The Lee-Tseung Lead Out Theory

[Top Gun]

1.1  The punch bag at age 12

Boys are boys.  In Hong Kong, there were many places that one could learn Chinese Boxing.  The relative of one of the team members worked in one of these places.  Tseung et al went there full of excitement.  There were various equipments.  One of them was a heavy punch bag hanging from the ceiling.  Tseung et al punched it in turn.  The punch bag hardly moved.  Tseung then pushed the bag a couple of times.  It swung with a larger and larger angle.  Being a naughty boy, Tseung deliberately stood in the path of the swing and let the punch bag hit him.  The impact really stung him.  He fell on the floor after a couple of staggering steps.

Cartoon figure of Tseung knocked down by punch bag???

Tseung?s first impression was that ? the force hitting him could not have come from the few pushes that he imparted on the punch bag.  The force was too powerful.  They discussed amongst themselves.  They had just started learning Newton?s Laws.  The concept of force, displacement, momentum, work and energy were fresh in their memory.  Tseung said that there was something more than his pushes.  It was his gut feel.  The other team members laughed.  Some of them repeated the experience and became half convinced.  Others joked: ?You just get knocked silly by the punch bag!?  They were at a dead knot and decided to consult their physics teacher.  The physics teacher said, ?It is indeed the energy you supplied added together.  There is nothing mysterious about it.?  Tseung grudgingly accepted the explanation then.  If Tseung had refused to accept the explanation and worked on the mathematics, the Lee-Tseung Lead Out theory could have been discovered 40 years earlier.  In hindsight, any secondary school physics student could have worked out the physics and mathematics of the Lee-Tseung Lead Out theory.

Tseung compared this incident to that of picking up a piece of diamond without recognizing it.  If he had applied the mathematics and physics knowledge he mastered at that time, he might have realized its significance.  Tseung compared that process with the polishing of diamonds.  We all get our share of luck in our lifetime.  Most of us just dropped the opportunity.  Newton was not the first or the only person that saw things dropping to the ground.  Lee Cheung Kin was not the first or the only person that pushed a swing or a pendulum.  What makes Newton develop the Laws of Motion?  What makes Lee develop the Lead Out energy theory with Tseung?

Cartoon figure picking up diamond ? not knowing what to do???

Comments from the Editor and reviewers:

(a)   The motto of the story is that we all have opportunities to pick up unpolished diamonds (or brilliant ideas) in our lifetime.  What kind of training or stimulus must be provided so that we, the average persons, can polish such diamonds (develop such brilliant ideas into useful things).

(b)   The simple act of pushing a Swing must have been done for thousands of years by millions of individuals.  Associating that to extracting energy from gravity involves a link not foreseen by even the famous scientists.  Even after detailed explanation, many are still doubtful.  Some will have to see a working prototype generating electricity in front of them before they can be convinced. 

(c)   We have been brainwashed to thinking that perpetual motion machines are not possible.  Tseung introduced a new concept of lead-out-energy machines.  If we accept it as new, we can understand it easily.  If we lump it or classify it together with the discredited over unity machines, we shall have problems in understanding it.

Any comments from the forum members?  Your comments may be included in a book with sales second to the Bible.

[Top Gun]

1.2  Presenting at the Aviation Club of Wah Yan College

The other incident that has lasting effect on the innovative development of Tseung was his involvement with the Aviation Club at Wah Yan College.

One of the Jesuit priests, the late Father Cunningham, was selected by the USA Navy to say Mass at their warships, including aircraft carriers when these warships stopped over at Hong Kong.  Father Cunningham selected some boys to help him.  Two of them happened to be members of the Tseung team.  The boys were obviously excited about their experience and shared their stories ? including some pictures of the aircrafts.

Cartoon of Boys sharing photographs of aircraft???

At that time, Wah Yan College was promoting additional activities outside school hours.  The School supplied support in terms of use of classrooms, library books and promotion of such activities.  The idea of forming an Aviation Club was accepted.

Tseung was assigned the task of explaining how aircraft can fly to the Aviation Club members.  That subject was not taught in secondary school physics then.  Tseung went to the City Library and discovered some good information in Encyclopedia Britannica.  It was the first time he stepped outside his school to get information.  Nowadays, we can sit in the comfort of our home and hit a few keys at the computer.  Back then, Tseung et al had to take a bus to the Public Library and write down as much information as possible.  Incidentally, Encyclopedias were not allowed to be taken out from the Library.

Tseung spent many hours copying.  The two most important experiments he learned from the Encyclopedia were:
(1)   Blowing air in between two sheets of paper.  Instead of flying part, the two sheets of paper would come together and then separate.  The action would repeat - making a loud flapping sound.  The explanation was that when the air was in motion, the pressure it exerted on the sides would decrease.  The stationary air on top of the top sheet and at the bottom of the bottom sheet would then press the sheets together.  When the sheets were pressed together, the airflow temporarily stopped.  The additional air blowing in would force the two sheets apart.  The airflow would again lower the sideward pressure.  The process would repeat and produce the flapping sound. 
Cartoon of boy blowing air between two sheets of paper

(2)   Blowing air over the top surface of a sheet of paper.  The paper would rise up to the horizontal level.  The explanation was that the pressure of the flowing air would be less than the static pressure of air at the bottom of the sheet.  Thus the static pressure at the bottom surface would push the paper up.  Tseung even quoted that as the Bernoulli?s equation.

Cartoon of boy flowing air over a sheet of paper

The presentation was done with some teachers and higher-level students present.  They gave standing ovation afterwards.  The then Form 2 Tseung became a mini hero.  The many hours of hard work were worth it.

One of the questions raised by a higher-level student was ? pressure was a scalar quantity and had no direction.  The explanation by Tseung associating pressure with direction was faulty.  The physics teacher commented that even though the Tseung explanation was not perfect, the effort from such a 13 year old was commendable.

That question of pressure as a scalar quantity remained as a shadow in the minds of Tseung.  He took it up at BSc and then at MSc level at University.  He believed he finally understood it after he completed his Kinetic Theory of Gases in Motion after his retirement some 40 years later.  This topic of Kinetic Theory of Gases in Motion will be covered in a later chapter and will have important impact in aerodynamics and Flying Saucers.

Comments from the Editor:

(a)   The motto of this story is that one can pick up knowledge from channels other than schools.  Never make the excuse of ? this has not been taught yet.  If something is important, learn it.  Another important motto is ? you must be absolutely clear on every detail.  If one detail is fuzzy, it may be the diamond waiting to be polished.

(b)   I always find the interchanging of vector and scalar quantities puzzling.  Pressure is force divided by area.  Force definitely has direction.  Why would the division by area take away the direction element?  Can scientists be wrong for Centuries?  Do we have to introduce a new thing for pressure?  Do we need to consider pressure of a moving fluid having 6 directional elements?  Do we really need to consider Px. P-x, Py, P-y, Pz and P-z?  Are the existing textbooks on fluid mechanics wrong?

(c)   If someone comes to me and claims that ?pressure as taught in fluid mechanics? is wrong, my first reaction is to send him away.  If this someone is the now celebrated Tseung, my reaction will be different.  The same words presented by different individuals will have different impact.

[Top Gun]

1.3  The Winning of the Logical Thinking Challenge

The incident that made Tseung think that he was special was the winning of the Logical Thinking Challenge.  During one of those periods after the school examination and before the teachers finish marking the examination papers, the teachers and students were allowed ?free time? to discuss non-textbook related topics.  One of the teachers gave the following logical thinking challenge.

In this challenge, there were three very bright students.  There were five hats.  Three hats were red and two hats were yellow.  A student could see the color of the hats of the other two students but not his own.  The students were asked to logically deduce the color of his hat.

In the challenge, many students said they simply guessed.  The chance of guessing right was 50%.  The teacher said that that was not good enough.  He mentioned something like the logic of elimination.  Most other students did not know what that means.  Tseung had the inspiration to imagine that he saw two yellow hats.  He thought, ?If I see two yellow hats, the hat on my head must be red.?  He then paused and thought, ?If I see one yellow hat and one red hat, how should I react??

The logical answer was to stare at the student with the red hat.  If that student saw two yellow hats, he would have screamed that he was wearing a red hat.  If all the three students were bright and they all remain salient for some time, the chance of any of the students seeing one red hat and one yellow hat would be low.  Thus the logical deduction is that Tseung was wearing a red head.

The teacher explained that this was a special branch of logic.  One saw two red hats.  But one should step back and assumed that one saw two yellow hats!  Sometimes we had to ignore what our eyes saw and imagine the various possibilities.  For example, if we saw some hungry children, the obvious solution was to try to find food for them.  We might even blame their parents or the draught etc.  We might easily overlook the deeper reasons of ignorance in agriculture or resource distribution.

When Tseung met that challenge, his teacher and his classmates used the term genius on him.  He developed the feeling that he was intellectually above others.  He was motivated to meet challenges.  One example was to do the most difficult problems in the mathematics textbooks and in the previous public examination papers. That inner confidence remained with him for the rest of his life.
He was also willing to imagine things that did not happen or have not happened yet.  Much of the economic views later on in life were from such assumptions or imaginations.  Some people called him a dreamer but they also accepted that there was always logic in his dreams.

Comments from the Editor and reviewers:

(a)   Achieving something special is one of the biggest confidence builders.  For example, if one wins a gold medal in Olympics, one will never feel inferior.  Can we provide opportunities for our youngster to achieve the impossible?  Should we provide both mini-obstacles?  Should we provide major hurdles?  Should we provide both?

(b)   Should we make a student feel superior and become an innovator ? willing to explore the unknown?  Should we emphasize teamwork and equality - no one should be above others?  We know that China is successful and wins many gold medals in Olympics because it has special schools for its athletes.  Should we have special schools for our innovators?  Would summer camps be enough?

(c)   I view encouragement is like giving a tennis racquet to a youngster and says: ?You may become a tennis champion someday.?  The act of giving the tennis racquet is a good encouragement.  But we must have the follow-up action of many hours of coaching, playing, competing etc.  The Educators must think through all the steps to train the innovators.  A single innovator can potentially change the entire world.

What is the correct word for this branch of logic?

[Top Gun]

1.4  The first puppy love and its lasting impact

Tseung was in a boy?s only school.  His first puppy love would not be his classmates.  That lucky or unlucky girl turned out to be a poor fishing boat girl.  Tseung?s father enjoyed fishing and bought a fishing yacht to go fishing every weekend.  He hired a fishing family to take care of the yacht and accompany him on the fishing trips.  Tseung enjoyed fishing too.  But one of his secrets was that he wanted to see the fishing family girl who was a year younger.

Tseung enjoyed competing with the girl on how many fishes they could catch.  The girl was the winner most of the time.  The fishing family was poor and could not afford secondary school education for the daughter.  The girl first worked as a domestic help and then in the factories.  She came back to help her family at weekends.

Tseung never had any sex education at the Catholic school.  He did not realize that the sexual urge was a natural thing for all youngsters.  He dreamt about the girl at night and hated himself when he maculated.  He felt that it was a sin.  That bordered him for a long time.  They did much fishing and some swimming together.  In fact, Tseung mastered his swimming because of the girl.

Tseung went into the water often as his father had the yacht.  He never had any formal swimming lessons and just played.  He could keep himself afloat and did doggie motions with his head above water all the time.  One day, the girl said, ?Let us swim from the yacht to the beach.?  She then led the way.  Tseung had no choice but to actually swim.  He never managed to put his head under water and then raise his head to breathe before.  To the total surprise and delight of Tseung, he succeeded and even overtook the girl.  It was the first time that he realized with the right motivation and encouragement, miracles could happen.

Tseung often asked the question ? if the girl had the same opportunity to attend secondary school and university, what would have happened?  This led to his innovative conceptualization of Mutual Credits and his friendliness to people less fortunate than himself.  Tseung now believes that he can bring infinite wealth to the World.  Poverty and ignorance will be a thing of the past.  Gravitational or electron motion energy is effectively infinite.  Can they be translated to infinite wealth?  Modern wealth is the quality and quantity of meaningful economic activities.  Can these activities be infinite?

Comments from the Editor:

(a)   Confucius said that food and sex were human nature.  In the traditional Chinese Culture, there is no problem talking about food.  However, talking about sex is a completely different matter.  In the Catholic Boy?s School attended by Tseung, that must have been a forbidden subject.  What should be the correct sex education for our youngsters?

(b)   Tseung also experienced the powerful urge to show off to someone he secretly loves or adores.  Should this be another tool to be mastered by the educators?

[Top Gun]

1.5 First hint that History taught at different Countries are different

After Tseung passed the Hong Kong School Certificate Examination, he went to England to join his brothers for continued education.  Hong Kong was a British Colony at that time.  There was a general conception or misconception that the educational system in England was very much more superior than that in Hong Kong.  Many wealthy families sent their children aboard to increase their worth.  The Chinese saying at that time was ? one needed to dip in seawater if one wanted to succeed in the high society.  Tseung?s family was no exception.

At the interview with the Headmaster of the Sutton Grammar School, Tseung did miserably.  He could not present a confident Tseung.  He uttered and sweated.  When the Headmaster asked him whether he was confident in continuing his education in the esteemed school, Tseung tried to be humble and said, ?I shall try my best.?  Tseung should have learned that in any interview, he ought to show his absolute best.  The Headmaster then placed Tseung with the Transistors.  Transistors were basically Form 5 Students who did well and might have passed one or two O-level examinations.

In England, a Secondary School Student could take an O-level examination for one or more subjects before his Form 5 graduation.  Whereas in Hong Kong then, the average student needed to take examination on 8 or 9 subjects at the same time.  The O-level examinations in England were conducted every 6 months.

Within weeks, Tseung realized that he was effectively repeating Form 5.  He was too timid to approach the Headmaster.  Instead, he applied to take both O-level and A-level examinations at the earliest opportunity which was 3 months after he joined the school.  He chose 5 O-level science subjects and A-level Chinese.  The result shocked the Headmaster.  Every subject including A-level Chinese was Distinctions (or the top grade).  Tseung then applied to take A-level Pure Mathematics to complete the minimum University requirement (5 O-level and 2 A-level subjects).  The Headmaster allowed Tseung to take A-level Pure Mathematics classes and to skip the O-level Classes totally.

Within weeks, Tseung was the top in the A-Level Pure Mathematics class.  He studied on his own and learned the topics well before the teacher taught them in class.  He became argumentative and did not make any friends.  The incident that caused disharmony was the discussion of why Hong Kong became a British Colony.

When Tseung was in Hong Kong, he learned that Hong Kong was ceded to England as a result of the opium war.  England sold opium to China.  China wanted to stop that.  China seized and burnt the opium.  England then sent the navy and defeated the Ching Army.  Hong Kong was ceded to England as a result.  Tseung got into an argument with the English students.  The English students said that their history textbooks never mentioned opium.  England just needed a port so that their merchants could rest on their world trade.  Tseung then read their history books.  The English students were right.  Opium was never mentioned.  They then went to see the English teacher.

The English teacher said, ?England is a noble nation.  England never traded and will never trade something evil like opium.  It is all communist propaganda.?

It was a big shock for Tseung.  He started to lose confidence in authority.  The textbooks meant nothing.  They did not always contain the truth.  The winners wrote history.  They wrote their point of view.  They could omit any fact or incident.  They could interpret whatever they wanted.  This point of view affected Tseung immensely.  He started to doubt the authorities.  His doubts spreaded to Economic textbooks and then later to Science textbooks.  He never believed in politicians and economists.  Later in life, when President George v Bush invaded Iraq on the false CIA information that Iraq had weapons of mass destruction, Tseung publicly objected.  He went back to Hong Kong and China as a protest. 

Comments from the Editor and reviewers:

(a)   One of the biggest obstacles to innovation was the blind acceptance of so called truth.  The most famous story was Galileo claiming that the Earth was round.  The authority at that time was the Church who claimed that the Earth was flat.  The Pope was supposed to be infallible.  His words were undeniable truths as God guided him.

(b)   Tseung faced similar obstacles when he first presented the Lee-Tseung Lead Out Theory.  Some scientist and patent examiners dismissed him totally.  They blinded quoted the Law of Conservation of Energy.  Some of the juicy discussions can be seen in the over unity discussion forum under the Lee-Tseung Lead Out theory thread (http://www.overunity.com).

(c)   Should we always present history from the two different points of view ? that of the winner and that of the loser?  How would such textbooks be different from the ones used in schools today?(d)   Innovators will step into uncharted territories for the rest of us?  How should we equip them?  Should we just send them in empty-handed and just say good luck?  Or should we equip them with the best tools and the best backup support?  What are these tools and what are the backup support?