Kibo Parry Moroney on Harvard's Dr Hau, a village idiot for she cannot finish her experiment
On Monday, January 18, 2021 at 2:06:24 PM UTC-6, Michael Moroney wrote:
> "bozo"
> fails at math and science:
On Saturday, May 15, 2021 at 9:30:35 AM UTC-5, Michael Moroney wrote:
>Village Idiot"

Harvard's Dr. Hau is not really a scientist because she refuses to turn the light switch off as a vendetta against AP. She does not want AP to get credit that light is a closed loop circuit, and not her straightline arrow ray..

Canadian failure of science and math, stalked:
On Thursday, March 18, 2021 at 12:31:24 PM UTC-5, Dan Christensen wrote:
> WARNING TO STUDENTS: Don't be a victim of

Should Harvard's Dr. Hau be put in a science-jail for Obstruction of Science? Years back I wrote a book on Quantum Entanglement, explaining it fully as the fact that light waves along with electricity is a closed loop phenomenon. Most people would

Years back I wrote a book on Quantum Entanglement, explaining it fully as the fact that light waves along with electricity is a closed loop phenomenon.. Most people would not understand that because it looks like a light beam is a straight line phenomenon not a closed loop. But it truly is a closed loop for even the electric extension cord, which looks like a straight line, is in fact a closed loop.

Apparently, to Harvard's Dr.Hau, physics means being in the dark about understanding light waves is more important than understanding light waves and having to give credit to Archimedes Plutonium for predicting light is not a straightline arrow ray but a closed loop circuit. Apparently at Harvard being a scientist is never give credit to AP, is worse than finding out the truth about science and physics. Such petty petty people hatred that Harvard endorses, rather than --- science is all about the truth of the world, not about-- who do you hate.

So, years back, I wanted Harvard's Dr. Hau to set up her slow light experiment, get the light beam to crawl through the BEC, then, abruptly turn off the light beam at the source. What Dr. Hau would predict (I am guessing) is she would predict the slow light inside the BEC is still on and moving. What AP predicts because all light is a closed loop, is that the instant the beam is turned off at the source, all the light in the experiment INSTANTANEOUSLY goes out all at once.

So, can the science community stop obstructing progress and get on with it-- get Dr. Hau or any other similar experiment to "turn off the light" and prove AP correct or prove AP wrong. It is one or the other, and I am totally confident I will win this.

I have other evidence that I will win this.

1) News reporter far away, such as from Europe to Asia, or USA to Asia, have a speed of light lag time in talking to one another. But if the "so to speak circuit was turned off" the loss of signal is instantaneous. We can see it in radio waves where the speed of light has a lag time, not much but a noticeable lag. But if the communication was interrupted, the interruption is not the speed of light but instantaneous.

2) Solar eclipse. This is where the moon directly overhead blocks the Sun. Now, if light waves had no instantaneous shut off, and since it takes 8 minutes for light to travel from Sun to Earth. Then if light cannot be instantaneously shut off, means that in a solar eclipse, we need the Moon to be 8 minutes in its arc to experience the eclipse, not directly overhead.

3) Communication with our rockets such as Voyager 1, the contents of messages from Earth to spacecraft or vice versa take the speed of light time, but the turning off of the signal is instantaneous at both ends-- and is in "real time" not delayed to the speed of light. Just as in Slow Light experiments, turn the source switch off, and all the light downstream disappears instantly.

On Wednesday, November 18, 2020 at 1:19:54 PM UTC-6, Archimedes Plutonium wrote:
> 1- AP's 145th book// TEACHING TRUE PHYSICS// Junior High School// Physics textbook series, book 2
> by Archimedes Plutonium
>
> Books in this series are.
> 137th book Introduction to AP's TEACHING TRUE PHYSICS// Physics textbook series, book 1
> 145th book TEACHING TRUE PHYSICS High School junior year, book 2
> 146th book TEACHING TRUE PHYSICS High School senior year, book 3
> 147th book TEACHING TRUE PHYSICS Freshperson college, book 4
> 148th book TEACHING TRUE PHYSICS Sophomore college, book 5
> 149th book TEACHING TRUE PHYSICS Junior college, book 6
> 150th book TEACHING TRUE PHYSICS Senior college, book 7
>
> Preface: As I said before, each generation of approximately 30 to 60 years time span, it does not have to be exact, but about 30 to 60 years needs a preeminent, premier scientist to write the authoritative texts of physics. There is about that much time span that major discoveries and developments occur to warrant that textbook. And the purpose of which is to set the foundations and fundamentals of physics. The last person to do this was Feynman in his Lectures on Physics in 1960s. Perhaps Rutherford and Bohr did this in early 1900s. But most definitely Maxwell served this function of leading expert on physics with his 1860s book on Maxwell Equations. The time before was Faraday and all his writings circa 1830.
>
> Here it is 2020, and we need to replace the Feynman Lectures on Physics with all the new found knowledge and discoveries since Feynman of 1960s.
>
> What I am doing is clearing the field of physics, clearing it of all the silly mistakes and beliefs that clutter up physics. Clearing it of its fraud and fakeries and con-artistry. I thought of doing these textbooks starting with Senior year High School, wherein I myself started learning physics. But because of so much fraud and fakery in physics education, I believe we have to drop down to Junior year High School to make a drastic and dramatic emphasis on fakery and con-artistry that so much pervades science and physics in particular. So that we have two years in High School to learn physics. And discard the nonsense of physics brainwash that Old Physics filled the education with.
>
> And this Junior year in High School is mostly to be like a laboratory learning, a hands on experiment of physics, mostly electricity and magnetism. This is to emphasize to young students, that physics is, well, mostly about electricity and magnetism and anything else is side show.
>
> Cover Picture: Is two books of Time-Life Lighting & Electricity 1987, and Advanced Wiring 1998, which I will use as template books in writing this book.
>
> What is a template in writing? It means that I will use these two books as much of the substance of this course in physics. Of course I will correct things in the two template books. And the reason for having template books is to save time. If I do not use template books this project could take me anywhere from 5 to 10 years to write these 6 textbooks. By using these template books I cut the time down to perhaps 5 to 10 months.
>
> I need template books for Junior High School that are exceptionally well written and have a laboratory manual type of structure, a lab manual so to speak. And Time-Life books are excellently written. The trouble I found in High School and College lab manuals is they are poorly written, poorly written for first-time students to understand what is going on. And the teacher for these lab manuals did not know much about the experiments either. So lab courses turned into nightmares, is what High School and College was. To this very day, I cannot remember a single lab experiment in which I learned anything. Partly due to the fact that instructors in High School or College seldom get any training in how to teach lab courses. College professors seldom take "how to teach students course" to be a effective teacher. That means, getting down to the level of understanding of first time young students. And that is what Time-Life books overcome with plenty of pictures and clear concise prose to teach.
>
> Junior High School physics should be ample hands on doing, like a laboratory.
>
> So, in TEACHING TRUE PHYSICS, AP is going to start with the Ancient Greek Theory of Atoms then jump directly to magnetism and electricity. I am bypassing all the Newton laws and Newton gravity. I am going from Ancient Greek physics to electricity and magnetism.
>
> And this is quite acceptable in the fact that Newton laws and gravity were "idealizations", pointing to the underlying unification that is EM force.
>
> Now I was looking for a picture of magnetism and Halliday & Resnick PHYSICS, part 2, extended version, 1986, which I use as the template book for 1st year college, on pages 584 and 580 shows lines of force from a magnet and/or electric.
>
> In Halliday & Resnick, Fundamentals of Physics, 3rd edition, 1988, page 687, Figure 1 Iron filings sprinkled on a sheet of paper tell us that there is a bar magnet underneath.
>
> I was hoping that Feynman had a picture of magnetic lines of force, but did not. But to his credit, his first pictures are that of "atoms in motion" in his Lectures of Physics.
>
> The Senior High School template book, Asimov in his History of Physics, 1966, page 392 has a picture of magnetic lines of force.
>
> AP
>
>
> Table of Contents
> ---------------------------
>
> 1) The Atomic Theory by Ancient Greek time.
>
> 2) Experiment, experiment, experiment, that is what gives us scientific truth.
>
> 3) Experiment and classroom demonstration on magnetism.
>
> 4) Experiment and classroom demonstration on Faraday Law.
>
> 5) What electric current looks like and how it flows in wire circuits.
>
> 6) Principles of Light and Electricity.
>
> 7) The Mathematical Equations that governs all of Physics (for Junior High School).