# 注定外傳 2.1.2

Can it be Otherwise? 2.1.2 | The problem of induction 2.2

1. 當你的「相似事件」和「原本事件」的結果相同時，你只可以知道「原本事件」，可能是注定；你並不可以肯定「原本事件」，一定是注定，因為，你並不能保證，下一件「相似事件」的結果，會不會仍然和「原本事件」相同。

2. 當你的「相似事件」和「原本事件」的結果不同時，你亦不可以肯定「原本事件」，一定是偶然，因為，結果不同，可能只是由於「相似事件」和「原本事件」，不夠相似而已。

— Me@2015-11-17 02:02:03 PM

# Location of information

To know the position of a piece of information, ask: “To what it is a pattern of?”

— Me@2012-04-09 10:29:01 PM

— Me@2015-11-23 08:13:47 AM

# E1.2

Do not be too timid and squeamish about your actions. All life is an experiment. The more experiments you make the better.

— Emerson

One experience [almost] always helps another, because the first experience betters you, to deal with the second experience; even if the first experience is unpleasant.

— Me@2011.07.16

— Me@2015.11.19

# 注定外傳 2.1.1

Can it be Otherwise? 2.1.1 | The problem of induction 2.1

（層次一的事件描述：）

（層次一的反證：）

（層次二 —— 準確一點的事件描述：）

（層次二 —— 詳細一點的反證：）

（層次三：）

（層次四：）

— Me@2015-11-17 02:02:03 PM

# Ground states and Annihilation operators

1. The equation $a | 0 \rangle = 0$ means that the eigenvalue of $a$ on $| 0 \rangle$ is 0:

$a | 0 \rangle = 0 | 0 \rangle$

2. The length of the vector $a | 0 \rangle$ is 0:

$\langle 0 | a^\dagger a | 0 \rangle = 0$

3. The physical meaning is that the probability of the system being at state $a | 0 \rangle$ is 0.

In other words, there is no state with an eigen-energy lower than the ground state one.

4. For the equation $a | 0 \rangle = 0 | 0 \rangle$, the 0 at the right is a scalar.

5. For the equation $a | 0 \rangle = 0$, the 0 at the right is a zero vector – a state vector with length zero.

6. $| 0 \rangle$ is a state vector. However, it is NOT the zero vector.

Instead, it is the state vector of the ground state. Its length is 1 unit.

— Me@2015-11-03 03:26:58 PM

Game design

They got the key, and then some other stuff happened, and then they reached the door, and were able to open it; but “acquiring the key” and “opening the door” were stored as two separate, disconnected events in the player’s mind.

If the player had encountered the locked door first, tried to open it, been unable to, and then found the key and used it to open the door, the causal link would be unmistakable. You use the key to open the locked door, because you can’t open the locked door without the key.

Math education

I’ve drawn parallels between game design and education before, but it still took me a while to realize that problem-solution ordering issues crop up just as often in the classroom as they do in games.

Remember how, in high school math class, a lot of the work you were doing felt really, really pointless?

Consider Dan Meyer’s question for math educators: if math is the aspirin, then how do you create the headache?

In other words: if you introduce the solution (in this case, a new kind of math) before introducing the kind of problems that it’s meant to solve, the solution is likely to come across as pointless and arbitrary. But if you first let students try to tackle these problems with the math they already understand, they’re likely to come away with a kind of intellectual “headache” – and, therefore, to better understand the purpose of the “aspirin” you’re trying to sell.

Functional programming

— Locked doors, headaches, and intellectual need

— 27 October 2015

— Affording Play

Here are some excerpts of an elegant essay. Please go to the author’s website to read the whole.

— Me@2015-11-03 03:46:41 PM

2015.11.03 Tuesday ACHK

# 注定外傳 1.11

Can it be Otherwise? 1.11

— Me@2015-10-29 03:10:19 PM

Q: Can it be otherwise?

A: What is “it”?

— Me@2015-10-29 03:10:14 PM