**Chapter 4**

** **

**The Anemometer Metaphor**

"That which is looked upon by one generation
as the apex of human knowledge is often considered an absurdity by the next,
and that which is regarded as a superstition in one century, may form the basis
of science for the following one."

Paracelsus (1493-1541)

**Introduction**

As mentioned in Chapter 1, the version of the SR that Hafele
and Keating used in their famous 1971 experiment is vastly different than the
1905 version. At the end of this
chapter the differences between the original SR and the current or new SR will
be better understood. But in order to
accomplish that, it is critical that a metaphor be used to set the stage and
establish important visualization concepts and terminology. This metaphor will be the bridge between the
SR of 1905 and the "new SR" currently being used in physics. It will also aid immensely in an
understanding of the H-K discussions in the next chapter.

The real purpose of this chapter, however, is that I want to
make it **perfectly clear** that there must be a

**The Anemometer Metaphor**

An "anemometer" is an object commonly used by
meteorologists or weathermen to measure the speed or velocity of the wind. It consists of several cups (i.e. hollow
hemispheres or hollow cones), placed on rods that are attached perpendicular to
a vertical pole. The anemometer spins
around as a function of the velocity of the wind (i.e. if the wind moves
faster, the anemometer spins faster).

Now consider an automobile that has a long pole vertically
attached to its roof and on top of this pole is an anemometer. Assuming there is no wind, suppose the
automobile is driven across a large parking lot at 80 kph (kilometers per
hour). Two teams of physics students,
Team A and Team B, observe that as the car increases in velocity to its
cruising speed, the anemometer spins ever faster and faster. Once the car reaches its cruising speed,
they observe that the anemometer spins at a constant rate.

Note that whether the car is standing still and there is an
80 kph wind, or whether there is no wind and the car is moving at 80 kph, the
anemometer will spin at exactly the same rate.
Normally, anemometers are attached to building and thus they measure the
velocity of the wind. But in this case
it is assumed that there is no wind, but the anemometer is moving (i.e. the car
it is attached to is moving).

Let us assume that two sets of physics students, Team A and
Team B, are given the task of figuring out "why" (i.e. the
"cause") the anemometer turns and to derive formulas to predict its
spin velocity at different speeds of the car.

Let us assume the students in Team A have not yet been
taught about small particles (i.e. air and wind) and they calculate the
increasing spin on the basis of the "**relative**" velocity of
two "

Team B, on the other hand, believes that small particles
called "air" are causing "**resistance**" to the
cups. They had observed that if they
stuck their hand out the window of a car when it is traveling 80 kph there is
some invisible force that pushes against their hand much more strongly than if
the car was traveling at 10 kph. They
concluded that the same force that pushes against their hand was the same force
pushing against the anemometer cups.

Team B derives their formulas based on resistance to predict
the spin velocity of the anemometer, meaning based on the velocity of the
anemometer to its ambient air stream.
Thus Team A based their formulas on the relative velocity of the
anemometer and the observer, but Team B based their formulas on the velocity of
the anemometer and the ambient air or wind that surrounds it (i.e. the ambient
velocity).

Both Team A and Team B derive exactly the same
formulas. This is because in the case
of Team A, the observer is stationary, thus the velocity of the car is also the
relative velocity of the car and observer.
Furthermore, there is no wind. Also,
in the case of Team B, since there is no wind, the velocity of the car is also
the relative velocity of the car and the air.
Thus both teams generate exactly the same formulas.

**The First Experiment**

Because Team A and Team B have the same formulas, but not
the same theories as to "why" the anemometer spins, two experiments
are set up. In the first experiment the
observer of Team A runs behind the car at a speed of 15 kph, and the car and
wind act exactly as before, namely the car accelerates from 0 to 80 kph and
there is no wind. In this experiment,
it is noted that when the car reaches 80 kph, the "relative" velocity
of the car and the observer is 65 kph (because the observer is running at 15
kph behind the car). However, it is
noted that the anemometer spins at exactly the same velocity as it did in the
original experiment. Thus Team A
derives the wrong formula, but Team B continues to derive the correct formula.

Team A thinks they have the answer to the fact their
formulas don't work. They claim that
their formulas are based on the "apparent" or "relative"
perspective of the observer. They claim
that because the observer is running, he "thought" that the
anemometer is rotating at a velocity based on a 65 kph speed of the car. In other words, they claim that the
observer, since he would be in motion, observes the spin velocity of the
anemometer differently than he would if he were "**at rest**,"
meaning standing still on the pavement and moving at 0 kph. Under this assumption, the formulas of Team
A work.

The leader of Team B asks the question: "suppose there
are two observers, one standing still on the pavement and one running behind
the car at 15 kph, then how fast is the anemometer rotating?" Team A answers that the "at rest"
observer will "see" the anemometer rotating at an 80 kph spin
velocity and that the running observer will simultaneously "see" the
anemometer rotating at a 65 kph spin velocity.
Team A thinks they have proven that "air" doesn't exist.

**The Second Experiment**

Now a second experiment is designed. In this experiment everyone waits until the
wind is blowing at exactly 15 kph ** in the same direction** the car will
be headed. At this point the car is
accelerated exactly as it originally did and the observer is stationary. In this case, the "ambient
velocity" of the wind and the anemometer becomes 65 kph, however, the
"relative velocity" of the observer (who is standing still in this
experiment) and car is 80 kph. In this
case the anemometer is actually spinning more slowly than it did in the
original experiment.

Because the observer is not running in this case, the
formulas of Team A do not "work" (i.e. they do not correctly predict
the spin velocity of the anemometer), because they predict the spin velocity
based on 80 kph. But the formulas of
Team B do work when the wind is moving at 15 kph in the same direction as the
car. Remember Team B is comparing the
anemometer to the ambient velocity of the wind that surrounds it. Team A has no answer for their failure in
this case because they do not believe in "air," and to adjust their
formulas for "wind" would be to admit that they believe in air.

**Formulas
Versus Theories**

One of the most common errors made in physics is not
thinking ** independently** about a formula (or raw data) and a
theory. Note that the
"formulas" of Team A are valid (if there is no wind and the observer
is stationary) and can be verified by anyone.
The data that leads to the formulas (ditto) is also verifiable and
replicable. However, the
"theories" of Team A are false, even though their formulas are
correct, and therefore their formulas at times do not work and at other times
Team A has to give some strange and paradoxical explanations to justify their
results. Their "theories" are
that it is the relative motion of the observer and anemometer that cause the
anemometer to rotate, but in fact it is the relationship between the ambient
air and the anemometer that causes the anemometer to rotate. In fact a person could argue that Team A
doesn't even have a "theory" since they make no explanation for a
cause of why it is the relative difference between the observer and the
anemometer that causes the anemometer to rotate. More will be said about this in a future chapter.

**What it
takes for Team A to Look Good**

Now let us take this example a little further. How can Team A get their formulas to work in
every case and thus have a chance of always being right? Ponder that question before reading on.

The answer is for Team A to require that the observer is
always standing still and that there be no wind during the contest. Thus they only allow one observer coordinate
system, one that is not moving, and is always "at rest," meaning
standing still, and they require that there be no wind. In this case their formulas will always
work.

There is another way to look at this. Team A must make sure the observer is moving
in the correct direction and velocity relative to the anemometer when they
build their mathematical model. In
other words, they must pick the correct "at rest" motion of the
observer. In this case the correct
direction and velocity is 0 kph (of course, assuming no wind). But suppose they had incorrectly concluded
that the correct direction and velocity for the observer was to run behind the
car at 15 kph because on the day they made this calculation there happened to
be a 15 kph wind moving in the same direction as the car. They would have picked the wrong "at
rest" motion of the observer and their formulas would not have worked on
days when the wind was not moving or was moving at a different speed or in a
different direction. In summary, with
the right restrictions (no wind), and the correct choice of the "at
rest" reference frame, Team A will always get the right answer from their
formulas even though their theory is totally wrong.

There are several things to learn from the Anemometer
Metaphor:

1) The "formulas" of Team A can be perfectly
valid, but their theories can be totally false (this is "**bifurcating**"
a formula [or data] and a theory).

2) Team A's formulas are dependent on choosing the correct
direction and velocity of the observer (and that there is no wind).

3) Team A offers no physical cause as to why the cups
rotate, they only offer a formula that works if the correct direction and
velocity of the observer is used and there is no wind.

4) Note that if the direction and velocity of the observer
changes (i.e. he starts running when he is supposed to be standing still), it
will have no affect on the spin velocity of the anemometer.

5) Since the formulas of Team A involve the
"relative" velocity of the anemometer and the observer, the observer
is part of the formula (i.e. a factor must be in the formula for the direction
and velocity of the observer in order to calculate the "relative"
velocity of the two coordinate systems).
Because the observer is part of the formula, it is only natural and
logical that the observer would have some **affect** on the
spin velocity of the anemometer. In
other words, because the observer's direction and velocity are built into the
formulas of Team A, then the observer's direction and velocity should affect
the actual spin velocity of the anemometer.
Or to put it yet another way, since the direction and velocity of the
observer is part of the formula, if the observer changes direction and
velocity, the rotation velocity of the anemometer should change. But it doesn't. So why is the observer's direction and velocity part of the
formula?

Based on the first chapter, the reader should already see
why the Anemometer Metaphor is so similar to the SR. However, there is much yet to be said about the SR.