Alice Law Version 7

 

(c+v) (c-v) Mathematics and Fields

 

Han Erim

May 7, 2012

Copyright © 2012 Han Erim, All Rights Reserved.

 

 

(c+v) (c-v) MATHEMATICS AND FIELDS

In the section the Mathematics of Relativity, we saw that the mathematics of the Electromagnetic Theory should actually be (c+v) (c-v) mathematics. In this section, we will examine the reason of the (c+v) (c-v) Mathematics. 

If we benefit from the topic FIELDS, it is very easy to explain the reason of the formation of (c+v) (c-v) Mathematics. “Fields” is not a topic that we are stranger to. Physics met the Fields theory in 1700s. Field powers were used in order to explain orbital movements of celestial bodies. This was followed by the use of fields in electrical charges. It is also possible to go back to older dates. Magnetism was a well-known topic in 1600s. However, the concept “Field” is benefited from today in order to explain the four basic interactions (gravitation, electromagnetism, strong interaction, weak interaction) that we already know. This is not all of it; we currently use many devices that work by using fields like television, radio, electrical motors, etc. in our daily lives. We can measure the effects of fields, observe them and know some principles regarding them. Then, we make use the information we obtain in technology and industry. As a matter of fact, our knowledge about fields is limited, but we always benefited from this knowledge and we will keep doing so. The Relativity Theory of the Alice Law benefits from fields in order to explain the reason of (c+v) (c-v) Mathematics. 

Figure 1 

 

We know that all objects have their own fields. We can at least say that each and every object has a gravitational field. We can symbolize fields as can be seen in the figure. There is object in field center and the field belonging to the object surrounds the object like a globe. There is always a field of an object inside the space surrounding it. If the object moves, it also carries its field with itself. The crucial thing to be able to explain the reason of (c+v) (c-v) Mathematics is this very relationship. 

I – The fact that there is always a field of an object inside the space surrounding the object
II – The fact that an object carries its field with itself

The numbers that you see in the figure are symbolic numbers that show how an object defines its own field. 

Each part of each object is another object and has a different field. 

A significant point that we should now miss in (c+v) (c-v) Mathematics is that an object consists of quite a few sub-objects. It is possible to approach any part constituting an object as a separate object. Each sub-part has its own special field. 

Consider yourself as an object. You have a field of yourself. But you also have legs, feet and fingers and each part of your body has its own field.

We can degrade sub-objects constituting an object down to atomic scale and to even much lower levels in our minds. However, we do not need to go down to these levels to see the reason of (c+v) (c-v) Mathematics. The principle “Each part of an object is a separate object and has its own field.” is more than enough. 

Figure 2

 

As the object, let’s take up a ball and a field belonging to it as in the figure. We mount a ruler to the ball and hold a light source towards the ball. We know that the speed of the light coming towards it is “c” according to the ball itself. Accordingly, the speed of light will be also “c” according to the ruler that we mounted to the ball.

We transfer the result we obtained in the section the Mathematics of the Relativity. (c+v) (c-v) Mathematics gives us this information here: If we move the ball, the speed of the light coming towards the ball will be again “c” according to the reference system of the ball; in other words, it does not change.

As we can see in the figure, when we move the ball, both the ruler and the field belonging to the ball move along with the ball. Therefore, we can write down such a result: The speed of the light coming towards the ball does not change according to the ruler and, as “c” remain constant, it is always “c” according to the field of the ball. The movement direction and speed of the ball do not change the speed of the light according to the field. The fact that the speed of the light going towards the ball remains as “c” according to the field of the ball even when the ball moves shows us that the light moves inside the ball’s field. For this mere reason, the speed of the light coming towards the ball can always be “c” for the ball itself. 

To sum up, such a result comes up:

Light travels inside fields. The speed of light according to the field it travels inside is always “c”. The movement of the object owning the field does not change the speed of light of the object travelling at “c” speed inside and according to the field. Therefore, in the measurements carried out from the destination target of the light, the speed of light happens to be always “c”. Consequently, the Electromagnetic Interaction occurs through fields. Light uses fields. The thing that enables us to reach this conclusion is (c+v) (c-v) Mathematics. 

Figure 3

 

As light travels inside fields rather than in space, of course the speed of light will not be always “c” according to all reference systems. Here we see this situation. According to the OBSERVER ON THE LEFT in the figure, the speed of light going towards the ball will be “c” only if the ball stops moving. Otherwise, it will not be “c”. 

This figure already shows us how to empirically find out the (c+v) (c-v) Mathematics. We will find “c” if we measure the speed of the light going towards the ball from the reference system of the ball. However, if we measure its speed from the flashlight, we are supposed to find a different result from “c”. 

We can give many examples to measurements carried out from the ball's position. The most famous one is the Michelson-Morley experiment. As for the measurements made from the flashlight's position, there is not a clear example that we can give even now. I mean this, when I say that physicists have had a profound negligence coming from the past. If they had done this measurement when they had to do it in the past, they would have discovered (c+v) (c-v) Mathematics 100 years ago. When they had discovered the reason of this situation, most probably they would have noticed this relationship with fields. It is not hard to associate (c+v) (c-v) Mathematics with fields. 

Now, I will mention a vital detail to you here. Please listen to me very carefully. Physics is a science field established by laying stones one on top of the other. If the lower stone is not placed properly, the upper one shakes. Let’s talk about our example in the previous page and suppose that the speed of light going towards the ball that is in motion is measured from the reference system of the flashlight. Moreover, think that the result of the measurement shows the speed of the light as a different value than “c”. 

If you make this measurement before the establishment of the Relativity Theory, you head towards (c+v) (c-v) Mathematics easily. There is no obstacle in front of you. However, if you make this measurement after the establishment of the Relativity Theory, the result does not become clear in your mind and does not lead you correctly because you inevitably have to associate the reason of the fact that you find the speed of light as a different value from “c” with the Time Dilation that the Relativity Theory suggests. 

In other words, sequence is critical in physics. First, you need to measure the speed of the light from the reference systems of both the ball and the flashlight. You will have enough reasons to establish the Relativity Theory if you find “c” for the speed of the light in both these measurements because the basic logic of the Relativity Theory is based upon the thesis that speed of light is constant according to all reference systems. However, if you find different results in your measurements, you never think of establishing the Relativity Theory; you never attempt to do such a thing. 

In the past, decisions were made without making all the necessary measurements and the sequence in physics was ruined. The basis of the Electromagnetic Theory consisted of assumptions rather than facts. The mistake is the acceptance of the wrong assumption that light travels in space. This mistake was also transferred into the Relativity Theory. As a result, a very bad situation came up in physics. Not only the Electromagnetic Theory remained lacking but also the Relativity Theory was based on a wrong foundation. Today, the results of this vagueness are experienced in the interpretation of the results obtained from GPS. Although (c+v) (c-v) Mathematics came up in GPS, physicists were not able to reach it because abilities like thinking, reasoning and concluding were suffered much due to the mistakes made. The stones should definitely be placed properly in physics. 

 

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