1. All of mathematical physics can be based on Newton’s Laws within the context of an inertial frame,
and the Galilean Transform. To that end I have created a
mathematical model for a charge neutral continuous mass atom to replace the quantum mechanical model for the atom and a charge
neutral continuous mass photon to replace the
electromagnetic field. Charge
neutral continuous mass photons are created by direct collision of charge neutral continuous mass atoms. I have applied
the model to historically important physics experiments. A large portion of the text is devoted to how
small mass photons (~10^-10 AMU) interact with liquids, solids, gases and
vapors and spectroscopic gratings.

2. The concept of charge
is a false concept and can be eliminated in all physics experiments. The problem originates with
the unanswered question, how is it that a charged particle that repels like
particles, e.g. the electron, can be created from the sum of smaller mass, like
charged particles. Of course the experiments for which the concept of charge is now
the accepted answer must be explained using the charge neutral continuous mass
atom and the charge neutral continuous mass photon. Mathematical models for Gold foil attraction
and repulsion, the Millikan oil drop experiment (historically used to
erroneously, experimentally derive the “charge” of the electron), electric
power, the triode vacuum tube, the cyclotron, etc. etc. are explained in the
text without using charge and by applying the charge neutral continuous mass
atom and the charge neutral continuous mass photon to the experiment at hand.

The
text begins with a critique of Special Relativity Theory.

Special Relativity Theory is based on 2 postulates much as high school
plane geometry is based on 5 axioms. However, postulates are required to
be experimentally testable and found to be true, while the axioms of pure
mathematics are in general not testable and strictly speaking do not represent
physical reality. In the enclosed TEXT, (You will find a link below), it is
proved that assuming postulate 1 is experimentally true, then postulate 2 is
experimentally false and thus if postulate 2 is experimentally true then
postulate 1 is experimentally false. The 2 postulates of S.R.T. are
therefore inconsistent with one another.
20th century mathematical physicists made and now 21st-century
mathematical physicists are making, two grievous mistakes both of which are
terribly wrong. The mistakes are:

1. The speed of light is an absolute constant.

2. The negative results of the Michelson-Morley experiment prove that the speed
of light is an absolute constant.

The 1st is mathematically and experimentally provably false. I mathematically
prove it false in chapter 1 of the enclosed text by uniquely deriving the
Galilean Transform from the 1st postulate of SRT and uniquely deriving the
vector additivity of the velocity of light from the Galilean Transform and
therefore proving that the speed of light is not an absolute constant.
The second mistake is also mathematically provably false and is also done in
chapter 1 of the text.

The proof is important because the formula E=mc^2 is based on the assumption
that both postulates are experimentally true and thus it is proved that E does
not equal mc^2. This necessitates the creation of a new model for the atom
to replace the quantum mechanical model for the atom and a new model for
the photon, and a new model for positive and negative charge as discussed above. This also
necessitates a new explanation for the origin of the sun’s energy and the
origin of the energy for thermonuclear weapons and nuclear reactors.
Mathematical models for these things are presented in the text. Individual
chapters of the text will be put on this site as interest warrants. The proof
in its present form was completed in 1982 (See Chapter 1 below) and copyrighted
September 24, 1984 with copyright registration number TXu 173-386. The
proof had its origin in a paper by the present author and published in the
Journal, "Foundations of Physics", June 1975.

Students of physics are now in a position to mathematically, rigorously prove
to their physics professors that E does not equal mc^2.
I
should like to add that the mathematical proof that E does not equal mc^2 given
in the text has economic consequences for us all. To create reactor fuel
and bomb material requires more electrical energy than is released in the
exploding bomb or the complete fission of the reactor fuel. It costs more
money to burn fossil fuels to create electrical energy to create reactor fuel
material, than is recouped by using the created reactor fuel material in a
nuclear reactor to create electrical energy. This is energetically and
economically
wasteful.

France
creates ~80% of their electrical energy from nuclear power. The nuclear
fuel is provided by the U.S., Russia, Saudi Arabia, and Iran and is considered
as foreign aid. To create the nuclear fuel in the U.S., Russia, Saudi
Arabia, and Iran, requires more electrical energy than is recovered by using
the created nuclear fuel to create electrical energy in France. Let
a word to the wise be sufficient.
Large-scale
solar arrays as have been constructed in the desert areas of Southern California
are a source of electrical energy. Their one drawback is that they do not
produce electric power at night. What is needed is an energy storage
device that can be charged during the day and used as an electric energy source
at night. Nuclear plants can be that energy storage device. i.e. Nuclear
fuel can be created during the day using the electric energy from half the
solar array, and that fuel can be directly converted to electrical energy for
night time use.

It
is my aim that an orderly, evolutionary, process begin at the university level
that will eliminate false ideas in physics and replace the false ideas with
physically correct ideas. I should like to add that in no country but
ours, the United States of America, could a web site such as this be put on the
www. With impunity.

It
is suggested that the reader read the "Introduction to Text" first,
then the "Title and Table of Contents" before proceeding to the text
proper.

1. "History of Atomic Bomb" 2. "Memory and Learning" 3. "Physics and E.S.P." 4. "Cell Molecule Transport" 5. "Solar Energy" 6. "Sensory Perception, Subjective Reality and Raw Feels", 7. "Cosmology of the Infinite Universe" 8. "Electroshock Therapy", 9. "Dear Alison" (Letters to psychologist A.G.), 10. "Quantum Mechanics Critique", 11. "Consciousness", 12. "Critique of Physics", 13. "On the Evolution of Mind from Matter", 14. "F=ma" (An operational definition of F=ma) 15. "The Jewish Holocaust" 16. "A solution of the Mind Body Problem"

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