The author reflects on their educational journey, contrasting their deep passion for physics with their initial disinterest in biology. They recount how a shift in perspective, focusing on the intricate mechanisms and "physics-like" processes within biological systems, sparked a newfound appreciation for the subject. This realization came through exploring topics like protein folding and the Krebs cycle, revealing the elegant underlying order and logic of life. The author ultimately laments not embracing biology earlier, recognizing its interconnectedness with physics and the profound beauty of its complexity.
The U.S. ascended to scientific dominance by combining government funding with private sector innovation, a model sparked by Vannevar Bush's vision in "Science, the Endless Frontier." This report led to the creation of the National Science Foundation and prioritized basic research, fostering an environment where discoveries could flourish. Crucially, the U.S. leveraged its university system, attracting global talent and creating a pipeline of skilled researchers. This potent combination of government support, private enterprise, and academic excellence laid the foundation for American leadership in scientific breakthroughs and technological advancements.
Hacker News users generally agreed with the premise of the linked article about the U.S. becoming a science superpower through government-funded research during and after WWII, particularly highlighting the role of mission-oriented projects like the Manhattan Project and Apollo program. Some commenters emphasized the importance of basic research as a foundation for later applied advancements. Others pointed out the significance of immigration and talent attraction in the U.S.'s scientific success. Several expressed concern that the current political and funding climate may hinder future scientific progress, with less emphasis on basic research and more focus on short-term gains. A few cautioned against romanticizing the past, noting that wartime research also had negative consequences. There was also discussion of the cultural shift that prioritized science and engineering during this period, which some argued is now fading.
Creating accessible open textbooks, especially in math-heavy fields, is challenging due to the complexity of mathematical notation. While LaTeX is commonly used, its accessibility features are limited, particularly for screen reader users. Converting LaTeX to accessible formats like HTML requires significant manual effort and often compromises semantic meaning. The author explores MathML as a potential solution, highlighting its accessibility advantages and integration possibilities with HTML. However, MathML also presents challenges including limited browser support and authoring difficulties. Ultimately, creating truly accessible math content necessitates a shift towards semantic encoding and tools that prioritize accessibility from the outset, rather than relying on post-hoc conversions.
Hacker News users discussed the challenges and potential solutions for creating accessible open textbooks, particularly in math-heavy fields. Commenters highlighted the complexity of converting LaTeX, a common tool for math typesetting, into accessible formats. Some suggested focusing on HTML-first authoring, using tools like MathJax and Pandoc, or exploring MathML. The need for semantic tagging and robust tooling for image descriptions also emerged as key themes. Several users pointed to specific projects and resources like PreTeXt, which aims to facilitate accessible textbook creation. Concerns about funding and institutional support for these initiatives were also raised, as was the question of whether creating truly accessible math content requires a fundamental shift away from current publishing workflows.
The "Whoosh Rocket" is a simple experiment demonstrating Newton's Third Law of Motion (for every action, there's an equal and opposite reaction). A plastic bottle, partially filled with water and pressurized with air, launches upwards when the air is released. The compressed air exerts force equally in all directions inside the bottle. When the stopper is removed, the air rushes out the opening, creating thrust. This downward force of the escaping air creates an equal and opposite upward force on the bottle, propelling it skyward. The amount of water affects the rocket's performance – too little and there isn't enough mass to be propelled efficiently; too much and the extra weight hinders its flight.
The Hacker News comments on the NASA "Whoosh Rocket" article largely focus on the surprising amount of thrust generated by this simple demonstration. Several commenters express fascination with the physics involved and the counterintuitive nature of the thrust being independent of the surrounding air pressure. Some discuss the educational value of the experiment, highlighting its simplicity and effectiveness in illustrating fundamental principles of rocket propulsion. One commenter provides further context by linking to a video demonstrating the experiment in a vacuum chamber, reinforcing the concept of thrust being generated solely by the expelled propellant. Another points out the historical significance of the experiment, linking it to a similar demonstration performed by Robert Goddard, considered the father of modern rocketry. There's a brief discussion comparing this type of rocket to other propulsion systems, and one user asks a clarifying question about the relevance of nozzle shape.
A high school team designed and built a space probe named Project Daedalus, launched via high-altitude balloon. The probe, constructed using off-the-shelf components and custom PCBs, collected data on temperature, pressure, radiation, magnetic fields, and air quality during its flight. It also captured images and video throughout the ascent and descent. Successful data retrieval was achieved after landing, showcasing the team's ability to create a functional space probe on a limited budget.
The Hacker News comments express admiration for the high school team's ambitious space probe project, with several commenters praising the students' ingenuity and technical skills. Some discuss the challenges of high-altitude ballooning, offering advice on potential improvements like using a GPS tracker with an external antenna and considering the impact of the balloon bursting on the probe's descent. Others inquire about specific aspects of the project, such as the choice of microcontroller and the method of image transmission. The overall sentiment is one of encouragement and interest in the team's future endeavors.
This video demonstrates a project-based learning approach to teaching math concepts, specifically using real-world examples from aerospace engineering. It showcases how principles of trigonometry and calculus can be applied to calculate things like rocket trajectories and orbital mechanics, making the math more engaging and relatable for students. The video emphasizes the practical application of these mathematical concepts within the context of exciting aerospace projects, aiming to inspire students and demonstrate the relevance of math in solving real-world problems.
HN users generally praised the video for its engaging approach to teaching math through real-world aerospace applications. Several commenters appreciated the clear explanations and the focus on practical examples, making complex concepts more accessible. Some discussed the presenter's effectiveness and charisma, while others highlighted the importance of connecting theoretical knowledge to tangible projects. A few users mentioned specific examples from the video that resonated with them, like the explanation of quaternions. There was also discussion around the broader educational implications of project-based learning and the value of making math more relevant to students.
Summary of Comments ( 2 )
https://news.ycombinator.com/item?id=43764076
HN users largely agree with the author's sentiment that biology education often focuses too much on rote memorization, hindering genuine interest and exploration. Several commenters shared similar experiences, finding biology classes tedious and uninspiring due to the emphasis on memorizing facts rather than understanding underlying principles. Some suggested that introducing programming and computational approaches earlier could make the subject more engaging and accessible. Others pointed out the crucial role of passionate teachers in sparking curiosity and fostering a deeper appreciation for biology, contrasting their positive experiences with the author's. A few commenters challenged the premise, arguing that memorization is a necessary foundation in biology and that appreciation can develop later with further study and specialization. The discussion also touched upon the limitations of standardized testing and the need for more project-based learning in biology education.
The Hacker News post "I should have loved biology too" has generated a moderate number of comments, mostly focusing on the author's experience with biology education and the perceived differences between biology and other scientific fields like physics.
Several commenters echo the author's sentiment about the rote memorization often emphasized in introductory biology courses. One commenter laments the lack of focus on fundamental principles and the overemphasis on specific examples, contrasting this with physics education which they feel builds up from basic principles. They express a desire for biology education to be more focused on underlying mechanisms and unifying theories, rather than just cataloging biological facts.
Another commenter points out the complexity and emergent behavior inherent in biological systems, suggesting that this might contribute to the difficulty in establishing simple, universal laws like those found in physics. They highlight the vastness and interconnectedness of biological systems, making it challenging to isolate and study individual components without considering the broader context.
There's discussion around the historical development of scientific fields, with one commenter suggesting that biology is a younger science compared to physics, and thus, is still in the process of developing its foundational theories. This commenter suggests that the future of biology might involve more mathematical and computational approaches to unravel the complexity of biological systems.
A different perspective is offered by a commenter who emphasizes the practical and experimental nature of biology, contrasting it with the more theoretical nature of physics. They argue that the hands-on, experimental aspect of biology is a crucial component of understanding the subject, and that a focus solely on theoretical principles would be insufficient.
Some comments delve into specific examples, such as the role of evolution in shaping biological systems. One commenter notes the importance of evolutionary context in understanding the apparent randomness and complexity of biological processes.
Overall, the comments reflect a range of perspectives on the nature of biology and biology education, with a common theme being the desire for a more principled and interconnected approach to understanding the complex world of living organisms. There is also an acknowledgment of the inherent challenges in simplifying biological systems due to their emergent properties and evolutionary history.