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And it’s all based on ideas from our Physics Project —and on a fundamental correspondence between what’s happening at the lowest level in all physical processes and in expression evaluation. And this is where we can start making an analogy with physics. And now there’s a deep analogy to physics.
One might have thought it was already exciting enough for our Physics Project to be showing a path to a fundamental theory of physics and a fundamental description of how our physical universe works. Despite this, however, fundamental physics always seemed to resist its advance. The Path to a New Paradigm.
It’s yet another surprising construct that’s arisen from our Physics Project. In the language of our Physics Project, it’s the ultimate limit of all rulial multiway systems. And here is a rulial multiway system made from hypergraph rewriting of the kind used in our Physics Project , using all rules with signature : ✕.
And, yes, when you try to run the function, it’ll notice it doesn’t have correct arguments and options specified. But what if we ask a question where the answer is some algebraic expression? But perhaps even more common are surface integrals, representing for example total flux through a surface. And in Version 13.3
Beginning about five years ago—particularly energized by our Physics Project —I started looking at harvesting seeds I’d sown in A New Kind of Science and before. Our modern Wolfram Language tools—as well as ideas from our Physics Project—provided some new directions to explore. But I still thought I pretty much knew what we’d find.
One might have thought it was already exciting enough for our Physics Project to be showing a path to a fundamental theory of physics and a fundamental description of how our physical universe works. Despite this, however, fundamental physics always seemed to resist its advance. The Path to a New Paradigm.
So, for example, here’s a graphical representation of a simple arithmetic evaluation, with TraceOriginal → True : And here’s the corresponding “pruned” version, with TraceOriginal → Automatic : (And, yes, the structures of these graphs are closely related to things like the causal graphs we construct in our Physics Project.) In Version 3.0
1 Mathematics and Physics Have the Same Foundations. 2 The Underlying Structure of Mathematics and Physics. 23 The Physicalized Laws of Mathematics. 29 Counting the Emes of Mathematics and Physics. 1 | Mathematics and Physics Have the Same Foundations. 3 The Metamodeling of Axiomatic Mathematics. Graphical Key.
In preparation for a conference entitled “ Distributed Consensus with Cellular Automata & Related Systems ” that we’re organizing with NKN (= “New Kind of Network”) I decided to explore the problem of distributed consensus using methods from A New Kind of Science (yes, NKN “rhymes” with NKS) as well as from the Wolfram Physics Project.
I had begun my career in the 1970s as a teenager studying the frontiers of existing physics. And at first I couldn’t see how computational rules could connect to what is known in physics. But I didn’t stop thinking “one day I need to get back to my physics project”. But now with the Physics Project I was doing this.
But sometimes it’s much more convenient to get the subgraph (and in fact in the formalism of our Physics Project that subgraph—that we view as a “ geodesic ball ”—is a rather central construct). And in fact our whole Physics Project was basically made possible by the rich graph functionality in the Wolfram Language. So in Version 12.3
A key idea—ultimately supported at a foundational level by our Physics Project —is that we can think of everything that happens as a computational process. In 2000 I was interested in what the simplest possible axiom system for logic (Boolean algebra) might be. Imagine we’re studying some physical process.
Library and research skills cover areas such as knowing how to reference and cite authors properly, being able to discern between reliable and unreliable sources of information, accessing scientific literature and giving accurate evidence-based arguments when writing scientific essays and reports. What do students learn from studying this?
Indeed, so confident was he of his programming prowess that he became convinced that he should in effect be able to write a program for the universe—and make all of physics into a programming problem. It didn’t help that his knowledge of physics was at best spotty (and, for example, I don’t think he ever really learned calculus).
An instantaneous moment (or perhaps a single elementary time from our Physics Project )? In physics textbooks, it’s traditional to carefully distinguish absolute temperatures, measured in kelvins, from temperature scales, like degrees Celsius or Fahrenheit. Almost any algebraic computation ends up somehow involving polynomials.
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