Sutter, Paul M.

Paul M. Sutter
Institute for Advanced Computational Science
Stony Brook University
Stony Brook, New York
Also: Flatiron Institute, NYC

Articles: Blackholes, 2021; What happened before the Big Bang? (, 2020
ArXiv: There are at least 50 articles. Most recent
Books: • A Sickness in Science (TBA)
• Your Place in the Universe : Understanding Our Big, Messy Existence, Prometheus, Nov 2018
Google Scholar
Homepage (Discovery)
YouTube (there are hundreds!)

Most recent email (an online submission): Wednesday, 4 August 2021 

Love that shot from Nashville, just above the Adventure Science Center in Fort Negley Park. Nashville is a very special place where music and creativity are in abundance. We enjoy Nashville whenever we are there.

Today, I sent an Obama 60th birthday greeting, invited by Valerie Jarrett who asks and answers one key question, “How have you given back to your community?”

I wonder if my response might get their attention: “We’re building a STEM tool by taking all our worldviews to make a highly-integrated, mathematical-and-intellectual view of the universe.”

I hope as we move forward that our view of this universe view includes your view as well!

Second, have you ever thought maybe all those rather adept critics could be right and there never was an infinitely-hot big bang as purported by Hawking and company? A natural inflation driven simply by the thrust of Planck Length, Planck Time, Planck Mass and Planck Charge may seem infinitesimal, yet within one second, within a cold-start start paradigm, there is plenty of heat for the QGP.

First, I have a few questions: May we use that image on our page about your work? If not, I’ll delete it immediately. Here it is here:

I know it sounds impossible, but the numbers are the numbers: And then, one quickly sees that each of the currently defined big bang epochs is easily absorbed by that base-2 expansion:

Best wishes,


Second note, your online window: Wed, Aug 26, 2020 9:51 am

After learning about Zeno, one student in our high school geometry class, said, “Let’s follow Zeno inside the tetrahedron.” I responded, “Great idea; let’s go.”

Each edge gets divided in half. The new vertices are connected. We quickly find a “half-sized” tetrahedron in each corner (four) and an octahedron in the middle. No surprise for us. We then go inside the octahedron, divide the edges by 2, connect those vertices, and discover the six “half-sized” octahedrons in each corner and a tetrahedron in each face (eight of them). Again, we knew about those internal structures of octahedron. Yet, now we also noted the four hexagonal plates around the centerpoint and that those plates are squares and triangles in several different combinations.

Looking around, it became clear to us that we were starting to tile and tessellate the universe. Though we just started, we knew that this was going to be great fun. And, it was. In 45 steps within, we are looking at the particles within particle physics. Now that’s mind boggling. “What a STEM tool,” we think. We keep on going because we learned about the Planck Length in our Physics class and it is defined very carefully with dimensionless constants. Those numbers although an abstraction seem really real, so we keep dividing-by-2.

The students didn’t wait for me. They were already climbing down further within. You won’t believe it but we hit the Planck Wall in just 67 more steps. That’s a total of 112 steps from our classroom model:

That Planck Length may look like a dot, but it has a dimension, a rather symbolic, golden dimension. To validate our work, we decided, “Let’s use the Planck Length and multiply our way back out of here.” We can create a Planck-based universe, so we began multiplying by 2. It was a simple way of checking our work and sure enough, in 112 steps we were back in the classroom inside a tetrahedron exquisitely close in size to our original. We decided to continue to multiply by 2. Now, you won’t believe this, but in just 90 steps we were out on the edges of the universe looking at the current expansion blowing out space-time, mass-energy right there in front of us.

There were just 202 base-2 notations to encapsulate the universe. We said, “Now that is a really cool STEM tool!” We created our first chart of the universe for our classes on December 19, 2011.

Double-checking our work, we asked, “Did we miss anything? Do we have everything, everywhere for all time?” We just assumed that Stephen Hawking and all his friends would just love it. They didn’t. Are you impressed? We were. We were also bummed because nobody had anything good to say. It was a lot of work. Easy, yes, but intense.

What do you make of it?

In 1927 the young Lemaitre started his model cold. If you look at the numbers — — the first second doesn’t pop until the 143rd notation. By that point the temperature goes from close to zero degrees Kelvin in Notation-1 to well over the required temperatures for the quark-gluon plasma. Again, what do you think?  Thanks.


Bruce E. Camber
…along with many other teachers and hundreds of students

First email: Jul 31, 2020, 11:11 AM

Please, please tell us what is wrong with our simple view of the universe? It is base-2 applied to the Planck base units to go from the first instant to the Now in just 202 notations or doublings.

It is hard to believe:
Attempts to grasp the fullness of the numbers: which is also