Category Archives: education

Storm in a computer

Decorative painting of a stormy seascapeAs part of my undergraduate course on thermodynamics [see ‘Change in focus’ on October 5th, 2022) and in my MOOC on Thermodynamics in Everyday Life [See ‘Engaging learners on-line‘ on May 25th, 2016], I used to ask students to read Chapter 1 ‘The Storm in the Computer’ from Philosophy and Simulation: The Emergence of Synthetic Reason by Manuel Delanda.  It is a mind-stretching read and I recommended that students read it at least twice in order to appreciate its messages.  To support their learning, I provided them with a précis of the chapter that is reproduced below in a slightly modified form.

At the start of the chapter, the simplest emergent properties, such as the temperature and pressure of a body of water in a container, are discussed [see ‘Emergent properties’ on September 16th, 2015].  These properties are described as emergent because they are not the property of a single component of the system, that is individual water molecules but are features of the system as a whole.  They arise from an objective averaging process for the billions of molecules of water in the container.  The discussion is extended to two bodies of water, one hot and one cold brought into contact within one another.  An average temperature will emerge with a redistribution of molecules to create a less ordered state.  The spontaneous flow of energy, as temperature differences cancel themselves, is identified as an important driver or capability, especially when the hot body is continually refreshed by a fire, for instance.  Engineers harness energy gradients or differences and the resultant energy flow to do useful work, for instance in turbines.

However, Delanda does not deviate to discuss how engineers exploit energy gradients.  Instead he identifies the spontaneous flow of molecules, as they self-organise across an energy gradient, as the driver of circulatory flows in the oceans and atmosphere, known as convection cells.  Five to eight convections cells can merge in the atmosphere to form a thunderstorm.  In thunderstorms, when the rising water vapour becomes rain, the phase transition from vapour to liquid releases latent heat or energy that helps sustain the storm system.  At the same time, gradients in electrical charge between the upper and lower sections of the storm generate lightening.

Delanda highlights that emergent properties can be established by elucidating the mechanisms that produce them at one scale and these emergent properties can become the components of a phenomenon at a much larger scale.  This allows scientists and engineers to construct models that take for granted the existence of emergent properties at one scale to explain behaviour at another, which is called ‘mechanism-independence’.  For example, it is unnecessary to model molecular movement to predict heat transfer.  These ideas allow simulations to replicate behaviour at the system level without the need for high-fidelity representations at all scales.  The art of modelling is the ability to decide what changes do, and what changes do not, make a difference, i.e., what to include and exclude.

Source:

Manuel Delanda Philosophy and Simulation: The Emergence of Synthetic Reason, Continuum, London, 2011.

Image: Painting by Sarah Evans owned by the author.

Celebrating engineering success

Today is National Engineering Day [see ‘My Engineering Day’ on November 4th, 2021] whose purpose is to highlight to society how engineers improve lives.  I would like to celebrate the success of two engineers who are amongst the seventy-two engineers elected to the fellowship of the Royal Academy of Engineering this year.  Chris Waldon is leading the design and delivery of a prototype fusion energy plant, targeting 2040, and a path to the commercial viability of fusion.  This is a hugely ambitious undertaking that has the potential to transform our energy supply.  He is the first chief engineer to move the delivery date to within twenty years rather than pushing it further into the future.  My other featured engineer is Elena Rodriguez-Falcon, a leading advocate of innovations in engineering education that focus on encouraging enterprising and socially-conscious approaches to designing and delivering engineering solutions.  These are important developments because we urgently need a more holistic, sustainable and liberal engineering education that produces engineers equipped to tackle the complex challenges facing society.  Of course I am biased having worked and published with both of them.  However, I am not alone in my regard for them and will be joining other Fellows of the Royal Academy of Engineering at a dinner in London next week to celebrate their achievements.

Energy transformations

I mentioned a couple of weeks ago that I am teaching thermodynamics at the moment [see ‘Conversations about engineering over dinner and a haircut‘ on February 16th, 2022].  I am using a blended approach [see ‘ Blended learning environments‘ on November 14th, 2018] to deliver the module to more than 300 first year undergraduate students with one hour in the lecture theatre each week while the students follow the components of the MOOC I developed some years ago [see ‘Free: Energy! Thermodynamics in Everyday Life‘ on November 11th, 2015, and ‘Engaging learners online‘ on May 25th, 2016].  I have found that first year undergraduates are reluctant to participate in the online discussions that are part of the MOOC and so last year I asked them to discuss each topic in small groups with their academic tutor.  I got some very positive feedback from tutors who had interesting and stimulating discussions with their students.  We are repeating the process again this year.  The first discussion is about energy transformations: noting that energy is always conserved but constantly transformed into different forms, each student is asked to start from an energy state of their choice and to trace the transformations backwards until they can go no further.  In the lecture preceding the discussion with their tutor I provide some examples for starting states, including breakfast cereal, a pole vaulter in mid-jump and a bullet train.  I also describe the series of transformations from the Big Bang to tectonic plate movement: after the initial expansion caused by the Big Bang, the universe cooled sufficiently to allow the formation of sub-atomic particles followed by atoms of hydrogen and some helium and lithium that gravity caused to coalesce into clouds which became the early stars, or solar nebula.  A crust formed on the solar nebula which broke away to form planets.  Our planet has a molten core with temperatures varying from 4,400 to 6000 degrees Celsius, compared to around 5,500 degrees on the surface of the sun.  The temperature variation in the Earth’s core cause thermal currents which drive the movement of tectonic plates and so on [see ‘The hills are shadows, and they flow from form to form, and nothing stands‘, on February 9th, 2022].  Most chains of energy transformation lead backwards to the sun and forwards to dissipation of energy into some unusable form which we might call ‘entropy’ [see ‘Life-time battle‘ on January 30th, 2013].

Limited bandwidth

Photograph of hills with walking boots in foregroundMany people take a week’s holiday at this time in the UK because Monday was the Spring Bank Holiday. We went walking in the Clwydian hills which we can see from our house to the south-west across the rivers Mersey and Dee. However, despite the walking on the wild side [see ‘Take a walk on the wild side‘ on August 26th, 2015], I did not feel particularly creative when I sat down to write this week’s blog post. Together with most of my academic colleagues, I am in the midst of reviewing student dissertations and marking end of year assessments. I have written in the past about the process of marking examinations and the tens of thousands of decisions involved in marking a large pile of scripts [see ‘Depressed by exams‘ on January 31st, 2018]. However, the constraints imposed by the pandemic have changed this process for students and examiners because the whole exercise is conducted on-line. I have set an open-book examination in thermodynamics which the students completed online in a specified time period and submitted electronically. Their scripts were checked automatically for plagiarism during the submission process and now I have to mark about 250 scripts online. At the moment, marking online is a slower process than for hardcopy scripts but perhaps that’s a lack of skill and experience on my part. However, it seems to have same impact on my creativity by using up my mental bandwidth and impeding my ability to write an interesting blog post [see ‘Depressed by exams‘ on January 31st, 2018]!