Category Archives: Science & Math

Astronomy the wicked step-sister of Biology?

BioLogos has a little post today about Astronomy. It is not an article, but it did remind me about a little pet peeve I have. It seems to me that Christians often focus all their attention on issues of biology and ignore the big questions that astronomy raises. I don’t have time today to put together a long post on this (packing and preparing for a conference), but I do think it merits some more discussion. What do you think? Does astronomy get the short end of the stick in discussions of origins?

Tsunami Strength

We lived on Moloka’i, Hawai’i, for a year. While there, the school where we taught closed for only two events: bees which had nested in and overcome a wall of the school, and a tsunami warning.

It is hard to articulate just how scary it is to wait for a potential tsunami to arrive. It may turn out to be nothing. It may devastate the coastal towns. You cannot know until it is upon you. The greatest fear of the civil safety teams is that people will grow weary of warnings that do not develop into tragedy and will not pay heed to evacuation warnings any longer.

This September 29, 2009, video from the FBI in Pago Pago shows how “normal” everything is right up until it is almost too late.

The NPR site which reported the video said:

You can see three people walking across the parking lot. The first two walk out of the bottom of the video frame. A third person walks in the same direction as the first two, then stops and walks back towards the direction of the ocean. The person stops, apparently scanning the ocean, then turns and runs in the other direction after spotting the incoming tsunami wave. The questions that haunt the viewer are what became of these people? Did they survive?

You can find many amateur videos of tsunamis on youtube.com. In many, the strength of the water is hard to visualize. I will link to one video, but with a caveat. I link to this one because it shows the height and strength of the tsunami before it crashes and rushes inland. BUT I think the surfer who is riding this wave is absolutely insane.

“I don’t like spiders and snakes…” but this is really cool

I went to get a cup of coffee and got distracted from productive work for the next half hour because just 2 inches from our kitchen window a large spider was eating a meal. I don’t think I’ve ever seen this from the “underside” of a spider. Or that close.

Oh for a DSLR with a terrific lens (email me if you need my address).

But I did get to capture a bit of the excitement with my easy-to-take-overseas Panasonic Lumix DMC-TZ3, which actually has a pretty amazing Leica lens and gets some surprising results. Did I mention that these photos were all taken through a (dirty!) window?

spider meal
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It’s all about Context

BioLogos points us to a recent TED talk by Beau Lotto: Optical illusions Show How We See

The brilliance of this talk is summed up in Beau’s comment that there is “no inherent meaning in the information” [speaking of optical information], but rather “it’s what we do with the information.”

He focuses on optical illusion examples, but also uses language. How many other aspects of our lives are similarly the interpretive skill of our brain?

Redux: Fractals, the Scriptures, and Infinity

Several years ago, I wrote a bit about fractals. I am revisiting that post here.

I am so in favour of the actual infinite that instead of admitting that Nature abhors it, as is commonly said, I hold that Nature makes frequent use of it everywhere, in order to show more effectively the perfections of its Author. Georg Cantor, 1845-1918

Fractals are awesome (too bad that adjective is so blunted by overuse and misuse). Sure, they are beautiful and, of course, the fact that math is involved is intriguing to me. But the real reason that I like fractals so much is because I can think of no better way to describe how I think about the universe and eternity. And as I was taking some time to just “contemplate,” I came to the conclusion that a fractal also best describes my understanding of scripture.

Most people have seen the lovely images of fractals, and many may even have some concept of the mathematical equations that generate the images. But some of you may still wonder, “What is a fractal, really?” OK, Fractals 101.

  • Definition:

    a rough or fragmented geometric shape that can be split into parts, each of which is (at least approximately) a reduced-size copy of the whole,” a property called self-similarity. Roots of mathematical interest on fractals can be traced back to the late 19th Century; however, the term “fractal” was coined by Benoît Mandelbrot in 1975 and was derived from the Latin fractus meaning “broken” or “fractured.” A mathematical fractal is based on an equation that undergoes iteration, a form of feedback based on recursion.”

    [Note: If you have been reading along with my Gödel, Escher, Bach book discussion group (see here), this will really start to set off fireworks in your brain. Any time you see the word “recursion” again, you will definitely think of Hofstadter’s explanations.]

    So what do fractals have to do with anything? For one thing, they are an easily accessible visual aid to the complex idea of infinity. One of the most amazing things to teach, I think, is astronomy. When you contemplate what you are really seeing when you look at the night sky it takes your breath away. With the naked eye you see the moon, constellations, planets. Zoom out… with binoculars or a telescope you can see more. And when you look at images from the Hubble telescope you are looking at stars and galaxies that are huge, old, distant, beautiful, and oh-so-numerous. A field of what looks like stars is really a field of entire galaxies. It kind of reminds me of the end of the movie Men in Black when the camera pans out from earth, to the solar system, to the galaxy, to a marble that contains the galaxy and is in the hands of some alien who is playing a game with it. I’m not interested in the alien aspect… I’ve just always been fascinated by the degrees of immensity.

    Galaxy in a Marble

    Now go the other way… zoom in to the earth, to the rocks, the minerals, the elements, the molecules, the atoms, the sub-atomic particles. But it is so hard to see the “big” picture of the universe and the “small” picture of the details all at the same time… except in a fractal! Looking at that one image I can keep going deeper and deeper and pondering the immensity of the created universe.

    [by the way, if you want to see the version of this video that explains the processes being animated, go here]

    But just as amazing as that (or maybe even more so), is being able to look at scripture in the same way. For so long I looked at Scripture far too linearly. I saw the history and the stories and prophesies. I memorized the Gospel accounts and looked for the symbols and types in the Old Testament and fulfillment in the New. But now I see that there is so much more. Just as a fractal is one whole that beautifully communicates a single equation, so Scripture is one communication–a breaking into creation by God–with both a singleness and multiplicity. One story, unfolded in many iterations. Acted out over centuries, through many generations, cultures, languages, and individuals. Story upon story. But all part of the same one communication. God is breaking through to us to tell us about Himself. Using our own human context to speak to us, so that we can understand. It’s more beautiful and more amazing than a hundred thousand galaxies or the patterns repeated over and over in nature or the dancing movement of electrons and quarks and leptons.

    Sometimes the beauty and majesty are hard to see in the black and white text, and so I keep a mental bookmark of a fractal image in my Bible to remind me of just how glorious and precious the book in my hands is.

Gödel, Escher, Bach: Session 7

A day late. Sorry folks. But I think I may be talking to myself by now. So, since we are at #7, I think I’ll let that be the perfect ending of our little discussion group (for now). I know this was a little ambitious to take on (schedule-wise), so I will re-think another book or topic to do next time.

Current Assignment: For Thursday, October 1
Read: Canon by Intervallic Augmentation and Chapter VI: The Location of Meaning
Listen: Bach never multiplied the intervals of a theme by 3 1/3. He did multiply them by -1 in this canon by exact inversion, the Canon Perpetuus from the Musical Offering. An effect of the exact inversion is that the piece has to oscillate constantly between major and minor chords, and technically it can’t end.

The Dialogue: Canon by Intervallic Augmentation

This Dialogue between Achilles and the Tortoise tries to resolve the question, ‘Which contains more information–a record, or the phonograph which plays it?”

(By the way, how many haikus can you find in this dialogue?)

Rosetta Stone

Chapter VI: The Location of Meaning

This chapter discusses how meaning is divided among coded message, decoder, and receiver. Hofstadter gives examples of strands of DNA, ancient tablets containing undeciphered inscriptions, and some unusual phonographs.
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What’s up with all these GEB posts? If you missed what we’re doing, read here. Remember, I’m no expert on all this, I’m just helping facilitate. I’m trying to read along with the rest of you!

Current Assignment: For Monday, September 28
Read: Little Harmonic Labyrinth and Chapter V: Recursive Structures and Processes
Listen: The Little Harmonic Labyrinth by Johann David Heinichen. Waltz #2 by Billy Joel.

I think the Fall semester has hit most of us and our schedules are slipping away from our control (did we ever really have control??). But, in case someone is still interested in this, I’ll continue to post for a bit more.

red pill or blue pill?

When Justin Curry (MIT) taught this course, he quoted the following at this point in the book:
This is your last chance. After this, there is no turning back. You take the blue pill -the story ends, you wake up in your bed and believe whatever you want to believe. You take the red pill -you stay in Wonderland and I show you how deep the rabbit-hole goes. – Morpheus
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I’ve been a bit under the weather the past few days, but I don’t want to get behind on this project. So… onward!

Current Assignment: Thursday, September 24 (where is the month of September disappearing to!!??)
Read: Contracrostipunctus and Chapter IV: Consistency, Completeness, and Geometry
Listen: Contrapunctus 19 from the Art of Fugue (BWV 1050). This performance abruptly ends in the same place that the score ended due to Bach’s death. Bach left his name in the music, as the German notes B-A-C-H, a few measures before the end.

Summary of Contrastipunctus
This dialogue is central to the book because it contains a set of paraphrases of Gödel’s self-referential construction and of his Incompleteness Theorem. One of the paraphrases of the Theorem says, “For each record player there is a record which cannot play.” The Dialogue’s title is a cross between the word “acrostic” and the word “contrapunctus,” a Latin word which Bach used to denote the many fugues and canons making up his Art of the Fugue. Some explicit references to the Art of the Fugue are made. The Dialogue itself conceals some acrostic tricks.

Escher Relativity

(Brief) Summary of Chapter IV: Consistency, Completeness, and Geometry
The preceding Dialogue is explicated to the extent it is possible at this stage. This leads back to the question of how and when symbols in a formal system acquire meaning. The history of Euclidean and non-Euclidean geometry is given, as an illustration of the elusive notion of “undefined terms.” This leads to ideas about the consistency of different and possibly “rival” geometries. Through this discussion the notion of undefined terms is clarified, and the relation of undefined terms to perception and thought processes is considered.

Discussion Ideas

  1. (for the Dialogue) GEB pp. 81 – For instance, Lewis Carroll often hid words and names in the first letters (or characters) of the successive lines in poems he wrote. Poems which conceal messages that way are called “acrostics”. Might this quote apply to this dialogue?
  2. Why does DRH keep apologizing about his use of the term “isomorphism”?
  3. What’s the problem with interpreting mathematical objects? In the case of the modified pq-system? In the case of Euclidean geometry? What’s wrong with our interpretation of a “straight line”?

(that’s enough to get you started)

Escher Relativity in Legos
Click on the photo to view how this image was created.

Up Next: For Monday, September 28
Read: Little Harmonic Labyrinth and Chapter V: Recursive Structures and Processes
Listen: The Little Harmonic Labyrinth turns out not to be by Bach at all! It was written instead by his much lesser-known contemporary, Johann David Heinichen. Disappointingly, it doesn’t even have a fake resolution near the end, as the dialogue implies. Also, it’s boring. A completely unrelated piece, however, does have a clear “pushing and popping” structure to it, and a fake resolution: Waltz #2 by Billy Joel. Yes, that Billy Joel, retired from pop and writing classical music. Allow Achilles and the Tortoise one more anachronism and pretend this is what they’re listening to.