Easy HR607 Letter Creation

The ARRL is encouraging all amateur radio operators to write the congressional representatives about a bill before congress that would reduce frequency privleges on the 70 cm band, HR 607. KD4PYR has created an FB web application that creates a letter for you based on the ARRL's sample letter. Just input your call sign and a letter will be created with your name and address. The application even uses your call sign address to automatically fill in information about your specific representative!

HR607 in the news

HR607, the bill proposed by Representative Peter King, received some interesting coverage regarding it's effect on amateur radio in USA Today yesterday. It seems the letter writing campaign suggested by the ARRL may be working. The following excerpt is taken from the USA Today article:
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"America's first responders, including law enforcement officers and firefighters, these front-line heroes still do not have a national interoperable public safety wireless broadband network," King said.
He added that efforts are underway to address concerns of ham radio operators and others.
Rep. Billy Long, R-Mo., a co-sponsor of the bill, said he will work "to ensure that we are not cutting any vital emergency services and not adversely affecting ham radio operations."

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Find out how you can help.

Amateur Radio and HR 607

The ARRL and AMSAT have recently pointed out that a bill before the House of Representatives would adversely affect frequencies used by amateur radio. The video below describes the ARRL's stance and what you can do. Scroll down for links to a template letter for your representative and the address to send it to.



A sample letter can be downloaded from:
ARRL Sample Letter

For those without Microsoft Word, the letter is copied below.

You can send your letter to the ARRL's Washington Representative:

John Chwat
Chwat & Co.
625 Slaters Lane
Suite 103
Alexandria, VA 22314

who will expedite its delivery to your representative.

=========================Copy of sample letter===============================

The Honorable ____________________
United States House of Representatives
______________ House Office Building
Washington, DC 20515

Dear Representative ________:

As a voter in your district and as one of the nearly 700,000 federally licensed Amateur Radio operators across the nation, I ask that you oppose H.R. 607, the "Broadband for First Responders Act of 2011" in its current form. H.R. 607 was introduced by Congressman Peter King (R-NY) and referred to the House Committee on Energy and Commerce.

H.R. 607 proposes to allocate the "D-Block" of frequencies (frequencies previously occupied by analog television) to be developed into an interoperable Public Safety wireless network. Earlier, it had been expected that the D-Block would be auctioned by the FCC for commercial use, but there is now substantial support for the allocation of the D-Block to Public Safety. H.R. 607 also provides for the reallocation of other spectrum for auction to commercial users, in order to offset the loss of revenue anticipated by the auction of the D-Block.

While I strongly support the work of the Public Safety officials who put their lives on the line for our safety, my opposition to the bill stems from the inclusion of the 420-440 MHz spectrum (the UHF 70-cm band) as part of a frequency swap and auction. Very little of this spectrum is allocated to Public Safety, and only in very limited areas. Rather, it is allocated to government radiolocation services on a primary basis, with Amateur Radio allocated on a secondary basis. The Federal government uses this band for critical defense purposes, including Pave Paws radars for detecting surface-launched missiles aimed at the United States, and for airborne radars used for drug interdiction. The Amateur Service carefully coordinates its uses of this band to insure compatibility. The two services have a very good record of sharing this spectrum successfully, putting it to good use for both military and civilian purposes in the national interest.

Amateur radio emergency communication relies heavily on our limited frequency allocations in the VHF and UHF radio bands. The loss of access to the 420-440 MHz spectrum would make it very difficult for us to maintain this capability and would mean we could no longer use numerous systems that have been constructed on our own time and at personal expense to provide this important communications support.

Amateur Radio operators across the country repeatedly demonstrate our commitment to public service and emergency communications. Through our work with FEMA and other Homeland Security activities, state and local Emergency Management offices, and numerous charitable relief agencies, volunteer Amateur Radio operators assist the first responders, doing so at no cost to the agencies we support. The role of the Amateur Radio Service as a partner to Public Safety in providing supporting public service and emergency communications necessitates our retention of full access to the entire 70-cm band.

As an Amateur, I understand and support that Public Safety officials must have the spectrum they need to do their jobs. However, it is not necessary to do so in the ill-conceived manner proposed in this bill. Other pending legislation provides for this important goal to be realized without the proposed reallocation of non-Public Safety spectrum for commercial auction that is included in H.R. 607. I urge you to oppose H.R. 607 in its current form. Thank you for your consideration.

[Your Name]
[Your Address]

Beach Hinges: What are They?

Anyone know what these are for? Found on a beach in NY.

Notes on Emmy Noether and Group Theory

Just a few quick notes on historical trails I'm finding as I study group theory and Emmy Noether's theorem. The people involved are a bit of a group themselves. The first person I found is Lagrange. He introduced the Langrangian, one of the key concepts of analytical mechanics. It's used today, well, everywhere, from plain old mechanics to quantum mechanics, to quantum field theory. He also laid some of the foundations of group theory working on permutation groups and their use in solving polynomials.

That brings us to Évariste Galois. Galois read Lagrange's papers at the age of 15. He later went on to develop Galois theory. Galois theory relates permutation groups of the roots of polynomials to their solvability.

Sophus Lie developed Lie groups, provide a framework that is similar to Galois theory for studying the symmetries of differential equations.

And that brings us to Emmy Noether. Her paper on "Invariant Variation Problems" applied Lie's work to variational calculus revealing conservation laws applied to Lagrangians.

Emmy Noether and Women's History Month

Coincidentally, during Women's History Month, I'm studying Emmy Noether's work on symmetric groups and conservation laws in physics. There's a great Wikipedia entry on her life and work. I found links to her conservation paper in both English and German at UCLA's Women in Physics site. There are a few books about her life and her theorem that look interesting. I'll be reading "Emmy Noether's Wonderful Theorem" later this month.

She spent her last few years at Bryn Mawr College a few miles from Philadelphia. Her ashes are scattered below the cloisters there. If you'd like to travel to the college, a map and transit information is included below. It turns out that it's pretty simple via SEPTA once you get to Philadelphia.



View Emmy Neother in a larger map

New Mexico Sunset

6th and 7th Grade Math Champs Build Ham Radios... You Can Help!

The following announcement about an awesome program for 6th and 7th graders came through on the RockMite mailing list this morning. Read on to find out how you can help out!

Thirty two "Math Champs" honor students from the 6th and 7th grades at Blaine Middle School in the state of Washington will be building and operating Small Wonder Labs Rock-Mites. The Math Champs represent their school in the Washington State Math Championships. They have finished the first week of their amateur radio program, which is a regular part of their schoolwork – not just an optional after-school activity.

The 32 students each belong to a work group of four students representing a DX country, and they have corresponding mock callsigns which are not currently assigned to any real hams:

Joseph: 3A2JSA, Gavin: 3A2GM, Monika: 3A2MK, Lauren: 3A2LKO, Candace: 9N7CO, Delaney 9N7DN, Kaylee 9N7KM, Darien 9N7DJ, Logan: ET3LN, Chase: ET3CL, Sawyere: ET3SH, Allan: ET3AL, Sarah: HH6SD, Holly: HH6HJ, Andy: HH6AB, Chloe: HH6CF, Kavish: JW5KC, Tayah: JW5TT, Emily: JW5ER, Riley: JW5RF, Jakob: S21JF, Kolby: S21KWS, Spenser: S21SDO, Ian: S21IM, Michael: XW1MB, Jalen: XW1JK, Matt: XW1ME, Zack: XW1ZO, Preston: ZP4PB, Parker: ZP4PB, Greg: ZP4GA, and Ben ZP4BH. Their math teacher sports EY8NH.

The students can recite the Alpha, Bravo, Charlie, Delta alphabet, thanks to instruction from Wayne McFee NB6M. They have started practicing ten Morse characters at a character speed of 20 WPM. For "transmitting" practice, they are singing "dits" and "dahs" for E I S H 5 T M O Ø and sos. Next week, they will add A U V 4 and F to that list. Outside of class, they are listening to those same characters on their home computers using the free G4FON Koch Morse trainer program: http://www.g4fon.net/CW%20Trainer.htm .

So far, the Math Champs have been learning about radio waves, about the relationship between RF wavelength and frequency, and about the whole RF spectrum from ELF through EHF, with special attention to MF, HF, VHF and UHF, where most hams hang out. The Rock-Mite will be their practical window into the world of radio and electronics. They will study the circuit diagram in detail in addition to building their own rigs. Making contacts on equipment which they understand and have built themselves should be especially meaningful.

All of this costs money. Some of you have already made contributions which we very much appreciate. These eager youngsters need your help. If you are wondering how much would be appropriate for this group of 32 students:
$30 will buy one student a Rock-Mite, associated connectors, and a simple wire antenna.
$15 will pay one student's required exam fee.
Whatever you can afford, you will be giving a big boost to these eager future hams.

Lyle Johnson KK7P and Heather Johnson N7DZU have generously offered a dollar-for-dollar challenge grant which will match contributions received at the Blaine Middle School by April 15 up to a total of $500.

All 32 students will be earning their Tech tickets. We'll make sure of that. Some especially ambitious ones who get a big kick out of studying are considering tackling both the Tech and the General Class exams in the same sitting. Most of those aspiring Generals will be building the 14.060 MHz version of the Rock-Mite. The rest will build the 7.030 MHz Rock-Mite.

All contributions are tax deductable.

Please make out your check or money order to Blaine Middle School designated for Math Champs Amateur Radio Program. If you include your name, callsign and mailing address, the school will send you a tax receipt, plus you will receive a special thank you from one of the students after the FCC has issued them callsigns. Maybe you can make a sked to chat with that new ham on the air.

Please address the payments to:
Blaine Middle School
975 H Street
Blaine, WA 98230

Attn: Math Champs Amateur Radio Program

Thanks and 73,
Bruce N7RR

Groups Made Easy: Group Definition

Just recording my notes on learning group theory into a series of short highlight videos.

Around the Lab: Diamagnetic Levitation and the levitating pan

What you're watching below is an example of diamagnetic levitation. The little bench that the coil is sitting on top of is solid aluminum. The coil is about three inches in diameter and contains a few hundred turns of magnet wire. A variac is used to drive the coil with AC current.

When the coil is energized, the alternating current creates an alternating magnetic flux. This flux sets up a counter-emf, (electromotive force) in the space occupied by the aluminum plate. This counter-emf creates a current in the aluminum plate that in turn creates a magnetic field opposing the one created by the coil. The two magnetic fields repel and the coil is levitated. Check out the videos and then check out the newspaper article from the '60s describing the levitational stove.





NEW YORK HERALD-TRIBUNE: Monday, November 21, 1951, pp. 1 & 6

PAN FLOATS IN AIR

In it seven coils of wire on laminated iron cores are contained inside a plywood cabinet of blond mahogany. The magnetic field from these coils induces 'eddy currents' in an aluminium cooking pan nineteen inches in diameter, which interact and lift the pan into space like a miniature 'flying saucer.'

The cooking pan floats about two inches in tha air above the stove in a stabalized condition; 'eddy currents' generate the heat that warms it while the stove top remains cold. The aluminium pan will hold additional pots and it can be used as a griddle. It is, of course, a variation of several other more familiar magnetic repulsion gadgets including the 'mysterious floating metal ball' of science hall exhibits.

Superconductor Meissner Effect Levitation

I came across this video illustrating the Meissner effect with a high temperature superconductor from one of my labs today. Pretty fun! Magnetic fields cannot penetrate a superconductor. In order to prevent the magnetic field of the suspended magnet from entering, the superconductor sets up and opposite magnetic field that suspends the magnet.

Groups Made Easy

If you’re taking quantum mechanics, QCD, quantum field theory, electricity and magnetism, or any of the other physics courses where group theory is often used, but rarely explained, then Groups and Their Graphs by Israel Grossman and Wilhelm Magnus is the book for you. It lays out the basics of group theory in simple easy to understand language. For the more esoteric minded, it even covers quaternions.

I just found this book a few weeks ago and finally picked up my own copy. It’s from a seemingly brilliant series of books called the New Mathematical Library that was started in the ‘60s. The series takes advanced or less than common mathematical concepts and explains them in a manner that is targeted at an audience with high school level math skills. Here’s a quote from the book:

"This book is one of a series written by professional mathematicians in order to make some important mathematical ideas interesting and understandable to a large audience of high school students and laymen. Most of the volumes in the New Mathematical Library cover topics not usually included in the high school curriculum; they vary in difficulty, and, even within a single book, some parts reuire a greater degree of concentration than others. Thus, while the reader needs little technical knowledge to understand most of these books, he will have to make an intellectual effort."

The book uses geometric operations such as rotations and flips on an equilateral triangle to illustrate concepts so far. While it’s easy to understand, it never talks down, or dumbs down concepts. More on this later.

Understanding Spherical Gradients

Previously we looked at where the 1/r term comes from in the gradient in cylindrical coordinates. This time, we're looking at the gradient for spherical coordinates.



The spherical coordinate values are shown in the figure below. The new theta coordinate is another angular coordinate similar to the phi coordinate introduced in the cylindrical system. It's angle sweeps down from the positive z axis of the Cartesian coordinate system to the negative z axis. Theres a another change. Instead of being anchored on the z axis and moving up and down, the r coordinate is anchored permanently at the coordinate origin.



In this coordinate system, the the angle theta and the radial direction sweep out circles in vertical planes similar to the horizontal plane circles discussed in the cylindrical case. Because of this, the theta coordinate has the same 1/r multiplier discussed in the cylindrical case.

phi and r sweep out circles in horizontal planes exactly as in the cylindrical system. But now, the radius of the circles are not just dependent on the value of r anymore. They also depend on the value of theta. If theta is zero radians, then the circle swept out by r and phi is a point, a circle with 0 radius. If theta is pi/2 radians, then the circle swept out by r and phi actually has a radius of r. The figure below shows a view of the relation ship between r and theta. The phi circles are swept out by the radial line with lenght r and angle theta from the z axis.



Because phi no longer sweeps out circles with radius r, but with radius r sin theta, it's element of length change must be modified in the same manner and we get the length factor assciate with the phi coordinate shown in the gradient above.

Understanding Cylindrical Gradients

We’ve previously looked at how to derive divergence for cylindrical coordinates. If you’re like me though, knowing the rather lengthy derivation won’t help you understand or memorize the resulting formula. So, let’s take a look at why the result makes sense.

The formula for the gradient of a function in cylindrical coordinates is:



Why is the factor of 1/r in the phi term? Remember what question the divergence is asking. We want to find out the amount the function changes vs. a small change in distance along each coordinate’s direction. For coordinates that actually correspond to distances, like x, y, and z of Cartesian coordinates, or r and z of cylindrical coordinates, this is straightforward. The change in the coordinate corresponds to the change in distance along the coordinate.


For coordinates that correspond to angles in the cylindrical coordinate system, there’s an extra twist. The direction of phi always points tangent to a circle centered on the z axis. The small change in distance along the phi or theta coordinate direction is actually a distance measured along the circumference of a circle. The figure below helps me see the issue more clearly. A small change in phi at a radius of 1 means a change of distance of phi times the radius, or 1 phi. At a radius of 2, the same small change in phi results in a change along the circumference of 2 phi.



The distance used in finding the amount the function changes per small change in distance along the phi or theta coordinate is equal to the change in phi times the radius where the change in phi or theta occurs.

So, to properly account for the distance along the phi direction, the divergence has to be written as: