Time & Light Dilation in Black Hole-An Understanding of the Known and Unknown Facts

Understanding time has been quite a challenge for human being. Though we in general understand time but its implication for physics and the universe just make things very murky. In this paper we will discuss what is the relevance of time in the study of astronomy and how it impacts the Universe. The great physicist Einstein has to be credited for introducing Time as one of the dimensions and after that the whole concept of looking into time has totally changed. We have understood space and time have an integral collaborative part to play in the vast Universe. Not only that through general relativity we have seen how time interacts with gravity and how time can be distorted by gravity. From the simple watch on our hand time has taken a great leap and made a mark of its own. Not to say the behaviour of time in certain celestial bodies still makes us wonder are we missing some aspect of time. Time acts peculiarly inside a Black Hole and forget Singularity as the concept itself puzzles our knowledge of physics. The concept of time as one of the dimensions has opened a lot of new avenues of re-search but also has bought with its lot of unanswered questions. It does not stop here when we try to analyse past, present and future with time though theoretically may be very easy to understand but once we add physics into its things get a bit complicated. The stars that we see in the night sky is actually past whereas the person travelling in space is future and we are present. This paper will try to see if events can be placed in time and how light brings those events into our understanding. It must be understood that any event that is observed by human beings is due to the fact that light is falling on that object. In Big Bang several events happened in the beginning before the commencement of photon or light that does not mean time had not started. So, it is clear that light and time is not correlated though for human beings to look into an event light is of course needed. This paper will try to analyses the time and light dilation in a Black Hole and how that influences the concept of time. Also, this paper will try to understand how much more research is required to understand the whole concept of light, time and Black Hole.

The “Naked Electron”

The true sources of magnetic field, i.e., real magnetic poles (magnetic charges), turned out to be unrecognized in physical science due to the special conditions of their confinement in atoms and substance which are cardinally different from the confinement of electrons. In addition, Maxwell’s vicious electromagnetic concept in which electrons moving in atoms and substance were declared as direct sources of the magnetic field played a very negative role in story with confession of real magnetic charges. This concept was the result of the superficial and exceptionally erroneous impression of the Great Physicist from the Oersted’s famous experience. However, the world scientific community accepted this erroneous impression as the ultimate truth. Herewith true magnetic poles which are the real structural components of atoms and substances, were “buried alive”. Along with magnetic charges were ignored in physics and of such real spinor particles as true antielectrons, which were replaced by electron vacancies or Dirac holes. It is important to note that the above-recognized unacknowledged, spinor particles, together with electrons, constitute the electromagnetic atomic shells. The world electromagnetic theory, while ignoring the three fundamental particles, was forced to rely solely on the electron, which in modifications of various theoretical surrogates (magnetic moments, electronic vacancies and others) was forced to answer both for itself and for three unrecognized fundamental particles, that is, for two magnetic charges (magneton and antimagneton) and a real antielectron.

The Electrical Magnetism of Maxwell (1873) Is the “Crooked Mirror” of Physical Science

The concept of the electric magnetism Maxwell (1873) is a result of the superficial and exceptionally erroneous impression of Great Physicist from the well-known experience of Oersted. However the world scientific community adopted this erroneous impression as the ultimate truth and, following Maxwell, declared the moving electric charges to be direct sources of the magnetic field. At same time, the true sources of the magnetic field the magnetic poles (magnetic charges) which are the real structural components of atoms and substance, were “buried alive”. Such theoretical discoveries as the curvature of four-dimensional space-time, explaining the physics of gravity, the big bang, the journey through “Black holes” in space and time, and many others, are well known. All these discoveries were formed without taking into account the existence of real magnetic poles (magnetic charges) since were based on the provisions of Maxwell’s flawed electromagnetic concept. The main reason which for more than 100 years inhibits the detection and recognition of real magnetic charges, are the special conditions of their confinement in a substance that are radically in the substance different from confinement of electrons. The results the experiments of F. Ehrenhaft, the present author and others in which of real magnetic charges were observed in the structures of atoms and substance prove that the existing concept of electric magnetism is deeply erroneous, and the fundamental change in physical priorities is the most important task today. Physical science, freed from vicious EM-concept of Maxwell and the accompanying relativism will offer humanity innovations in the form of practically useful physical effects and manifestations. This article presents 11 such innovations discovered by the author when embedded into the representations of real magnetic charges including, example, the electromagnetic (vortex) nature of the gravitational field, as well as the effects of Gravitational levitation and Intra-atomic gravitational shielding (IAGS). The first effect allows, for example, a person to go out into space without the use of jet thrust. The IAGS effect largely determines the physics of such fundamental manifestations as the chemical bonding, nuclear forces, and radioactivity.

Richard Feynman: The Consensual Sublime

Richard Feynman was a fox, not a hedgehog: he did not know one big thing; instead, he knew many things. He was an inspired tinkerer, a Thomas Edison of theoretical science. Still, like Leo Tolstoy, he yearned to be a hedgehog. Feynman’s vision was like Tolstoy’s: “scrupulously empirical, rational, tough-minded and realistic. But its emotional cause is a passionate desire for a monistic vision of life on the part of the fox bitterly intent on seeing in the manner of the hedgehog.” This difference extends to method and attitude. While the great physicist Hans Bethe, Feynman’s frequent working companion at Los Alamos, proceeded deliberately in any argument between them, Feynman “was as likely to begin in the middle or at the end, and jump back and forth until he had convinced himself he was right (or wrong).” It was a contest between “the Battleship and the Mosquito Boat,” a small, lightly armed torpedo vessel. From 1948 to 1958, Feynman enjoyed triumph after triumph. To a former student, Koichi Mano, Feynman wrote: “You met me at the peak of my career when I seemed to you to be concerned with problems close to the gods.” Working on these problems, Feynman reflects a general conviction typical of successful scientists. Another scientist says what Richard Feynman might have: “There’s nothing I’d rather do. In fact my boy says I am paid for playing. He’s right. In other words if I had an income I’d do just what I’m doing now. I’m one of the people who has found what he wanted to do. At night when you can’t sleep you think about your problems. You work on holidays and Sundays. It’s fun. Research is fun. By and large it’s a very pleasant existence.” Problems close to the gods are their gift, but the gods are capricious. This is why for many geniuses, being a genius is a career as brief as an athlete’s. For most, as for Feynman, a dreaded day arrives: the great insights stop coming. The marvelous decade having passed, Feynman tells his student Mano that he turned to “innumerable problems you would call humble.”

Conference in Honour of the 90th Birthday of Freeman Dyson

Professor Freeman Dyson, a great physicist, thinker and futurist, has been very active in scientific, literary and public policy activities throughout his career. He has won numerous notable awards, including the Enrico Fermi Award, the Templeton Prize, the Wolf Prize, the Pomeranchuk Prize, and the Henri Poincaré Prize. Many Nobel Laureates and eminent scientists have high regard for him.

Contemporary Issues in Teaching and Learning with Technology

To speak of contemporary issues in instructional technology is like counting wave crests in a stormy ocean: they are changing quickly all the time. New technologies and new issues present themselves daily. Educators struggle with both the instructional integration of computing and developing the skills and knowledge necessary to use technology effectively (Lipscomb & Doppen, 2005). Why, after over 30 years of having computers in schools, are educators still having such difficulties? Today’s population is much more accustom to electronics, yet knowledge is weak, concepts are misunderstood, and the difficulties of teaching with technology seem as serious and convoluted today as ever before. The great physicist and thinker, Richard Feynman, offered some critical comments about the challenges of educators. “What happens is that you get all kinds of statements of fact about education, about sociology, even psychology — all kinds of things which are, I’d say, pseudoscience” (Feynman, 1999, p. 242). Today, we understand “more about education [but] the test scores are going down…we just don’t understand it at all. It just isn’t working” (p. 243). Being critical of how the scientific method is applied to education, Feynman’s comments highlight how the study of teaching and learning yields limited or questionable results. Teacher trainers take their best guess on how to prepare teachers to use technology.

Contemporary Issues in Teaching and Learning with Technology

To speak of contemporary issues in instructional technology is like counting wave crests in a stormy ocean: they are changing quickly all the time. New technologies and new issues present themselves daily. Educators struggle with both the instructional integration of computing and developing the skills and knowledge necessary to use technology effectively (Lipscomb & Doppen, 2005). Why, after over 30 years of having computers in schools, are educators still having such difficulties? Today’s population is much more accustom to electronics, yet knowledge is weak, concepts are misunderstood, and the difficulties of teaching with technology seem as serious and convoluted today as ever before. The great physicist and thinker, Richard Feynman, offered some critical comments about the challenges of educators. “What happens is that you get all kinds of statements of fact about education, about sociology, even psychology — all kinds of things which are, I’d say, pseudoscience” (Feynman, 1999, p. 242). Today, we understand “more about education [but] the test scores are going down…we just don’t understand it at all. It just isn’t working” (p. 243). Being critical of how the scientific method is applied to education, Feynman’s comments highlight how the study of teaching and learning yields limited or questionable results. Teacher trainers take their best guess on how to prepare teachers to use technology.