault that you can't tell
the difference between the map and the place the map is a picture of,
or blaming someone for having shown you the map in the first place...
---
---I insist the losses are much higher than any gains when using such
analogies.
Your insistence doesn't make it true, but it does make it seem that
you're saying, "If only I hadn't been taught it that way, I'd
understand it."
--
John Fields