Some Of The People Involved In The Early Years:

Boucvalt, Camber, Curtis, & Estes

Editor’s note: Links within this page may take you to a much-less active sister site for secondary schools, the big board-little universe ( http://bblu.org ). Use your “BACK” button to return here.
201-11

Key Questions: In what ways can we envision the universe that could be helpful to students and those of us who are perpetual students? Can we open a discussion and exploration?

Background: We have continued to do an in-depth analysis of the chart (on the left) of the four Planck Base Units (the working numbers). That vertically-scrolled chart became a horizontally-scrolled chart. All of our charts use base-2 exponential notation; the entire universe is encapsulated within 202 doublings.

The initial path to these numbers was first opened up in December 2011 — the Planck Length to the Observable Universe. It was then confirmed in December 2014 when Planck Time to the Age of the Universe was added. That chart raised key questions about our understanding of the very nature of space and time. When the other three Planck base units were added in February 2015, this simple model of the universe raised even more questions; primary among them was about the first 67 notations.

Key People Involved In The Early Years: Three teachers and one student have been instrumental in moving this project along.

  1. The student, Bryce Estes, graduated in 2014 and has since graduated from Nicholls State University in Thibodaux, Louisiana.
  2. A teacher, Cathy Boucvalt of the Curtis School, loves Physics, Chemistry and Biology and is a leading advocate of local and National Science Fairs.
  3. A teacher, Steve Curtis of the Curtis School, covers all mathematics and geometry.
  4. A resource teacher, Bruce Camber, has since moved his operations to the Austin, Texas area; he was driving this exploration at the Curtis School.

This chart on the left was first posted on February 12, 2015. It appears that this conceptual frame of reference had never been the subject of scrutiny within the academic community. A blind spot, one goal of this group is to change that fact. If it is an inappropriate approach, we will need to answer the question, “Why?” and try to understand the nature of a continuum.

Let us all begin to open up the discussions. Open up the analysis and research. Help by being part of the effort.

Other WordPress sites, LinkedIn, Blogger, Facebook, Twitter, and other locations are used to figure out what role this simple, logical, mathematical model can play within our history of concepts.

Please note:

1. In 1957 Kees Boeke did a very limited base-10 progression of just 40 steps; and in July 2014, it was followed up by physicists, Gerard ‘t Hooft and Stefan Vandoren. Base-2 is 3.3333+ times more granular than base-10 plus it mimics cellular reproduction and other natural processes in biology as well as physics and chemistry.

2. For the first few years, the first pages for this project were all on the Small Business School (SBS) website. SBS was a weekly, half-hour television show about best business practices. That website was developed and maintained by Bruce Camber. It was easy and convenient to post our earliest thoughts on that site. So, even today, links may still go to one of those pages. Remember to use your “Back Arrow” to return to your originating page.

3. We will add original pages from all those different sites whenever rediscovered. At some point in time, all the postings will be consolidated and tightened up.

4. Postings will be integrated, edited and organized by topic, title, and timeline. This website was initiated in August 2016 and this page is among the first to be posted.