Tag: technology

Create to Understand

Below are two quotes on the blackboard of Feynman’s office in Caltech which were found just after his death.

 
The first of these quotes by Feynman is a guiding principle for anyone who wants to learn. The second quote is an idealistic one, but a good approach to becoming a ‘problem-solving’ researcher. Feynman was a master of this approach.
 
From a philosophy of science perspective, researchers can be both ‘problem creators’ and ‘problem solvers’. The latter ones are usually famous.
 
Michael Nielsen, a pioneer of quantum computing and champion of open science movement, has an essay titled: Principles of Effective Research, in which he explicitly identifies these two categories of researchers, and mentions that “they’re not really disjoint or exclusive styles of working, but rather idealizations which are useful ways of thinking about how people go about creative work.”.
 
He defines problem solvers as those “who works intensively on well-posed technical problems, often problems known (and sometimes well-known) to the entire research community in which they work.” Interesting, he connects this to sociology of researchers, and mentions that they “often attach great social cache to the level of difficulty of the problem they solve.”
 
On the other hand, problem creators, as Nielsen indicates, “ask an interesting new question, or pose an old problem in a new way, or demonstrate a simple but fruitful connection that no-one previously realized existed.”
 
He acknowledges that such bifurcation of researchers is an idealization, but a good model to “clarify our thinking about the creative process.”
 
Central to both of these processes is the problem itself, and what is a good research problem depends both on the taste of an individual and the consensus of a research community. This is one of the main reasons why researchers emphasize defining a problem so much. A counterintuitive aspect of the definition of the problem is that one does not know how good the ‘question’ is until one tries to answer and communicate it to others. This means feedback plays an important role in pursuing the problem further, and this aptly circles back to Feynman’s quote: “What I cannot create, I do not understand”.
 
 
 
 
 
 
 

3 Questions for the AI age

3 Questions to Ponder in the Age of Artificial Intelligence (AI).

  1. What will you do with the time you gain from the utility of AI?
  2. How will you utilize your individual short-term and long-term memory?
  3. What is your definition of intelligence in humans?

I think it is worth thinking about.

Sir MV on Education

In India, “National Engineers’ Day is celebrated every year on September 15 to honor the birth anniversary of Sir Mokshagundam Visvesvaraya, one of India’s greatest engineers”. Sir MV, as he was known, is one of the 20th-century Indians I admire. He was a forward-looking statesman who contributed immensely to building India (literally and figuratively). MV was a well-read and well-travelled person for his era, and wrote a few books and memos that are still pertinent to the current developments in India and the world.

Reconstructing India (1920)

One of his books, Reconstructing India (1920), reveals his thoughts on how and why India needs to reconstruct itself based on knowledge in science, technology and humanities. The title page is shown below, and the book is free to read online, thanks to the Internet Archive.

The book, as mentioned by MV in the preface, was written just after the First World War, and contemplates problems faced by India in light of geopolitical developments. In the 17 chapters of the book, divided into 4 parts, MV discusses specific issues faced by India, and proposes that political and administrative reforms can help India become a progressive society.

The largest part of the book is on economic reconstruction, in which he proposes contemporary methods (for the 1920s) to improve various sectors of manufacturing, including agricultural technology and communication media.

The third part of the book is on social reforms, and in there, he has a dedicated chapter on Education, which caught my attention, and I found it relevant even for today’s India.

Education, Humanities, and STEM

It is important that students of science and technology have a good exposure to some aspects of the humanities, including economics, history and philosophy. The pursuit and ability to choose good problems in science and technology critically depend on the social and economic structure in which they are practiced in universities and research institutions. MV anticipated this and highlights it as:

“Secondary and university education, though producing many able recruits for subordinate positions in the Civil Service, does not provide the men needed to carry on the work of agriculture, engineering, commerce and technology. The provision for training in economics and history is inadequate, and the study of those subjects is even discouraged. An attempt is actually made to teach economics in such a way as to render India’s emergence from a state of dependency difficult.”

Even in 2025, I would suggest that STEM students pay attention to economics, as it anchors them to understand the need and functions of a society, and therefore, their work can be calibrated accordingly. This is not to discourage open-ended research, but to understand how natural sciences are connected to the societal thoughts and needs. It gives us a broader understanding of the context, which is so important while understanding the evolution of ideas.

Comparative Education Systems

There is always a lot to learn from various societies and cultures. In order to do so, one needs comparative analysis. This helps one to choose some good elements from a society that can be emulated elsewhere. MV compares and comments on the 1900s British educational system in contrast to the German and Japanese counterparts. Note that India in the 1920s was still a British colony, and in a way, MV is critical of the system in which he himself was educated and trained. As he notes:

“Britain herself has had to pay a heavy price for her hand-to-mouth policy in regard to education. The educational chaos still existing there compares unfavourably with the great yet orderly progress made by Germany and Japan, both of which countries, after weighing and testing the educational systems of the world, absorbed the best of all.”

These were words written long before the Second World War, and give us a glimpse of how German and Japanese systems were functioning in the 1920s and had a lot to offer to the world. Of course, history took its own path, and German and Japanese society had other ideas.

Incidentally, I am writing this piece sitting in Leipzig (eastern Germany), and I am amazed by its architectural marvels that date back centuries. Indeed, German society had (and has) a lot to offer to the world. As MV indicates above, we need to absorb the best that is on offer. In doing so, we also need to reject that which is not good for any society.

Liberal Education and Financial Support

He further adds how liberal education adds value to a society, and calls not only the government but also the people to recognize the importance of financial support for education.

“Both the Government and the people must recognize that only by pursuing a liberal educational policy, and making generous financial provision for schools and colleges can they lift India out of her present low condition and ensure rapid progress.”

These words still hold good, and as a society, India has to re-emphasize modern education that helps us become not only better doctors and engineers, but also better human characters that can add value to the “modern” world.

Call to Action

In the final part of the book, MV makes a passionate appeal to the people of India, calling them to take action and move towards becoming a progressive nation:

“Do the people of India propose to profit by the lessons which world experience has to teach them, or will they be content to allow matters to drift and themselves grow weaker and poorer year by year?
This is the problem of the hour. They have to choose whether they will be educated or remain ignorant; whether they will come into closer touch with the outer world and become responsive to its influences, or remain secluded and indifferent; whether they will be organized or disunited, bold or timid, enterprising or passive ; an industrial or an agricultural nation ; rich or poor ; strong and respected, or weak and dominated by forward nations. The future is in their own hands.”

Indeed, the future is in our hands, and these words written more than 100 years ago still resonate loudly. We need more engineers like Sir MV. The reason he was so effective was that he combined thinking and doing. Importantly, the lesson we can learn from MV’s life and by reading this book, is that an open mind can grasp good ideas at any time and anywhere. Implementing those ideas is an equally important challenge, and MV was up to this in his own way. Are we, as Indians, open to this prospect and engineer our future?

ChatGPT – an experiment

Below is a small experiment with ChatGPT (GPT-4o, which is OpenAI’s most advanced model as of July 2025).

I asked for thoughts (from authentic sources) from Indian writers on the nature of the writing process (handwriting vs typewriting).

It confidently gave me quotations from Rabindranath Tagore, R.K. Narayan and U.R. Ananthmurthy. I was intrigued, and below is my conversation:

me: list the quotes from Indian writers above and give the exact sources

Chatgpt: I couldn’t find reputable sources for the exact quotes I previously suggested by Indian writers—so it’s safer to reconsider them.

This is something I have been observing with LLM chatboxes, especially when it comes to the sources that may not be mainstream. One may even say it is hallucinating, but after enquiring further, it said:

The quotes I initially provided appear to be popular paraphrases or second-hand interpretations, but none could be verified in primary texts or reliable interviews.

Then, it asked me if I wanted to use authentic sources to be presented to corroborate the initially mentioned sources. I said yes, and below was its reply:

Here are verified quotes from Rabindranath Tagore, with clear attributions to reliable sources—unfortunately, I couldn’t locate authenticated quotes for other Indian writers on writing methods

The quotes that it gave were peripheral to my initial question. It identified two to three quotations, but none of them were directly connected to my initial query.

There may be at least 2 hypotheses that I can draw from this, which need further testing:

  1. ChatGPT and its kind may be getting trained more intensely on sources that are mainly anglophonic, and its geographical distribution of sources may be skewed. Online literary sources from countries such as India may not be as dense as, say USA, the UK or even some European countries. Will depositing more authentic sources online, including their translations, help the authentic discovery of information from countries such as India?
  2. With the current developments and model training, there may already be a bias in the answers that LLM chatbots give. It may reinforce many viewpoints from Western repositories that may sometimes be disconnected or irrelevant to the user outside Western geographies. In that sense, new information is being built on old information. Are we entering a stage where data deposition asymmetry is creating an asymmetry of discovery?

I know these questions are not trivial to answer, but for LLM chatboxes to be authentic, they need to address questions with proper citations. I know some of them are trying to do that (eg, perplexity AI), but I find the links it provides for certain focused questions are not up to the mark.

My inference:

  1. I am cautiously optimistic about the developments and achievements in source-based LLM interfaces, especially when you feed an authentic source (eg, NotebookLM).
  2. But LLM chatboxes may be hyped when:
    • It comes to its capability of sourcing authentic information, and
    • The immediacy of replacements of existing knowledge systems.
  3. LLM chatboxes should be treated as an experimental tool for utilitarian tasks where the information can be verified independently.
  4. It is important to take the bottom line of ChatGPT seriously: ‘ChatGPT can make mistakes. Check important info.‘

Willow in comparison – Google quantum chip

In scientific research, comparative analysis is an excellent way to objectively quantify two measurable entities. The recent Google quantum chip (named Willow) does that efficiently as it compares its capability with today’s fastest supercomputers. The comparison note on Google’s blog is worth reading.

In scientific analysis, such comparison teaches us three things:

a) how a scientific boundary is claimed to be pushed?

b) how a benchmark problem is used to achieve comparison?

c) what is the current state-of-the-art in that research area?

Some further observations on the work:

  • The theme of the Nature paper reporting this breakthrough is mainly on error correction. Technically, it shows how error tolerance is measured for a quantum device. This device is based on superconducting circuits, which were tested first on a 72-qubit processor and then on a 105-qubit processor.
  • Interestingly, as the authors mention in the paper, the origins of the errors are not understood well.
  • The paper is quite technical to read, and, to my limited understanding as an outsider, it makes a good case for the claim. The introduction and the outlook of the paper are written well, and give more technical information that can be appreciated by a general scientific audience.
  • There is more to come ! It looks like Google has further plans to expand on this work, and it will be interesting to see in which direction they will take the capability. The Google blog shows a roadmap and mentions their ambition as follows: “The next challenge for the field is to demonstrate a first “useful, beyond-classical” computation on today’s quantum chips that is relevant to a real-world application. We’re optimistic that the Willow generation of chips can help us achieve this goal.”
  • In the past 12 months or so, there has been a lot of buzz related to AI tools (thanks to GPTs, Nobels and perplexities :-), which are mainly in the realm of software theoretical development. This breakthrough in the realm of ‘hardware’ tells us how the physical world is still important!

More to learn and explore…interesting times ahead..

FOLLOW THE MONEY – A useful model

Our world is a place with complex ideas superimposed on people with ever-changing attention. Complex ideas are complex because they depend on multiple parameters. If something changes in the world, then that change can occur due to multiple reasons.

Unlike a carefully designed physics experiment, there are too many ‘hidden variables’ in human life and behavior, especially when they act collectively. In such a situation, it is pertinent to search for models to understand the complex world. Models, by definition, capture the essence of a problem and do not represent the complete system. They are like maps, zoomed out, but very useful if you know their limitations. I keep searching for mental models that will help me understand the complex world in which I live, interact, and comprehend.

Among many models, one of them that I use extensively is the follow-the-money model. This model explains some complex processes in a world where one does not have complete information about a problem. 

Take, for example, the incentives to choose a research project. This is a task that as scientists, we need to do very often. In the process of choosing a project to work on, researchers have to factor in the possibility of that research being funded prior to the start of the project. This is critical for scientific research that is dependent on infrastructure, such as experimental sciences, including physics, chemistry, and biology. Inherently, as researchers, we tend to pick a topic that is at the interface of personal interest, competence, relevance, and financial viability.

The viability is an important element because sustained funding plays a critical role in our ability to address all the contours of a research project. Thus, as scientists, we need to follow the money and ask ourselves how our research can be adapted to the financial incentives that a society creates. A case in point is research areas such as AI, where many people are aware of its potential and, hence, support from society and an opportunity to utilize the available incentive.

It is important for the public to be aware of this aspect of research where the financial incentive to execute a project plays a role in the choice of the project itself. The downstream of this incentive is the opportunity to employ more people. This means large funding projects and programs attract more researchers. More people in the research area generate more data, and more data, hopefully, will result in more knowledge in the chosen research area. This shows how financial incentives play a critical role in propelling a research area. In that sense, the ‘follow the money’ model has a direct correlation with more researchers flocking towards a research area.

The downside of this way of functioning is that it skews people towards certain areas of research at the cost of another research area which may not find financial support from the society. This is a topic that is generally not discussed in science classes, especially at the undergraduate and research level but I think we should discuss with students about this asymmetry as their futures are dependent on financial support that they can garner.

Broadening the scope further, the ‘follow the money’ model is useful to understand why a certain global trend rises or falls. A contemporary global upheaval is the situation of war in Ukraine and Gaza. At first sight, it looks like these wars are based on ideologies, but a closer look reveals that these wars cannot be fought without financial support. Such underpinning of the money running the war reveals patterns in geopolitics that are otherwise not easy to grasp.

Ideologies have the power to act as vehicles of human change, but these vehicles cannot be propelled without the metaphorical fuel – that is, money. The ‘follow-the-money’ model can show some implicit motivation and showcase how ideologies can be used as trojan horses to gain financial superiority either through captured resources or through showcasing the ability to capture that resource. Following money is also a very powerful and useful model for understanding many cultural, sociological and political evolution, even in a complex country like India and other South Asian countries. I leave it as an intellectual assignment for people who want to explore it 😊. You will be surprised how effective it can be in explaining many complex issues, provided we know the limitations of the model. 

As I mentioned earlier, a model is like a map. It is limited by resolution, the dimension and the viewpoint. But they are useful for navigating a complex world.

Conversation with Bhaskaran Muralidharan

Bhaskaran is an Electrical Engineer & a Professor at the Indian Institute of Technology Bombay: https://cnqt-group.org/?page_id=25

He is a quantum transport theorist, musician and long-distance runner.

We explore his intellectual, musical and running journey.

Also, don’t miss a segment on Bhaskaran playing the piano.

References:

  1. “Bhaskaran Muralidharan [Department of Electrical Engineering IIT Bombay].” Accessed November 26, 2024. https://www.ee.iitb.ac.in/wiki/faculty/bm.
  2. “‪Bhaskaran Muralidharan – ‪Google Scholar.” Accessed November 26, 2024. https://scholar.google.co.in/citations?user=PWFVEKIAAAAJ&hl=en.
  3. “Group Members – CNQT @ IIT Bombay.” Accessed November 26, 2024. https://cnqt-group.org/?page_id=25.
  4. Muralidharan, B., A. W. Ghosh, and S. Datta. “Probing Electronic Excitations in Molecular Conduction.” Physical Review B 73, no. 15 (April 10, 2006): 155410. https://doi.org/10.1103/PhysRevB.73.155410.
  5. Prof. Bhaskaran Muralidharan || Electrical Engineering || EESA IIT Bombay, 2021. https://www.youtube.com/watch?v=O8fFdb3-NRQ.