A USELESS DIALOGUE ON PPSMI

This is a topic I used to write about, some two years ago (please refer 2009's entries) and never thought I would write about it again. Why? Because as time gone by, I gradually realized that it was useless even to try to make our people understand about the issue. It was useless to tell the people it was not the English Language that was of interest but the Mathematics and Sciences acquirement was instead, the sole purpose.

But one of the reader to this blog, AGENDA RAKYAT has somehow reminded me of the issue (a natural sequence of the recent reemerging of the issue in public, of course). So, I think why not I rewrite about it but in a different style, that is in a dialogue forms as follows (if you notice, this has been the forms of my recent entries) :

Why they would not understand the issue?
Because many of them had never gone through the need to read the more than 1000 pages of Thomas's Calculus or KJ Bathe's Finite Element Procedures and alike.

Why the need to read these books?
If nobody in our society reads these books, than our understanding on science and technology is vague, fragile, futile etc.

Are not you reading these books, is not it enough for the society?
Me alone and maybe a couple of friends of mine are not enough. I should have made it more detailed, when I said nobody, I referred not to a single person but more to a portion of the society.

How big this portion should be?
As big as in the societies which our society want to be. If we really want to be an advanced society, it should be about those say in the UK, US, Japan, Germany.

So, how big that would be?
I do not know exactly, but based on my experience and observation, much bigger than having me and just a couple of my friends.

Are not we producing engineers which have managed so far to build structures, bridges, cars etc?
Hmm, if that is enough, then we would not be discussing about why our country is still not making any money out of 'knowledge', in the first place, would we? The analogy would be, if we build our own house, we will not get paid, but if we build someone else house, we will be paid. Yes, we have been and are still producing engineers but only for our own 'household chores' purposes. So when we talk about innovation, sustainable economy and development and things like that, it is about doing someone else 'household chores', if you know what I mean.

Let's go back to the part of reading Thomas's Calculus. What PPSMI got to do with it?
Everything. Ok, before we discuss further, let me remind you that when I say Thomas's Calculus, I do not mean it literally but as a representative in terms of magnitude. Ok, about your question, how about you go around and ask engineering students or the engineers themselves about what they really understand about 'calculus'. Or just ask them for the things they remember from the book. I can't help from being prejudice but the majority of the answers you will get is that they do not understand it or do not remember it. You know why? Because they can not read 'the story telling' inside the book. As I keep saying, math and science is not about the numbers but it is about the way of 'thinking' which is hard to grasp if we cannot read the 'story telling'. And on why we cannot read the 'story telling' it is because our English is poor. PPSMI is supposed to resolve this problem.

What if the engineers say that 'calculus' is not important, too theoretical, not relevant in practice or something like that?
If they say these, then it would be an immediate proof of how our society has failed to produce 'real' engineers. No engineers in his right training would say that, ask those in advanced societies, you would not get such answers.

What is your opinion on the statement that the Germans, Japanese and Mainland Chinese for examples, are using their mother tongue in teaching and learning Math and Science but still advancing.
I have written on exactly this so I do not want to repeat it here. Those interested please click JANGAN JADIKAN GERMAN ALASAN.

Do not you love your Bahasa Malaysia?
Of course I love my own language but I love my people more (especially the young ones). And, please, this is not about perceiving English as superior than Bahasa Melayu, not at all. This is about the world is changing rapidly and yes, we can learn Math and Science by our mother tongue but we just have no time left. We have missed that period and we are about 100 years late.

Why you said there is no time left, why the rush?
You see, ohhh you should experience it yourself to know. If you go to Malaysian universities, you will see that our students read.........
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ARGGGGGGGHHHHHHH!!!!! THIS IS USELESS!!! I KNEW IT !!!!!
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A DIALOGUE ON WHAT MAKES FE AN FE

Student: You said all numerical techniques are based on the same philosophy that is to convert the continuous nature of the DE into algebraic simultaneous equation. So what makes FE an FE, in other words, what differentiates FE from the rest of the numerical techniques?

Dr Airil: What makes FE and FE, in other words, what differentiates FE from the rest of the numerical techniques is the use of predefined shape functions.

Student: That's it?

Dr Airil: Yes, that is about it.

Student: What about the use of degree of freedom or dof?

Dr Airil: The use of dof in FE is a standard math terms actually, it is equivalent to nodal values as in Finite Difference and other techniques. In fact the words dof and nodal values are themselves interchangeable.

Student: What about Galerkin (or weighted residual method, WRM) formulation, is not it characterizes FE?

Dr Airil: Yes but not uniquely, many other numerical techniques employ Galerkin (or WRM for that matter) like Boundary Element Method or BEM and Meshfree (or Meshless) method. In fact, FEM itself can be derived from various sources like principle of virtual works and minimum potential energy.

Student: So, it is the use of predefined shape functions that differentiates FE from the rest of the numerical techniques. This what makes FE an FE.

Dr Airil: Yup.

Student: Thanks

Dr Airil: You are welcome.

A DIALOGUE ON NUMERICAL TECHNIQUES

Student: What is numerical technique?
Dr Airil: Numerical technique is a method for solving DE in an approximate but converging manner.

Student: What do you mean by approximate and converging?
Dr Airil: Approximate as opposed to analytical whilst converging means the increase in the degree of accuracy due to the increase in the number of terms or orders of the 'trial' function.

Student: What is a 'trial' function.
Dr Airil: A 'trial' function is a function that we 'guessed' to be the solution of the DE.

Student: Why we must 'guess' a function for a solution of the DE?
Dr Airil: We must guess because if we know the solution already, then we would not have the problem in the first place, would we?

Student: How numerical technique works, in other words, what is the basic idea of numerical technique?
Dr Airil: The basic idea of any numerical techniques is to convert the continuous nature of the DE into a set of algebraic simultaneous equations, then usually treated and solved by matrix operation.

Student: How this conversion is done?
Dr Airil: This is done by first, assuming for a 'trial' function which consists of coefficient/constant and the independent variables i.e. x, y, z. For example, a1+a2x+a3x^2 is a form of 'trial' function usually used. Secondly, insert this 'trial' function into the DE by conducting the appropriate differentiation. Such an insertion will turn the DE from its differential forms into ordinary function. Let's call this function as R. Thirdly, evaluate this function, R by either integrating it or by collocating it and set it to zero. The latter refers to evaluating R at certain locations say L1, L2. These evaluation process will convert the independent variables i.e. x,y,z into numerical values, leaving the coefficient/constant i.e. a1, a2, b1,b2 etc as the unknown variables which differ from previous x,y,z in the sense that these variables are constant in nature. Due to this constant property, the final product of the whole process is algebraic thus allows for its treatment in matrix forms. This is the basic idea of any numerical techniques.

Student: What are the examples of numerical techniques?
Dr Airil: As I have told you before, examples of numerical techniques are the Finite Difference, Boundary Elements and of course Finite Element. And recently, a new family of techniques has emerged called Meshfree techniques. But, as far as I have experienced it, among these techniques, Finite Element is the most robust and versatile and will survive the test of time.

Student: You keep mentioning about the matrix treatments, why?
Dr Airil: I keep mentioning about the matrix treatment because this is the essence of numerical technique. The matrix treatments or operations are beneficial in the following ways, 1) suits computer programming, 2) allows compact mathematical representation of a complex problem.

Student: Can you elaborate on the two points?
Dr Airil: On point 1), you see, matrix operation and computer programming complement each other. Whilst the knowledge of matrix has been known as early as the beginning of 1900's but its practical applications were 'retarded' I would say due to the ongoing development of the computer technology. The later establishment of computer would then 'burst' the application of matrix operation. But in turn, the development of the computer itself was very much influenced or 'guided' by the potential borne by the knowledge of matrix. If I am not mistaken, Heisenberg once said something like, matrix is the most beautiful mathematical tool and this was before the start of any works on computer development. The father of computer, John Von Neumann was a mathematician heavily influenced by matrix. So matrix and computer is like chicken and egg, you know what I mean.
On point 2), although the basic principle is not difficult, but the use of numerical technique will lead us to deal with huge and complex physical problems. But, with the availability of matrix representation, the 'length' of the equations can still be made as if it is still 'short' hence the terms compact. As a result of such a compactness, we can still 'do the calculation in our head' regardless of how big and complex the physical problem would be.

Student: Thanks.
Dr Airil: My pleasure.

MY OWN SONG (SYUKURKU)

Lagu untuk Lynn. Aku syukur sangat pada Allah sebab izinkan dia jadi isteri aku,

MY OWN SONG (CERIA DI UTM)

Lagu untuk semua ex-utm dan students utm

MY OWN SONG (RINDU PADA MU)

Lagu ni aku buat waktu Lynn dan anak2 balik Malaysia kali kedua. Aku rindu sangat.

MY OWN SONG (KASIH MU)

Lagu untuk Lynn. Her love is my strength.

MY OWN SONG (RUANG)

Aku buat lagu ni waktu Lynn dan anak2 balik Malaysia kali kedua. Aku macam nak gila balik rumah, sunyi sangat!!!

RUANG ( written by Dr Airil Sametok)

 Verse 1:

Aku di ruang kosong 

Dikeliling dinding sepi

Sekosong hati ini

Ruang yang dulu penuh 

Dengan hiasan hidupku

Kini tidak berwarna

Chorus:

Tiada lagi hati-hati yang rindu

Tiada lagi jiwa-jiwa menunggu

Yang tinggal hanya gema-gema suara

Yang memanggilku hampir padanya

Verse 2:

Hanya tinggal kenangan 

Saat-saat manis kita

Di ruang ini pernah bersama

Hanya tinggal bayangan 

Senyum-senyum yang terakhir

Mencengkam hati ini

                                                                        Ulang chorus....

MY OWN SONG (SELAMAT TINGGAL UTM)

Aku itu hari nak blah sangat tapi tak jadi. It was not time yet.

MY OWN SONG (MAK DAN AYAH)

Lagu ni aku buat untuk mak ngan ayah dan adik2 waktu kat UK. Rindu sangattt!!! (Lyrics below)



Kau jauh terlalu jauh dariku
Sendiri memendam rindu padamu
Di bumi asing, ku coret puisi rindu
Menjadi selimut kedinginan ku

Kau jauh, jauh mu beribu batu
Lautan yang memisah kau dan aku
Hanya ku pasrah pada takdir yang menentu
Waktunya ku kembali kepada mu

chorus:

Oh kasih, usahlah berduka
Ini hanya sementara,
Walau kau jauh di mata
Kenangan bersama tersemat di dada

Oh kasih, usahlah kau resah
Terus sajalah berdoa
Jangan kau resah menunggu
Bila sampai waktu kembali bertemu

Ku tempuh hari hari yang berlalu
Di bumi asing ku korban hanya untuk mu
Demi mencapai impian dan cita cita
Untuk ku hadiah pada ibunda