Heinlein, Robert A – Expanded Universe

as simple as electron (e-) and positron (e+). Photons are their own antiparticles.

Neutrons and neutrinos (zero charges) are matched by antineutrons and antineutrinos,

also of zero charge-this sounds like meaningless redundancy because English is not

appropriate language; abstract mathematics is the language required for precise

statements in physical theory. (Try writing the score of a symphony solely in words

with no musical symbols whatever.)

But a hint lies in noting that there are reaction series in which protons

and electrons yield neutrons-one e\alnple: the ~o,-disa nr Solar Phoen I (solar

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power theory, Hans Bethe); if we ignore details, the Solar Phoenix can be summarized

as changing four hydrogen atoms (four of 1Ht) into one helium atom (2H4). We start

with four protons and four electrons; we end up six stages later with two neutrons,

two protons, and two electrons-and that is neither precise nor adequate and is not

an equation and ignores other isotopes involved, creation of positrons, release of

energy through mutual annihilations of positrons and free electrons, and several

other features, plus the fact that this transformation can occur by a variety of

routes.

(But such are the booby traps of English or any verbal language where

abstract mathematics is the only (-orre(-1 l~Ingtta~e.)

A ide \~I ~CL \ ( i I’ I

t iprolons ~md l’Ofl~ to V~Hd ~nl n~nt i OHS. Ilie t\Vifl types (ii \aiieties 01

tr~n~10t~Uah1o)t1s filentiolled above are simply samples: there 31 c many 01 hei

types being 1)0th predicted ii nil hemat lea1 l~ and detected in the laboratories

almost dailv—and many or most

transformation series involve antiparticles of antimatter.

Nevertheless, antimatter is scarce in our corner of the universe-lucky for

us because, when matter encounters antimatter, both explode in total annihilation. E

= mc2 is known to everyone since its awful truth was demonstrated at Hiroshima,

Japan. It states that energy is equivalent to mass, mass to energy, in this

relation: energy equals mass times the square of the velocity of light in empty

space.

That velocity is almost inconceivable. In blasting for the moon our

astronauts reached nearly 7 miles! second; light travels almost 27,000 times that

speed- 186,282.4 (±0.1) miles or 299,792.5 (±0.15) kilometers each second. Round off

that last figure as 300,000; then use the compatible units of science (grams, cen

timeters, ergs) and write in centimeters 3 x 1O~°, then square it: 9 x 1020, or

900000,000,000000000,000. (!!!)

This fantastic figure shouts that a tiny mass can become a monstrous blast

of energy-grim proof: Hiroshima.

But maximum possible efficiency of U23~ fission is about 1/10 of 1%; the

Hiroshima bomb’s actual efficiency was much lower, and H-bomb fusion has still lower

maximum (H-bombs can be more powerful through having no limit on size; all fission

bombs have sharp limits). But fission or fusion, almost all the reacting mass splits

or combines into other elements; only a trifle becomes energy.

In matter-antimatter reaction, however, all of both become energy. An

engineer might say “200~ eli1lent” as anti mattel undergoing ann lb hat lOll conelts

into raw energy an equal mass of matter

Mathematical Physicists

An experimental physicist uses expensive giant accelerators to shoot

particles at 99.9~-f- of the speed of light, or sometimes gadgets built on his own

time with

scrounged materials. Large or small, cheap or costly, he works with things.

A mathematical physicist uses pencil, paper, and brain. Not my brain or

yours-unless you are of the rare few with “mathematical intuition.”

That’s a tag for an unexplainable. It is a gift, not a skill, and cannot be

learned or taught. Even advanced mathematics (“advanced” to laymen) such as higher

calculus, Fourier analysis, n-dimensional and non-Euclidean geometries are skills

requiring only patience and normal intelligence .. . after they have been invented

by persons having mathematical intuition.

The oft-heard plaint “I can’t cope with math!” may mean subnormal

intelligence (unlikely), laziness (more likely), or poor teaching (extremely

likely). But that plaint usually refers to common arithmetic-a trivial skill in the

eyes of a mathematician. (Creating it was not trivial. Zero, positional notation,

decimal-orbase point all took genius; imagine doing a Form 1040 in Roman numerals.)

Of billions living and dead perhaps a few thousand have been gifted with