For this section and all related sections of this blog.
BigBoardlittleuniverse.wordpress.com Editor’s NOTE: Links often open a new tab. Most links (usually in red) go to another WordPress page. Some of the secondary links will go to Wikipedia and some to Small Business School where many of these pages were initially published on the web.
Let us open a discussion and exploration about the ways we can possibly envision the universe that could be helpful to students and those of us who are perpetual students. Let us open this discussion, especially on the web on Facebook, LinkedIn, Blogspot, WordPress, Bing, Plaxo, Twitter, Yahoo, and beyond. Soon Wikipedia will be the right place for such a dialogue!
- Finite or Infinite? Is That The Question?
- Where is the Good in Science, Business, and Religion?
- Did a Quiet Expansion precede the Big Bang?
Touch down on ten different parts of the two charts and get a little overview of both (is back under construction).
There are just 205.11 notations. This table focuses on the Human Scale and notations 67 to 134-138. The Small Scale (1 to 67-69) and Large Scale (134-138 to 205) will follow after the dynamics and substance for the footnotes have been completed for this first table.
Might the Planck Length Be the Next Big Thing? Analyze our work on the Universe Table and the Big Board – little universe.
• Could this work in a high school be by definition the smallest-and-the-biggest-and-possibly-the-most-simple scientific experiment?
A simple question opened a path from the Planck Length (the smallest meaningful measurement of a length) out to the edges of the observable universe (the largest possible measurement of a length) in just 202.34 to 205.11 notations. It all started with simple geometries — looking inside the simple tetrahedron, dividing each of the edges in half, connecting the new vertices, then repeating the process. Obviously an ideal universe, highly-ordered and fully-relational, somewhere between the 101st to 103rd notation, there surely appears to be a concrescence of meaning from both directions. More…
The first iteration was published in January 2012 in its own special section of our Small Business School website.
Version 126.96.36.199 was first used in a classroom on December 19, 2011. It was then published on the web in January 2012 within the our business website for our television series, Small Business School. The current version, 188.8.131.52, was posted in September 15, 2012. Links to the best current research within each notation are being studied to be added.
By clicking on this image and the next, you will then arrive at the largest rendering of the Big Board- little universe on this website.
To invite critical review and collaboration, this article was posted within Wikipedia back in April 2012 yet it was deleted in the first week of May. The original iteration was first published within Small Business School.
We thought, “Something so simple must be too simple. But, at the very least, it should be critically examined.” So, here we undertake a working dialogue. We will create links to others and post their comments and questions.
Joe Kolecki was the first person outside our little group of students to help. Soon after, the Argonne National Laboratory helped a little, too.
This page provides all the numerations from the first Planck Length through all 202.34 doublings.
The background story about how this perception emerged and when it was introduced in high school geometry classes on last day before the Christmas holidays; that was Monday, December 19, 2011.
Universals and constants can be applied to every belief system. If the belief system is unable to accommodate both, then it is incomplete.
The conceptual foundations for this work start with the thrust or energy to make things better or more perfect.
The size of one’s view directly impacts one’s sense of well-being (optimism), creativity (insightfulness) and output (productivity).
This Universe View uses base-2 exponential notation applied to basic geometric structure for a highly integrated, holistic understanding of life, the sciences, and the arts because continuity/order, symmetry/relations, and harmony/dynamics are the core values that drove the initial analysis and now give it meaning and depth.
From simple parameters, we now reach out to the boundaries (points or vertices, lines and faces) and some of the boundary conditions (spin and charge textures). Particularly we begin to hypothesize about the function of the first 60 doublings, layers, notations, and/or steps with all those vertices with each doubling. That is all part of Lesson 2. These page have been developed in light of work done in 1979, much earlier work. It has been waiting for these developments since so many open questions were raised in 1979 at MIT.
There is another related area of this blog which is called BiBo-lu.
Surely you can guess why — it is an area for the lessons for teachers and a follow-up area for the students.
These simple facts help to orient the students and their teachers to simple facts. These are not conjectures or concepts or ideas. These are among the most simple mathematical constructs that are the essential logic for rationale thinking. Over many years simple questions have been asked and simple facts have been learned.
Teachers notes and students assignments are given. The handouts, plastic models, Big Board – little universe charts, pictures and other manipulatables will all be listed. Pictures of the classroom setup will also be provided.
Hypostatics Will Be The Most Speculative Area of this BLOG.
http://hypostatics.WordPress.com will endeavor to explore the first 60 notations. If a theoretical construct can be created in such a manner that it coheres and can meaningful instantiate answers to age-old questions about the mind and consciousness, relativistic aether, and intellectual constructs of great thinkers in areas such as point-free geometry, it will be a contribution to who and why we are.