###### 1. The people within the geometry and science classes in a New Orleans high school

2. An Overview: A conceptual evolution of the project. Our initial overview in 2012

3. The Challenge: How can big bang cosmology and our quiet expansion be reconciled?

## The 202 doublings of the Planck Length rendered a highly-integrated, mathematical model of the universe, but, does it make any sense?

##### Initial Post: 19 December 2011 Most recent update: December 2019 Today’s Homepage

**Introduction**

In December 2011 two teachers and about 80 high school students rather naïvely began to explore a geometric progression that first went down in size to the Planck Length then reversed to go back up all the way to the Observable Universe (most links open a tab or window and go to an in-depth Wikipedia page). It seemed like it could be a powerful STEM tool.

The first chart to be developed, pictured on the left, measures 60×11 inches. It is a view of the entire universe and has just over 200 doublings (dividing or multiplying by 2, over and over again). Thinking that this simple math was already part of academic work, a two-year search did not find any references to the powers of 2 (or doublings), plus *the Planck Length*. [1]

In that time, asking around locally and then globally, many people were puzzled and asked, “Why haven’t we seen a base-2 scale of the universe before now?”

**An Integrated Universe View**

Dubbed ** Big Board – little universe**, this project started as a curiosity; today, it is an on-going study to analyze and develop the logic and potential links from their simple mathematics to all the current mathematics that define the universe, all its parts, everything from everywhere, and from the beginning of time to this very moment in time. Their hope is that this simple logic has simple links to real realities. Their standing invitation is,

*Open To Everyone*, to help. This chart follows the progressions from the smallest to the largest possible measurement of a length. Subsequent charts engage the other Planck base units. With more questions than answers, this group is trying to grasp the logic flows in light of current academic-scientific research.

**Making a little progress**

Yes, on December 19, 2011 the geometry classes in a New Orleans high school were introduced to the chart just above (Planck Length to the Observable Universe). In December 2014 they began to track Planck Time to the Age of the Universe. As they added other Planck base units, it became obvious that a horizontally-scrolled chart was needed to follow all the data more easily. Along that path they began to question the big bang theory, especially the first four epochs — Planck Epoch, Grand Unification Epoch, Inflationary Epoch, and Electroweak Epoch because* *they had a natural inflation and quiet expansion. It is not from an “*infinitely hot point.” *So, of course, their work on this model of the universe continues and questions abound. These students ask, “What is the largest possible continuity equation?”

This first chart is very early work.

**What’s next?**

They ask, “Where are the informed critics to tell us where we are going wrong?” One rather brilliant, young physicist told them that the concept for this project is idiosyncratic. They quickly learned how right he was. Nobel laureates and scholars of the highest caliber were asked, “What is wrong with our picture? Where is our fallacy of misplaced concreteness?” The group is slowly analyzing the logic and developing their thoughts as web postings with the hope that somebody will say, “That’s wrong” and be able to tell them in what ways they have failed logically or mathematically.

* If not wrong, the extension of their basic logic could begin to yield rather far-reaching results*. For example, the big bang theory could get a special addendum, the first 67 notations. That would make it simple, symmetric (entirely relational), predictive, and totally other. The entire universe could get an infrastructure of geometries whereby many issues in physics, chemistry and biology could be redressed. The finite-infinite relation is opened for new inquiries. In this model of the universe, time-and-space are derivative of two quantitative qualities of infinity and light: continuity-and-symmetry. As a result, these derivative relations begin to have an inherent qualitative or value structure. If so, ethics and the studies of the Mind (the discernment of qualities) just might, for the first time in history, become part of a scientific-mathematical continuum. A rather different definition of the individual may emerge whereby people are simultaneously defined within the small scale, human scale, and large scale universe (yes, perhaps even by each notation!). Embracing a different sense of the nature of space and time by which both are localized by notation is surely enough; yet there will always be more. There are many

*working postings*that have been written since their first chart; all of it needs constant updating. Many can be found through the top navigation bar option, INDEX.

Notes, lesson plans and posts (and all new posts) are being consolidated and linked from this homepage. Now called, *The Big Board – little universe Project,* it is a Science-Technology-Engineering-Mathematics (STEM) application. Other secondary schools from around the city were invited to join the exploration.

The earliest postings and blogs were done by Bruce Camber within a section of his website — SmallBusinessSchool.org. That site supports a television series, Small Business School, that he and his wife, Hattie Bryant, started. It aired for 50+ seasons on most *PBS-TV* stations throughout the USA and on thousands around the world via the* Voice of America*-TV affiliates.

Articles and blogs have been posted on WordPress, LinkedIn, Blogger, and Facebook (often those links open in new windows). An April 2012 article, formatted for and displayed within Wikipedia for a few weeks, was deleted on May 2, 2012 as “original research” by highly-specialized Wikipedia editors. Only then did this little group of teachers and students finally begin to believe that base-2 notation had not already been applied to the Planck base units. And, as they have grown in their analyses, it has become increasingly clear that this area of simple math and simple logic is a relatively new exploration and that notations 1-to-67 may be a key to unlock a new understanding of the nature of physical reality.

The challenge is *to study* the logic flow within their many charts, all based on the Planck base units, both up and down and across, *to build* on the question, *“Is this simple logic consistent?* What does it imply about the nature of the universe?”

**So, even now, there is much more to come**. At the end of the year, 2015, a Lettermanesque Top Ten was added. In January 2016 an article, *Constructing the Universe from Scratch*, emerged. In April 2016 the horizontally-scrolled chart provided a better sense of the flow and of phase transitions. Still a “rough draft” this project has a long way to go! Bruce Camber says, “*You are most welcome to add your ideas and insights!*”

[1] **Footnote**: In 1957 Kees Boeke did a base-10 progression in just 40 steps. It has become very well-known through books, films, and online demonstrations.

In July 2014, physicists, Gerard ‘t Hooft and Stefan Vandoren wrote a scholarly update using base-10. Notwithstanding, base-2 is 3.3333+ times more granular than base-10. Plus, base-2 mimics cellular reproduction, cubic close-packing of equal spheres, and other naturally bifurcating processes in mathematics, physics, chemistry, biology, topology, botany, architecture, cellular automaton and information theory; it has a geometry; it has the Planck base units, and, it has a simple logic and so much more.

**Home 10 About Contact Index Letters Logic spec time 81018**

**Please note**. There are several related websites for this project. The primary sites are:

• **http://81018.com** 81018 – This site is for on-going research and development.

• **http://bblu.org** Big Board-little universe is to relate this work to STEM programs in secondary schools.

• **http://quietexpansion.com Quiet Expansion **is for more personal reflections.

**• http://SmallBusinessSchool.org** The original site where many of these pages were first posted.

There is a duplication of pages and overlapping links between these sites. There are also numerous other web pages that have been developed over the years. Please bear with us as everything related to this simple base-2 model is consolidated within the first three primary sites listed above.

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**Key List of Contacts**: https://81018.com/alphabetical/

**Introductions to the website**:

Overview: https://81018.com/finite-to-infinite/

An Expanded Overview: https://81018.com/relations/

As a study group program: https://81018.com/s3a/

2016 homepage: https://81018.com/2016/10/16/infinite/

The current homepage is always: http://81018.com

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