You Are Warmly Invited To Become Involved.

BBLU5PBUThis project is bigger than the people currently working within it. To move this project into high gear, we tried doing a Kickstarter program (December 2015) to raise awareness, to build a larger team and support structure, and to initiate pilot programs in 100 high schools across the USA.

That program did not work out but it has pushed us to find ways for others to participate.

Please come in and test the waters:

  • Founding Contributor:  Write. Recommend.  Raise awareness.  Your voice is heard and you encourage the project to go forward. If you are involved with secondary education, our short term goal is to have 100 high schools adopt the program as a Science-Technology-Engineering-Mathematics (STEM) project.
  • Founding Associate:  There are many substantial projects within the larger project. The STEM Education Project will involve at least one person per school.  That could be you.  The project has been successfully tested with an Advanced Placement sixth-grade class.  It has also been used with all ages of high school students (7th-12th grades).
  • Research Associate:  There are just over 201 notations.  Each notation will require a team of experts who uniquely understand something about just one notation. We invite scholars and perpetual research students to help.

In teaching a high school geometry class, we backed into developing a teaching tool to bring students deeply within the current debates about the theory of everything. This project, however, is not a theory; it is simple math, simple logic, and an extension of the Planck Base Units.  It is a great platform from which to discuss TOEs, to engage the research at CERN in Geneva, and to probe the 2MASS Redshift Survey (2MRS) and other programs within astrophysics.

 

 

 

Of course we just may be wrong.

A working draft
First posted:  December 8, 2015
Most recent update: Sunday, 25 September 2016 (Yes, still in process, still being updated!)

Please note:  All links open a new tab or window.

It was inevitable. Our little Big Board-little universe model is getting rammed by the big bang theory and its illusive black holes.

In September 2014 I tested an idea: “Did a Quiet Expansion Precede the Big Bang?” There seemed to be some credible scientific questioning by respected scientists about the cosmology of the big bang theory. Also, given that academia had never wrestled with base-2 exponential notation from Planck Length and Planck Time to the Edge of the Universe and the Age of the Universe (respectively), we thought there was a possibility that the big bang cosmology was a bit upside-down. Yet, our simple challenge from our simple perspective was still quite young and admittedly naïve; we knew we would not, and could not, be a serious challenge to one of the most formidable theories in science. But then on November 26, 2015, an article in AAAS Science magazine (DOI: 10.1126/science.aad1182) raised fascinating questions within black hole physics; it has become entirely obvious to go forward with the Big Board – little universe model, we must engage the entire history of big bang cosmology and ultimately every related facet within its astrophysics. It is such a daunting task, one would be inclined to give up quickly. But, logic is logic; simplicity is simplicity. We’ll take it one slow step at a time.

Nevertheless, we just may be wrong. Let me review our work a little more.

Using our very simple logic, simple mathematics (power of two) and the Planck base units, we developed our first charts with somewhere just over 202 notations. Our emphasis had been on just the Planck Length. Rather sweetly, that first chart had placed humanity in the center of the 202+ notations. In December 2014, we plotted Planck Time side-by-side with the Planck Length and followed it out to 13.78 to 13.81 billion years. Now our charts logically included everything, everywhere, throughout all time. Yet, our known universe and the entire history of humanity were all within notation 202 (possibly including a bit of 201). Human life and history are barely a speck within those 13.78+ billion years of this universe. Though the Planck Time chart offered many new insights and raised some hard questions, in February 2015, with the addition of the other three Planck base units, mass – charge – temperature, even more difficult questions were raised.

The placement of Planck Temperature was such a key question. Does it begin simply or does it begin with a bang, a full bore, the hottest of the hot?  And, if it starts with the other Planck numbers, does it continue to double from there?  The universe is getting warmer, but not quite that warm!  And, of course, the opposite makes no logical sense; the universe is not getting cooler. So, we wonder, “Maybe our progression is a straw man. Maybe it should be ignored.”

As we studied the progression of the others, we asked “Is there any inherent logic anywhere?” [A later analysis seems to suggest there is.]

The first number that provides us with a commonsense experience is Planck Mass. At the 31st notation we see that the total mass of the universe is now up to 103 pounds or 46.702 kilograms.  With the other units so small, there does appear to be a certain simple logic to it all. At the 67th notation, with the first instances of physicality, the weight of the universe is now over 3.21196×1012 kg (or 7.08115968×1012 pounds). Yes, and there is a certain logic to that, too.

The temperature scale is the key. We know there is order in the universe. Yet, the Planck Temperature makes it a special challenge. Some scientists claim if we were to start it with the other Planck base units, it is already hotter than the sum total of the universe. So, we reversed-order its progression. While the other Planck base units are doubling from the bottom up, the Planck Temperature started at notation 202 and is divided-by-2 from the top down.  It just so happens between notations 104 and 103, very much within the primary human scale, the temperature is 310K which is 98.33°F or 36.85° C.

The logic within the time column suggests that the history of discussions about a variable speed of light could be reviewed in light of this model of the universe.  Though most of the figures within the column can not be tested, there may be logical constructs that could suggest something about the overall cogency of the model.

That AAAS Science magazine article, placed within the context of the list of unsolved problems in physics and mathematics, posses a challenge to us, yet certainly no more than those larger lists of unsolved problems.

We’ll stop here for awhile to see what holds water.

Thank you.  -Bruce Camber

What Did We Ever Do Without Our Universe View?

1957: The Beginnings of a somewhat Integrated Universe View

In 1957 Kees Boeke’s book, Cosmic Vision, The Universe in 40 Jumps, was published; it was the first integrated view of the known universe. He could have but did not engage the Planck base units. He could have, but did not consider any geometric calculations. Yet, he did get the attention of prominent scientists including Nobel-laureate, Arthur Compton. Thereafter, the Eames film, the Phylis and Philip Morrison book, Powers of Ten, the IMAX (Smithsonian) movie (guide), and the Huang’s scale of the universe opened this conceptual door for anyone who chose to walk through it.  Anyone could begin to have an integrated view using base-10 notation of the entire universe. It was a fundamental paradigm shift; all the attention given to it has been justified.

Most of the world’s people live within what we might call, their OwnView.  Even though subjective and often quite naïve, the elitists and the solipsistic and narcissistic among us, lift up that view as the best view, the only view, and/or the right view.

If and when we start to grow up, spread our wings and begin to explore beyond our horizons, we develop an objective view of the world.  As we integrate more and more facets of our subjective and objective views, it begins to qualify as a WorldView (in the spirit of the old Weltanschauung).

In light of Boeke’s work, the next step for all of us is to bring whatever WorldView we have, and see how it fits and works within a view of the entire universe. Kees Boeke’s work is historically the very first UniverseView. Although Boeke only had 40 jumps and used base-10 exponential notation, it is still the first systematic view of the entire Universe.

2011:  A Second Universe View Emerges From Another High School

A high school geometry class just up river from the French Quarter of New Orleans developed what appears to be the second systematic UniverseView.  It is quite a bit more granular than Boeke’s work and it originated from the students’ work with simple embedded and nested geometries. Using base-2 exponential notation this  group emerged with about 202+ doublings, layers, notations, or steps from the Planck Length  to the Observable Universe.  Eventually beside each length, the calculations from the Planck Time out to the Age of the Universe were added.

This fully-integrated UniverseView first emerged in December 2011 and was officially dubbed, “Big Board – little universe.” One of the initial boards was over eight feet high and the second and third generations were around 60 inches high.  The entire universe, mathematically-and-geometrically related within 200 or so notations, seemed to bring the universe down to a manageable size!

Now, what do we do with it?

The first thought was that this UniverseView with its 200+ notations could be a good container for Science-Technology-Engineering-Mathematics (STEM) education.  It puts everything in the known universe within a simple ordering system.  Then, in January 2012, in the process of trying to find scholarly references to understand the foundations of their work, the students and their teachers discovered Kees Boeke.  In so many ways, it was a vindication — “Somebody had been here before us.”  Yet, even with all the fanfare around Boeke’s work, not too much was done to extract meaning from that model.

The base-2 model is quite different. It has simple geometries and a more granular mathematics.  The students and teachers thought this ordering system might help to answer those historic queries by Immanuel Kant about (1) who we are, (2) why we are, (3) where we are going, and (4)  the meaning and value of life.

Given this model has a starting point and an end point, the students and teachers opted to see the universe as finite.  Always encouraging students to go deeper in their understanding of mathematics, their teacher, Bruce Camber, commented To engage the Infinite it appears that we hold the objective and subjective in a creative balance and that balance is called geometry, calculus and algebra through which we can more fully discover relations.”

Boeke’s base-10 work has an important role in history.  It gave the human family a starting point to see an ordered universe.  The base-2 model takes the next step. Instead of just adding or subtracting zeroes, it adds 3.333 times more steps or doublings. It provides more data to explore the simplest continuities, relations and dynamics within and between each notation.  Base-2 is the heart and spirit of cellular division, chemical bonding, complexification (1 & 2), and bifurcation.

Perhaps it is here that the academic community might begin to create a truly relational, integrated and functional UniverseView. Surely it is here that we find the rough-and-tumble within science.

So, although base-2 UniverseView is the second UniverseView, it seems to hold some promise.  And though these are preliminary models,  just a crack in the doorway, what a sweet and simple opening it is.  Perhaps Kepler would be proud.

This high school group is now just starting to discover the work of  real-and-graciously-open scholars.  With the help of this larger academic community, our work just might  somehow capture the spirit of one of the world great physicists throughout history, John Wheeler, when he said, “Behind it all is surely an idea so simple, so beautiful, that when we grasp it — in a decade, a century, or a millennium — we will all say to each other, how could it have been otherwise? How could we have been so stupid for so long?”