Georgette's Apple Bivortex Theory of Everything (A Grand Unified Theory of the Universe): & Seven Other Stories

By George William Kelly

George William Kelly wrote this collection of eight childrens stories over the lifetime of his daughter, Georgette. He named the heroines after her. By the time he published the collection, Georgette had reached the age of "sweet sixteen." Consequently, some of the stories aim at picture book readers and some at teenage readers. They reflect Georgettes growing older and older. The stories range from how Santa Christina (Mrs. Santa Claus) saved Christmas by helping Santa Claus deliver the Christmas toys, to how Georgette discovered there are 32 tooth pixies instead of one tooth fairy, to how Georgettes family developed the idea of a "grand unified theory of the universe" from apples in their kitchen fruit bowl. As a gift for Georgettes sixteenth birthday, Kelly combined his eight favorite stories into a print-on-demand paperback book (and an e-book) published by the Xlibris Corp. Like many childrens books, this one offers food for thought to adults as well as to children. It has no illustrations, but the author believes children will draw their own pictures. He hopes that some of the stories may be republished later as individual picture books.

Georgettes Apple Bivortex Theory of Everything. "This story presents a model that shows how everything in the universe evolves," Kelly says. "Modern scientists have searched and searched for this model but have failed to see it. Great scientists like Rene Descartes, Isaac Newton, Michael Faraday, James Clark Maxwell, Max Planck, Albert Einstein, and Niels Bohr circled close around this model, but even those giants failed to see it."

Georgettes bivortex theory evolved over sixteen years. Georgette, her Mommy, and her Daddy were seeking one, single answer to a young girls unending questions about everything. Their amateur, commonsense approach led them further and further into the realms of astronomy, cosmology, mathematics, physics, and the history of science. Although they could not speak the various scientific "dialects," they could comprehend general scientific speculation about the universe. They could also ponder the detailed pictures of the universe provided by space-age astronomy. Just as a small child saw the real truth in the old fairy tale about the emperors new clothes, so Georgettes scientifically unsophisticated family saw in the apple-like shapes of certain space photographs a new model for a theory of everything: a grand unified theory of the universe. As far as the family knows, this model never occurred to the scientists who have striven to harmonize red shifts, the Big Bang, the expanding universe, black holes, wormholes, gravity, electromagetism, curved space, strings, branes, quantum, matter, antimatter, dark matter, wimps, strong nuclear force, weak nuclear force, Bose-Einstein condensates, great walls, chaos theory, etc.

Georgettes bivortex model takes the shape of an apple in the center of a large cloud of particles. It begins when two or more particles eddy around each other and form a tube. This rotating tube of particles sucks more and more cloud particles down the vortex at each end of the tube. The opposing helical streams of particles collide at the tubes center. The particles split, ricochet, and radiate outward to form an equatorial bulge and equatorial disk. Nearly all these particles are drawn back eventually toward the rotating tube. They rise in arched pathways northward and southward from the equatorial bulge and disk. Some return quickly to the walls of the tube. Others return leisurely via either the north pole vortex or the south pole vortex. The particles recycle along the lines of the bivortex field, just as iron filings follow the lines of a magnets electromagnetic field. At the extreme circumference of the disk, some particles leave the system altogether and radiate into space. Meanwhile, some particles pass the tubes center-point and follow the tubes axis in

• Language: English
• Publisher: Xlibris US
• Release date: Aug 13, 2001
• ISBN: 9781462803958

George William Kelly

George William Kelly, an Alabama native, lives in New York City. He studied journalism at Northwestern University and South Asian Studies at the University of Pennsylvania. He worked for the Champaign-Urbana (IL) Courier, the Camden (NJ) Courier-Post, the Philadelphia Bureau of Associated Press, and as a freelance journalist in India. In New York he worked for New York University, The Brooklyn Childrens Museum, and trade journals. He imported handicrafts from India and co-founded the Go Fly a Kite Store in Manhattan. He has authored one childrens picture book, What Does the Tooth Fairy Do With All Those Teeth?

Book preview

GEORGETTE’S

APPLE BIVORTEX

THEORY OF

EVERYTHING

& Seven Other Stories

George William Kelly

Copyright © 2001 by George William Kelly.

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

This is a work of fiction. Names, characters, places and incidents either are the product of the author’s imagination or are used fictitiously, and any resemblance to any actual persons, living or dead, events, or locales is entirely coincidental.

This book was printed in the United States of America.

To order additional copies of this book, contact:

Xlibris Corporation

1-888-795-4274

www.Xlibris.com

[e-mail]

Contents

GEORGETTE’S APPLE

BIVORTEX THEORY OF

EVERYTHING

HI Q TURTLE

GEORGETTE AND THE PESKY

HOUSEFLY

SANTA CHRISTINA & HER

SLED DOGS

LAVENDER ANGEL & THE

HALLOWEEN SPIRITS

GEORGETTE &

THE TOOTH PIXIES

GEORGETTE’S TOPSY-TURVY

THEORY OF DINOSAUR

EXTINCTION

GEORGETTE,

THE COWRIE GIRL

GEORGETTE’S APPLE

BIVORTEX THEORY OF

EVERYTHING

A Grand Unified Theory Of the Universe

Our long voyage of discovery in search of a Theory of Everything began the day that Georgette was born aboard the planet Earth on Valentine’s Day, 1985.

When Georgette learned to talk, she began to ask questions about everything: What is everything made out of? What becomes of everything? What makes everything fall down? What makes everything rise up? What makes everything hard? What makes everything soft? What makes everything move? What makes everything stand still? What makes everything light? What makes everything dark? What makes everything alive? What makes everything die? What is everything? Georgette never stopped asking questions about everything.

Georgette’s Mommy and Daddy tried to answer every question about everything. But they simply did not know the answer to every question about everything.

What Georgette needs, Mommy said one day, is one single answer that explains everything.

That would be great! Georgette said.

Georgette, Mommy, and Daddy unanimously agreed that not only Georgette but also the whole world could use one single answer that explains everything. So they made this pledge, as they ate breakfast at their round kitchen table:

We will not stop searching until we find one simple answer that can explain everything.

If and when we find the answer, said Daddy, we shall call it Georgette’s Theory of Everything.

That’s how Georgette and Mommy and Daddy began their long voyage in search of Georgette’s Theory of Everything. Like Christopher Columbus, we did not know how long our voyage of discovery would be. Little did we know that we would sail fifteen times around the Sun before discovering Georgette’s Theory of Everything. We counted our fifteen voyages around the Sun from the day that Georgette was born. The Space Ship Earth, on which we were sailing, took exactly one year to go all around the Sun and return to the position where it had been the day she was born. The day it returned was Valentine’s Day, 1986. We celebrated three events: Valentine’s Day, Georgette’s first birthday, and Georgette’s first solar orbit day. Mommy took a photograph of Georgette in her high chair by Georgette’s one-candle chocolate birthday cake. Chocolate icing was smeared all over Georgette’s face.

Georgette did not start asking those questions about everything during her first voyage around the Sun. She was still only a baby. But her baby eyes seemed to be questioning everything. That’s why we counted the solar orbit voyages from the moment she was born. With each new solar orbit Georgette grew bigger and asked more questions. On every orbit all three of us learned more about the universe. Gradually, orbit-by-orbit, Georgette advanced from preschool to kindergarten, lower school, middle school, and upper school. Her questions evolved from What makes the Sun come up? to How do you get electricity from a lemon?

The three of us learned more with each orbit. Nevertheless, on each birthday, each solar orbit day, each Valentine’s Day, we felt far from finding the Theory of Everything. Our discovery voyage seemed an endless journey through the universe. At one point we decided to measure just how far we had traveled. Here’s how we did it. Georgette learned in school that the Sun is 93 million miles from the Earth. We imagined thumbtacking one end of a piece of string to the center of the Sun and stretching out the other end of the string 93 million miles to the Earth. Georgette said the string was the radius of our orbit. Next, we imagined tying a piece of chalk to the Earth end of the string and drawing a chalk circle all the way around the Sun. Georgette said the chalk circle was the circumference of our orbit.

Then we multiplied 93 million miles by 2, to get the distance across the center of the circle—186 million miles. Georgette said 186 million miles was the diameter of our orbit. Daddy remembered from his school days long ago how to find the distance around the circle. He said you multiply the diameter of 186 million miles by 3.14159, the famous math number known as pi. We multiplied this on our calculator. The answer was 584 million miles. We had traveled that far in a circle around the Sun in just one year. Every following year would add another 584 million miles to our long voyage of discovery. In two years we had traveled 1,168 million miles (2 years x 584 million miles per year). Another way of saying this was 1.168 billion miles.

Those are BIG numbers, said Georgette.

By the time our voyage ended with the discovery of Georgette’s Theory of Everything, we had traveled 8.76 billion miles (15 years x 584 million miles per year). That’s not even counting the distance that New York City, our hometown, moved as the Earth rotated every 24 hours. Measured in this way, our voyage became long, long, long, LONG! Measured in another way, our voyage never went beyond our kitchen round table, the place where we exercised our minds day after day seeking Georgette’s Theory of Everything.

OUR SCIENTIFIC METHODS AND PROCEDURES were not highly scientific. None of us claimed to be a scientist, a mathematician, a physicist or an astronomer. We had no laboratory, no telescope, no computer, and little knowledge of complex equations and technical terms. But we did have somewhat analytical minds.

Our voyage needed neither pilot nor navigator. Our Space Ship Earth sailed on its own automatic pilot. We did not follow a map. Simple curiosity guided us. We observed what came along each day of our journey. And Georgette continued to ask questions about everything. We had faith that ordinary people like us might stumble upon a discovery that would never have been considered by real scientists. Scientists work from a great body of already established knowledge. They try to build upon that knowledge. By comparison, our down-to-earth ideas sounded quite uneducated. We were searching for a simple model that would explain everything. If we ever found this simple model, this Theory of Everything, we had faith that professional scientists could then prove or disprove it by means of their precise experiments and equations.

We accepted commonly believed answers for most of our questions about everything. For example, we agreed that the Earth is a sphere that spins around to give us a bright day of sunlight followed by a dark night dimly lit by moon and stars. We could understand this by looking at the globe map of the Earth that Georgette and Mommy gave Daddy for his birthday. On Daddy’s birthday globe we located New York City. Slowly we spun the globe. On the globe we watched Manhattan travel a complete circle in an imaginary day of 24 hours. With the lights out we beamed a flashlight at the globe. As we turned the globe, we saw Manhattan catch the dawn from the light of our flashlight-Sun, then the glare of high noon, the glow of sunset, the darkness of night, and dawn again.

Daddy’s globe was mounted so that it tilted on its North Pole-South Pole axis. We carried the globe in a circle around our stationary flashlight-Sun. We saw how Manhattan tilts closer to the Sun in the summer and farther away from the Sun in the winter. This showed us how the earth’s tilt creates spring, summer, fall and winter. It satisfied one of Georgette’s many questions about everything.

Because of the glow of city lights at night we could not see many stars in New York City. We watched a few, like the bright evening star, and we watched the moon in its different phases over Manhattan. Once Daddy read in The New York Times while coming home on the subway that an eclipse of the moon would happen that evening. He and Georgette went outdoors to First Avenue and 95th St. and watched the shadow of the Earth pass across the face of the moon during the eclipse. Another time we saw the Hale-Bopp comet above the western horizon of Carnegie Hill by walking until we found an opening between tall buildings. We looked at the comet through a cardboard tube to shield our eyes from streetlights. (Georgette played a joke on Daddy by taping a piece of black paper over the end of the tube so that when he looked he saw only black.)

Georgette learned much about the universe in her school, which she attended during most of our journey. In the fourth grade her class hung cutouts of the planets and Sun from the ceiling in order to study the arrangement of the solar system. She learned more mathematics each year. She took biology and chemistry. She learned how to experiment. She learned to organize and express thoughts in the English language. All this helped as we continued our search for Georgette’s Theory of Everything.

Our searching went in fits and starts. We could not search every minute. We did many things just for fun. We read books and articles for the joy of it. We went to movies and watched television. We visited zoos, botanical gardens, museums, aquariums, parks, historic houses, beaches, the Statue of Liberty, the top of the Empire State Building, Central Park. Some of the information we gained this way would fall into place and give us clues to continue our search. For example, we marveled how wind and waves moved grains of sand to create a whole beach with dunes, and this later influenced our ideas about how everything is made of particles.

OUR SCIENTIFIC SOURCES were, to say the least, unusual. As we said before, we were not scientists, astronomers, physicists, or mathematicians. Because of that we were not well schooled in established knowledge about the universe. This made it difficult to understand new experiments and observations reported by universities and laboratories. Still we had our own little ways.

Daddy had been a journalist. By habit he clipped or photocopied articles or pages from newspapers, magazines, and books and filed them away. Before filing, we discussed them at our kitchen round table. By the time our long voyage ended, six or seven file folders had grown fat with clippings.

The New York Times ranked first among our sources of up-to-date observations about the universe. Daddy read it every day. Sometimes science stories made the Times’ front page. Toward the end of our voyage the Times introduced