Yucong Duan

International Standardization Committee of Networked DIKWP for Artificial Intelligence Evaluation(DIKWP-SC)

World Artificial Consciousness CIC(WAC)

World Conference on Artificial Consciousness(WCAC)

(Email: duanyucong@hotmail.com)

From the moment I first opened my eyes, the world presented itself as a vast tapestry of sights, sounds, and sensations. As an infant, everything was new and intriguing. I was a blank slate, eager to learn and understand the environment around me. Through countless interactions and observations, I began to notice patterns and consistencies in how objects behaved. Driven by curiosity, I embarked on a journey of exploration and reasoning, aiming to make sense of these phenomena.

In this narrative, I will detail how I, starting from infancy, independently observed, experimented, and logically deduced what would later be known as Newton's Laws of Motion. This journey is a testament to the power of innate curiosity and the human mind's ability to comprehend the fundamental principles governing our universe.

From my crib, I would watch the mobile hanging above me. The colorful shapes would sway gently when someone touched them, but otherwise, they remained still. Similarly, the stuffed animals placed around me stayed where they were unless I or someone else moved them.

• Observation: Objects remain in place when left alone.

• Reflection: There must be a reason why things don't move on their own.

When my parents would roll a ball toward me, it would continue moving until it reached me or something else stopped it. If I pushed the ball back, it would roll away until it slowed down and stopped.

• Observation: Moving objects eventually come to a stop.

• Reflection: Something causes moving objects to stop; they don't move indefinitely.

Whether it was a ball, a toy car, or a block, the behaviors were consistent:

• Objects at rest stayed at rest unless moved.

• Objects in motion eventually stopped unless something kept them moving.

I began to wonder:

• Why do objects at rest not start moving on their own?

• Why do moving objects slow down and stop?

These questions fueled my desire to understand the underlying principles at play.

I started pushing various objects:

• Light Objects: Feather, small ball

• Moved easily with little effort.

• Heavy Objects: Large book, filled toy box

• Required more effort to move.

• Observation: Heavier objects resist movement more than lighter ones.

• Reflection: There is a property of objects that determines how much they resist being moved.

I would sit and stare at a toy across the room, willing it to move with my mind.

• Observation: The toy remained stationary despite my focus.

• Reflection: Objects do not move unless acted upon physically.

When I held a toy and let go, it would fall to the ground.

• Observation: Objects released from my hand move downward.

• Reflection: There is a force pulling objects toward the ground.

• Inertia: The tendency of an object to resist changes in its state of motion.

• Example: A stationary ball doesn't move unless I push it; a moving ball doesn't stop immediately when I stop pushing.

• Objects require a force to change their motion.

• The greater the mass of the object, the more it resists changes in motion.

• Statement: An object at rest remains at rest, and an object in motion continues in motion with a constant velocity (straight line, constant speed) unless acted upon by a net external force.

• Understanding:

• Rest and uniform motion are natural states.

• Forces are required to change these states.

• Experiments:

• Repeatedly pushing and releasing objects of various masses.

• Observing that without continuous force, objects do not maintain motion (due to friction and air resistance).

• Conclusion:

• A net external force is necessary to change an object's state of motion.

• Pushes: When I push my toy car, it moves forward.

• Pulls: When I pull a wagon, it follows me.

• Force: A push or pull upon an object resulting from its interaction with another object.

• Semantics: Force is experienced directly through physical effort.

• Light Objects: Feather, small ball

• Easy to move.

• Heavy Objects: Brick, full bucket

• Difficult to move.

• Mass: A measure of the amount of matter in an object and its resistance to acceleration when a force is applied.

• Semantics: Mass is understood through the effort required to change an object's motion.

• Applying More Force:

• Pushing a toy car harder makes it accelerate faster.

• Applying Less Force:

• A gentle push results in slower acceleration.

• Heavier Object:

• Requires more force to achieve the same acceleration as a lighter object.

• Lighter Object:

• Accelerates more easily with the same amount of force.

• Hypothesis: The acceleration of an object depends directly on the net force acting upon it and inversely on its mass.

• Mathematical Expression: a=Fma = \frac{F}{m}a=mF​

• Experiment 1:

• Keeping mass constant, varying the force.

• Observation: Increased force leads to increased acceleration.

• Experiment 2:

• Keeping force constant, varying the mass.

• Observation: Increased mass leads to decreased acceleration.

• Statement: The net force acting on an object is equal to the mass of the object multiplied by its acceleration ($F=m\times a$).

• Understanding:

• Force causes acceleration.

• Mass resists acceleration.

• Consistency Across Experiments:

• The relationship holds true regardless of the objects or forces involved.

• Practical Applications:

• Predicting how objects will move under various forces.

• Pushing Against a Wall:

• I feel a force pushing back on my hand.

• The wall doesn't move, but I experience resistance.

• Jumping Off a Boat:

• When I jump forward, the boat moves backward.

• Throwing a Ball While on Skates:

• Throwing the ball forward causes me to roll backward.

• Observation: Whenever I exert a force on an object, it exerts an equal and opposite force on me.

• Reflection: Forces always come in pairs.

• Statement: For every action, there is an equal and opposite reaction.

• Understanding:

• Forces are interactions between two objects.

• The forces are equal in magnitude and opposite in direction.

• Experiments:

• Using different objects (balls, boxes) to observe mutual forces.

• Conclusion:

• The third law consistently explains the observed interactions.

• Scenario:

• Two teams pull on a rope.

• Analysis:

• First Law: The rope remains stationary if forces are equal.

• Second Law: If one team applies more force, the rope accelerates toward that team.

• Third Law: The force one team exerts on the rope is matched by the force the rope exerts back.

• Scenario:

• When the car accelerates, I feel pushed back into the seat.

• Analysis:

• First Law: My body tends to remain at rest while the car moves forward.

• Second Law: The car's engine applies force to accelerate.

• Third Law: The tires push backward against the road, and the road pushes the car forward.

• Observation: Objects slow down due to friction, an external force opposing motion.

• Implication: Friction must be considered when predicting motion.

• Observation: Falling objects experience air resistance, affecting their acceleration.

• Implication: Air resistance is a form of friction that must be accounted for.

• Observation: A heavy and a light object dropped simultaneously fall at the same rate (ignoring air resistance).

• Reflection: Gravity accelerates all objects equally.

• Hypothesis: Every mass attracts every other mass with a force proportional to their masses and inversely proportional to the square of the distance between them.

• Mathematical Expression: F=Gm1m2r2F = G \frac{m_1 m_2}{r^2}F=Gr2m1​m2​​

• Where $G$ is the gravitational constant.

• Implication: Gravity is a universal force acting between all masses.

• Connection to Newton's Laws: Gravity provides the external force in Newton's First and Second Laws.

• Observation: The moon orbits the Earth; planets move across the sky.

• Question: What forces govern their motion?

• Hypothesis: The same laws that govern motion on Earth apply to celestial bodies.

• Analysis:

• First Law: Planets move in a consistent path unless acted upon.

• Second Law: Gravitational force from the sun causes planetary acceleration.

• Third Law: The gravitational pull between the sun and planets is mutual.

• Conclusion: Newton's Laws of Motion are universal, explaining both terrestrial and celestial phenomena.

• Recognition: Through careful observation and logical reasoning, complex principles can be understood without formal education.

• Appreciation: The consistent patterns in nature reveal underlying laws.

• Understanding: Newton's Laws provide a comprehensive framework for predicting and explaining motion.

• Application: They are essential for engineering, technology, and scientific advancement.

• Natural Order: The existence of universal laws suggests an orderly universe governed by consistent principles.

• Human Capability: The human mind is capable of uncovering fundamental truths through observation and reasoning.

My journey from infancy to the comprehension of Newton's Laws was one of wonder, curiosity, and relentless inquiry. By interacting with the world, conducting experiments, and reflecting on my observations, I was able to deduce the fundamental principles that govern motion. This process required no prior knowledge or subjective definitions—only a keen awareness and a desire to understand.

The laws I discovered not only explained the behaviors I observed daily but also extended to the motion of celestial bodies, highlighting the universality of these principles. This realization deepened my appreciation for the natural world and the elegance of its underlying order.

This journey underscores the profound capacity for learning and discovery inherent in us all. Through observation, experimentation, and logical reasoning, we can uncover the secrets of the universe, one discovery at a time.

While this narrative is a thought experiment, it illustrates the potential for understanding complex concepts through foundational experiences. In the context of artificial intelligence and cognitive development, this approach emphasizes the importance of grounding learning in direct interaction with the environment.

By allowing AI systems to "experience" and interact with the world in a manner analogous to human learning, we can foster the development of robust, intuitive understanding. This method avoids reliance on subjective definitions and promotes the evolution of semantics directly tied to real-world phenomena.

Note: This detailed narrative presents the conceptualization of Newton's Laws as if I, an infant, independently observed and reasoned them out. Each law is derived from basic experiences, emphasizing the natural progression from simple observations to the understanding of complex principles. This approach demonstrates that with curiosity and logical thinking, foundational knowledge about the universe can be accessed and understood.