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6/8/2005 6:33 pm 



from Hudson.Net.Newswires copyright June 7th 2005 (cleared for all media with attribution)


by Polly Jo Adams

Dateline Columbus, OH: A pilot program has been launched in Central Ohio recently that takes education beyond the cutting edge. Entitled, "SuperScience for High School Physics", the project was the brain child of research and development engineer Marshall Barnes and was backed by six companies, four from the Columbus Technology Council - Vorys, Sater, Seymour and Pease , Time Warner Cable, Interhack , and Porter, Wright, Morris and Arthur . The two other companies are Hugh White Honda , and Plaza Properties, Inc. . Additional support was given by PC Direct which also a CTC member, Reis Design , Lubell Labs , and CD and Tape Outlet.

The purpose of the program was to expose high school physics students to advanced concept physics and technology ideas, many of which used to be thought of strictly as science fiction but are in various stages of being realized. They ran the gamut from invisibility technology and Ohio's historic connections to the search for antigravity, to whether wormholes could be used for time travel. The works of  Vince Billock, Michio Kaku, Stephen Hawking, Kip Thorne, and others were referenced during the presentation. There was plenty of interactivity involved as well, wearing special glasses to see how UHF static could be "unzipped optically" to reveal hidden 3D aspects, seeing how diffraction material could cause one's hand to appear transparent, a demonstration with a Star Wars model "flown" by one student while 4 others kept separate time readings of the model's flight path along 3 dimensions to prove that time is not strictly the 4th dimension, but that Minkowoski was correct about time and space being inseparable.

Two schools were involved, the Briggs High School physics classes of Linda Lee Kennedy of the Columbus Public School system, and the physics classes of Craig Kramer and Jack Minot at Bexley High School of the suburban Bexley School system. In all, nearly two hundred students saw the presentation, covering concepts ranging from cosmology to optics and included video clips, the use of a TV to receive live, over-the-air static which could be tunable - as opposed to a random static generator, and in-depth illustrations of thought models and student questions on the blackboard. Each student also received a free booklet that served as a supplement to the presentation. In addition, through a special arrangement, each school will get a free copy of Marshall's upcoming dual CD audio book, "Solving the 4th D Puzzle" for their school libraries.

All the teachers, whose classes Marshall addressed, were impressed with him as well. Craig Kramer and Jack Minot of Bexley even wrote a letter saying in part, "Marshall immediately captured and held the students attention while providing physics background explanations". Linda Lee Kennedy of Briggs echoed that, stating that Marshall "was able to engage and involve the students in the presentation despite their being antsy about the near close of the school year".

The corporations involved in sponsoring the program all received a detailed description of what would be presented. For the four of the six main sponsors that are members of the Columbus Technology Council, the issue of promoting imagination and an interest in cutting edge science was an obvious reason for their support.

Jean Arthur, of  Time Warner Cable, stressed the cable company's commitment to supporting education as their main reason for getting involved with the SuperScience program, pointing out that "Time Warner Cable provides complimentary cable service to more than 500 schools in its service area which enables those schools to receive more than 500 hours of commercial-free, educational programming each month. Time Warner also offers schools in its service area the latest technology in Road Runner, its high-speed online computer service, at no charge."

Other reasons companies got involved were the connections to the respective school communities and the obvious public relations plus. Bill Porter, who green-lighted the support of Vorys, Sater, Seymour and Pease, and his wife have close ties to Bexley - she's served on the Bexley City Council. Porter,Wright, Morris and Arthur also has connections to the Bexley community and has supported other good cause projects in the past. Both firms, as well as Time Warner Cable, went out of their way for their ads to stress their support of the educational value of the SuperScience program. Lubell Labs, one of the contributors to the program and a manufacturer of state of the art underwater loudspeakers, is also located in Bexley and a past supporter of Bexley High School projects.

Interhack, whose founder Matt Curtin, has spoken to schools himself on computer and Internet technology, shifted emphasis from its operations as a corporate Internet security consulting firm, and instead, provided an ad that focused on Curtin's new book, Brute Force: Cracking the Data Encryption Standard . The book is the story of the formation of the world's most widely-used system to protect sensitive information and how a group of independent cryptographers, civil libertarians, and hobbyists managed to demonstrate the system's weakness in June of 1997, even as the U.S. Congress debated the government's control over cryptography, and is of significant historic value in the subject of computer technology. Booklets the students received from the program came with bookmarks for Brute Force.

Plaza Properties, a major company in the development and management of residential and commercial properties, is located in the Bexley area and Hugh White Honda has dealership locations not far from both Bexley and Briggs and has embraced hi-tech cars like the 2005 Honda Accord hybrid   and the 2005 Honda Civic hybrid .

There's some talk of doing the presentation at the Ft. Hayes alternative high school during the last week of summer school and then expanding it in the very late fall to other schools around the county. Marshall indicated that how far it goes depends on what backing it can get, and various ways it can be structured. He's weighing the options of a possible "major event day" that would incorporate exhibits and demonstrations from researchers, corporations and the military, plus a large scale multimedia presentation of new state of the art technology that he's developed, all in one location, and inviting all the physics students in the entire county. In the scheme of things, Marshall sees corporate support of projects like this as essential and natural, especially in these times of cash strapped school districts. 

"I'm a product of the Arts Impact program of the 70's, as far as the creativity goes, but the 80's when it comes to business," he says, "and I learned how 'win-win' works. It's how you get things done."


836KB - General News


 General News -  Bush Agenda For Science Ed. Met By Corps 
From: hnnews  2/22/2006 6:47 pm 
To: ALL (1 of 1) 

For Immediate Release: From Hudson Net Newswires

Copyright 2/20/2006 Cleared for Media Redistribution with Hudson Net Newswries credit


By Patti Patterson

Dublin, Ohio- President Bush was here last Wednesday at the world headquarters of Wendy's International to push his agenda for education and health care. On the education issue, the President stated that he was supporting an effort to promote more science and math in America's schools.

"Finally, in order to remain competitive, we've got to have kids who understand math and science", the President said before the packed crowd applauding their approval. "And so I laid out an initiative -- I spent some time talking about it last week, I'm going to continue talking about it. I'm looking forward to working with -- this is an issue, by the way, where we can put aside needless politics, which tends to dominate Washington, D.C., and focus on the good for the future of this country. I'm confident we can get something done on this very important education, as well as research and technology issue."

In Columbus, Ohio - the state capital, there have been some who have taken the initiative on both a small and large scale, to work toward that same goal. On a small scale there has been the innovative SuperScience for High School Physics program brought an interactive and multi-media presentation to the physics classes of the suburban Bexley High School, and the physics and chemistry classes of Briggs High and a summer school class at Fort Hayes in the Columbus Public School District. The program's main sponsors were Vorys, Sater, Seymour and Pease , Time Warner Cable , Interhack , and Porter, Wright, Morris and Arthur . The two other companies are Hugh White Honda , and Plaza Properties, Inc. . Additional support was given by PC Direct which is also a CTC member, Reis Design , Lubell Labs , and CD and Tape Outlet.

The purpose of the program was to expose high school physics students to cutting edge advanced physics ideas and discoveries as well as concepts that were once thought to be beyond scientific reach but are now seriously being pursued, or at least considered, by the world's top scientists and groups such as NASA and NIAC.

The subjects covered included optics, quantum mechanics, wormhole theory, relativity, antigravity, propellentless propulsion, new theories on the nature of time, and included a demonstration of how refracted light can produce the illusion of invisibility which would be useful for military and other applications.

Nearly all of the major sponsors of the SuperScience Program are members of the Columbus Technology Council whose mission it is to develop and expand the technology sector to drive economic development in the Columbus Region. )

On the large scale, Battelle Memorial Institute and the Ohio State University recently announced that they would create a math and science school that would draw students from around the area and focus on higher math, science and technology. The school is called Metro High and is a small, public high school, for grades nine to 12, with an emphasis on math, science and technology that will prepare students for success in college. The school is unique in that 11th and 12th graders will participate in hands-on, self-directed learning outside the classroom with teachers and mentors from the community. This includes:

* Independent research projects
* Group projects with other students
* Community internships at "learning centers" around the community. Sites
include: Battelle, Ohio State, COSI, the Columbus Museum of Art, WOSU,
the Wexner Center for the Arts, as well as other businesses and

The school is said to be planning a phased in enrollment over the next four years, with a maximum capacity of 400 students. The students attending Metro will be from each of the county's 16 schools districts with their number being determined on a formula based on district size and student interest.

According to a joint news release from Battelle and the Ohio State University, the Educational Council, a partnership of the county's 16 school districts, will operate Metro. The Metro Partnership Group, with representatives from Battelle, Ohio State and the Educational Council, will advise and assist in the design, operation and assessment of the school's academic program. It will also be responsible for evaluation and research, professional development and community engagement. Other school partners include COSI and the Ohio Center for Essential School Reform.

While at Metro, students stay enrolled in their home high schools and can continue to participate in extracurricular activities there.

Representatives from the SuperScience for High School Physics program responded to requests for more information by stating that there would be new presentations scheduled for more schools this spring.

The President's goals, at least in Central Ohio, are definitely being pursued by the private sector effort, so far.


Bexley Physics Students Get 1st Peek at Warp Drive Tech

Craig Kramer's Classes at Bexley High get to see proto-warp drive tech in action and learn of advanced concept research linked to Einstein's Unified Field Theory. By Sonia Chering

    /High School PR News/ - BEXLEY, OH, May 17, 2006 - On May 11, beginning at 9 AM, the physics students of Bexley High School got a historic opportunity to be the first to learn of the development of a prototype for warp drive technology. Though the presentation got off to a jerky start during the first class, due to technical problems with controlling the VCR so the students could properly analyze the footage, by the second period it was fairly smooth sailing for presenter Marshall Barnes and the classes of science teacher Craig Kramer. The multimedia and interactive presentation was a new part of the SuperScience for High School Physics program, which began last year. Jokes and references to sci fi icons Star Trek and Star Wars aside, the presentation covered information provided by the NASA Breakthrough Propulsion Physics Program and the NASA Institute for Advanced Concepts, as well as video documentation of electromagnetic propulsion research from both Ohio and Canada. It was the first public presentation of the analyzed footage prior to the official symposium, scheduled Sunday May 26th at 11:30 AM, at the Hyatt Regency in downtown Columbus, Oh. 

The main feature was the analysis of a series of experiments of a device called the STDTS. Invented by Marshall in 2001 it has gone through a series of developments and testing, culminating so far with the footage that the students saw where it accelerated an automobile with the specially modulated electromagnetic field it produces. It is the fact that the field seems to be contracting space in front of the vehicle, and expanding out the back, that makes it appear that it is the first functioning warp drive prototype. The physics foundation of this new development is linked to Einstein's unfinished Unified Field Theory of electromagnetism and gravity. 

In each class the students were allowed to view the footage without being told what to expect. "I wanted the students to be a part of it," said Kramer. In fact it was the test footage that was presented first by Marshall after a brief introduction from Kramer to the class. 

"What you're going to see is the interior of a car with the dashboard speedometer for about 11 seconds," Marshall would begin, "then the camera will pull up and you'll have a view through the windshield to the outside where you'll see a white minivan and a radar sign beyond that. If you pay good attention you'll see that the radar sign will agree with the speed that you'll see on the speedometer except for the second time because from that camera angle it's hard to tell that the car is going 26 miles per hour but the radar sign will catch the difference in speed and that distance will be noticeable because of a change in the distance covered in the same elapsed time frame, which is 13 seconds. The third time something else will happen, and that's what we'll discuss..." 

The first time the car has reached the rear of the white minivan after 13 seconds has passed and the radar sign registers a speed of 25 mph, which agrees with what the speedometer showed. The second time the car has passed the minivan just barely and is approaching the radar sign. Marshall, while pointing out that from the camera angle it was difficult to see that the speedometer was showing 26 mph, had a student volunteer mark the spot on the TV screen, where the radar sign was, with a piece of masking tape. 

"Now this is how we have the controls in this experiment," he explained. "The speedometer looked like it said 25 mph but we had clearly gone a farther distance in 13 seconds, and the radar sign showed that we had been going faster. Now watch what happens next..." 

The third time, everything seemed to be the same as the first time until the camera began to show how far the car had traveled as it approached the 13 second cut-off time. Not only was the minivan passed, but at 13 seconds the radar sign was about to be passed. The radar sign had also registered the speed at 25 mph but then showed 24 mph as the car got closer. The students in all of the classes were baffled. 

"Now what do you think happened here? How was this possible?" Marshall asked them all. 

"Magic," came one reply, but others actually came closer to the truth. 

"Something was done to the space/time continuum," one student offered. "The radar got jammed somehow", another said. 

When they all ran out of guesses, Marshall explained his invention and how it worked. The STDTS seems to warp or contract space in front of a vehicle while its moving and expand it out the back. If it were applied to a space craft and modified so that it could pulse the field, it would accelerate that craft without any fuel expenditure and it could theoretically do so past the speed of light. Marshall explained how it seems to function as part of Einstein's Unified Field Theory of gravity and electromagnetism. Through use of the black board and other video tapes he revealed how it has long been thought that there was a coupling effect between gravity and electromagnetism. 

Until now, scientists have assumed that the only way to warp space was through the use of exotic energy but if it could be done, it would also open the door for such things as wormholes and time machines. Marshall pointed out, however, that since the Unified Field Theory of gravity and electromagnetism implies a relationship between the two, then it would explain how he is able to get the kinds of effects he is. He also showed video material of experiments conducted by Canadian researcher John Hutchison which result in antigravity effects, among others, as another example. 

On the subject of the radar sign showing the wrong speed, Marshall pointed out that it was actually the correct speed for the car, since it agreed with the speedometer and indicated that the chemical fuel being used was enough to produce the speed of 25 mph. However, the field was accelerating the car to almost 27 mph by the warping of space. Just as required by all models for warp, the car wasn't really moving faster, it's that space was moving as well. 

The students had many questions, ranging from what it would mean for space travel, to if they could buy one for their personal cars. 

"Well, that was my original idea," Marshall began", to sell it as a device to allow for faster travel without going faster, but that was when I thought it was only effecting time. Once I realized that it was actually accelerating the car and then doing so invisibly to radar, that blew all plans for selling it for cars or trucks. I couldn't even get police or the State Highway patrol to get involved with the testing, because the idea of a technology that could accelerate a car invisibly to radar just blew their minds and scared them. With the right amount of power, a person could be clocked at 65 mph but really be doing 95 mph or more." 

The whole day was a part of the SuperScience for High School Physics program that exposes high school students to advanced concept research ideas from the real world in hopes to inspire more students into higher physics and math oriented career paths. The main sponsors are Vorys, Sater, Seymour and Pease, Time Warner Cable, Interhack, Porter, Wright, Morris and Arthur, Hugh White Honda, and Plaza Properties, Inc. Additional support was given by PC, Reis Design, and Lubell Labs. 

A new phase of the program will begin this summer with some new sponsors and an expansion of the program's reach to include exhibits outside of the classroom. In the fall, SuperScience for High School Physics kits will be made available for teachers for the first time. The kits will be marketed nationwide and include activities, DVDs, CDs and access codes to download special, updated files online. There are also plans for SuperScience for High School Physics events that can tour the country.




High School Students View Real Warp Drive Video
posted by swwnews on 5/30/06 7:58 PM

Science Web World News: Copyright May 23rd 2006 Cleared for Distribution with SWWN credit 

High School Students View Real Warp Drive Video 

by Cindy Shannon 

The story seems to be all over the web. The search terms "warp drive" and "Bexley" seem to be enough to get the well distributed text to turn up in most search engines and what a story - according to United Press Internet News, on May 13th all 5 classes of a Bexley, Ohio physics teacher were able to observe and analyze a series of video tests that seemed to demonstrate a functioning warp drive.  

The presentation was part of the SuperScience for High School Physics program that claims to present high school age physics students with real world, cutting edge "advanced concept" projects and theories. The teacher at Bexley High School, one Craig Kramer, had had the program in before, last year along with then science teacher Jack Minot. At that time, presenter and R&D engineer, Marshall Barnes, covered such subjects as why time is not the 4th dimension (in the literal sense), how to produce invisibility mirages with applications for security and military tasks, why massive black holes aren't viewable in a single reference frame from all viewpoints and errors in Kip Thorne's idea for using transversable wormholes for time travel. All far out subjects, mind you, but now in demand. Even Astronomy magazine featured the subject of time travel on its February 2006 cover. But this year, the focus was on solely breakthrough propulsion theories linked to Einstein's unfinished Unified Field Theory. 

According to the UPIT report, the presentation included the video of research by Canadian John Hutchison who has been able to produce antigravity effects, among others. But the highlight of the presentations was the video showing the interior of a car with the speedometer clearly visible and then a radar sign that was positioned to give the speed traveled. Twice, the speedometer and the radar sign agreed, but on the third time, with a device called a STDTS engaged, the speedometer and the radar sign still agreed but the car had traveled a significant distance during the same elapsed time period. A distance that the students were involved in measuring after each take by comparing the position of the radar sign after the elapsed time had past. This would indicate the classic example of "warp drive" where a ship is accelerated through space by the warping of space in front of it. In other words, the radar sign and the speedometer are agreeing on the speed that the car is propelling itself - but the increase in speed, not visible to the radar, is due to space warping in front of the car. 

It's the Unified Field Theory that Marshall says enables the device to produce what, by all accounts, appears to be warp, without the exotic matter requirements that most physicists say is needed to warp space.  

Marshall pointed out that since the Unified Field Theory of gravity and electromagnetism implies a relationship between the two, it would explains the kinds of effects he and John Hutchison are getting. 

In general the kids were baffled by what they saw, though when asked, they seemed to offer their own ideas to explain the paradox, that is before Marshall let them in on what was actually happened. When they realized what it was all about, some asked if they could one for their cars. Marshall had to nix that idea because he said that the fact that a technology existed that would enable a driver to speed undetected by radar "just blew their minds", adding that "with the right amount of power, a person could be clocked at 65 mph but really be doing 95 mph or more."  

So what's it mean for the future of space travel? When reached for comment, a spokesman for the program replied that further testing is needed and will be happening later this summer and fall, with a view toward a space attempt sometime in 2008.  

"At the power that the STDTS has been tested with now, which is below 20 watts, after modified for space travel and pulsed, a trip to the moon would take under an hour instead of 3 days, once the ship was in space," was the reply. "That only after 90 pulses and that could be accomplished easily in under 5 minutes. That's just based on what we have and know so far." 

In the meantime, a DVD about the whole affair is in the works, along with a subsequent TV special. As Picard used to say on Star Trek: The Next Generation - "Engage"!
POSTED 3/12/2008 4:43:05 PM
(C) 2008 Hudson Net Newswires (redistribution cleared with HNNEWS credit)
"SuperScience" Platform Promoted By Barnes - National Tour Planned
by David Conners for HNNEWS


Dateline, Columbus,OH February 26th, 2008: R&D engineer and technologist Marshall Barnes presented a spirited lecture on the future of advanced science concepts at the Columbus Metropolitan Library auditorium, in Columbus, Ohio, recently. The lecture, the first in his series of SuperScience Live! events nationwide, was for high school physics students. The group that attended braved threats of winter snow storms and were willing to miss the start of the most critical of the Democratic primary debates between senators Barack Obama and Hillary Clinton in Cleveland, to see this rising star in the science world deliver his unique take on the future in a way that few could ever approach - both in content and style.áBy the end, the candidates could have picked up a few pointers from this passionate advocate.

"The future is not going to be what people describe now," Barnes began, "because radical things are going to happen within the next four years that aren't being talked about much, now".

He started in on why people from his generation see the 21st century as a failed dream, without most of the things that were expected to happen. He placed the blame on a culture that attacks thinking outside the box unlike what happened at the beginning of the last century.

"At the beginning of the 20th century people were expecting the things from that current group of science fiction writers to come true, like Jules Verne. Now, scientists like Kip Thorne complain that although many physicists not only read science fiction, they even dabble in writing it, they don't dare research areas that are too close to science fiction concepts because of the peer pressure in the science community against it.

"As a result," he continued, in his animated style, "the advancement of science and technology has suffered. Even NASA and the NASA Institute of Advanced Concepts have complained about this."

Barnes also pointed to the book, The Trouble With Physics, by Lee Smolin , as an example of what he sees as science in a crisis.

"This is the most important book of the decade, because it points out the state in academia that is perpetuating this condition."

Barnes quickly moved to why things are changing, pointing to the recognition by an increasing number of people and groups in the science and technology field that they have to, or our civilization will fail to advance and the planet will fail.

"I remember when Bill Clinton was on the OSU oval in 1992, talking about all of the great things he was going to do for the environment with technology. We had 8 years with a so-called environmental vice-president, Al Gore, and what happened? Nothing. All, this talk now about going green and using alternative energy and renewables, all of that could have been done then, but it wasn't. It's happening now because there is no other choice."

From there he launched into a discussion on teleportation ideas, showing a video clip where a science fiction writer in a documentary discusses how teleportation would wipe out the auto industry, turn highways into "long narrow parks" and enable the criminal minded to commit homicides with "no one the wiser".

"This guy might be a good science fiction writer," Barnes followed, "but he's an idiot".

Barnes then revealed the importance of practical application of advanced ideas over just brainstorming.

"Do you really think that the government is going to allow a technology that will wipe out a major portion of our economy?", he began. "No. The trucking industry, the airlines, rail, they would all be effected. We've already talked about how the oil companies and the government held back the advancement of alternative energy until now, and this guy thinks that teleportation is going to get a pass? So it's not going to happen like that. Then this possible use as an alibi for murder is ridiculous because law enforcement is going to factor that in when they investigate. So this whole approach is just stupid."

He then began to get questions from the audience which he fielded with ease while he took them into the physics of how teleportation, Star Trek style, wouldn't work, the quantum physics of quantum teleportation of information, supported by more video footage of an actual scientist who is working on teleportation problems with photons. He then discussed the 2004 Air Force Teleportation Physics study that cost $25,000 and how he was the author of the first private sector analysis of it, and its most vocal critic of its national security lapses. He found fault in the fact that the entire suggested budget of the study was some $38,000,000 and proposed that it was a major mistake for the Air Force to then post the entire study online.

"How many nations that aren't friendly to us do you think have $38,000,000 to spend if it might result in a way to completely circumvent our national security?" 
It was the one moment when the crowd of teenagers seemed stunned and reflective. "Alot," one girl quietly said.

"The study wasn't about Star Trek style teleportation but other forms, such as quantum as well as the way that I think it will happen - engineered wormholes."

He asked his young audience if they knew what wormholes were and only a few raised their hands. More responded to his query about their knowledge of black holes, so undaunted he did a crash course on the relationship between black holes and wormholes.

"You can't use a black hole for travel because of the radiation," he explained as he began dashing out quick illustrations on the board behind him. "A rotating black hole is supposed to have an inner and outer event horizon that would allow you to escape the singularity and go into a parallel universe, but the tremendous amounts of radiation, that these things put out, would kill you first."

He then described how wormholes are thought to perhaps open and collapse on tiny scales all the time and the idea would be to tease one these open and stabilize it, as one approach. Another would be to warp gravity in a local area, similar to ideas that University of Connecticut physicist Ronald Mallett has about creating a time machineá .

"Scientific American has pointed out that the same technology that would provide for warp drive would also allow for time travel and teleportation through transversable wormholes. Why that's important, I'll get in to later".

Unfortunately, he never did. If there was any flaw in the evenings presentation is that Barnes was too open with his eager audience and to taking their questions on the spot, and it was one such comment that threw the presentation on a completely different track. Barnes was linking deja-vu to a discussion about parallel universes from quantum physics, his position being that he feels, along with others, like physicist Fred Alan Wolf, that such events are bleed throughs of information from copies of ourselves in other worlds. A young lady in the back asked about scientists that claim that things like deja-vu were just chemical recations in the brain. That was all it took.

"I'll tell you about these so-called scientists that make claims like that," he began excitedly, "they don't know what they're talking about and I'm going to prove it, right now."

Suddenly he was off and doing a quick search through his stack of videos, and after retrieving the proper one he held it up like a prize.

"This is where the rubber meets the road folks. This is real world science and if you take nothing else with you tonight I want it to be the importance of thinking for yourself and reading carefully what alot of these reports say."

He said what he was going to show them was the results of his investigation into the claims in a report by neuroscientist David Eagleman of the Baylor College of Medicine, which were that duration dilation is a product of elongated memory and not an actual real-time event. Barnes said that he has an article on the internet that has the full details of his investigation and that the sudents could easily look it up because currently it was the #1 result for 'duration dilation' on Google.

Then he explained that Eagleman had conducted an experiment dropping volunteers into a net using a tower called a Suspended Catch Air Device or SCAD. The volunteers wore wrist devices that flashed numbers so fast that they couldn't be read under normal circumstances, the idea being that if their perception of time slowed down while they fell, as has been reported by accident victims and the like, that the numbers would be readable.

The students watched a video showing all this, including Eagleman explaining the process and his hypothesis, while Barnes walked to one of the boards and wrote out a single, long word. Barnes then stopped the video and began to set-up his case with the skill of an attorney.<

"You see the word up there?", he asked, "I created that word to describe specifically the effect that devices have on the human mind. That word is 'technocogninetics' and it includes everything from a two dimensional piece of art to the types of technologies you see in movies like Strange Days and Brain Storm. So when I saw the article about this experiment, it struck me as wrong, like it did many people on the internet, who said that their perceptions of time had slowed down which is why they were able to escape death or serious injury. But what they didn't have was anything scientific to back them up"<

At that point a young man in the front row raised his hand and said, "There was no connection between the fall and the effect because the people knew that they were going to be alright".

"Good point," Barnes replied, "and that's part of what I was looking at. The anecdotal situations don't match what Eagleman claims he's testing for. He said that they couldn't put people in an accident and I say why not? You could have a test track, like they do in Marysville, where a person is in a car, perhaps with someone else driving, and you tell them that something might happen, nothing big and you have some set-up that would gauge their perceptions. So they're going along on the track and all of the sudden this Mac truck comes out of no where, right at the car and there's a near miss -" at which point the audience broke out with laughter and he continued, "but everything is alright, and then you could measure some kind of result."

Barnes continued that when he applied technocogninetics to the Eagleman study he wanted to know how everything would impact the minds of the participants, which is what led him to investigate the net of the SCAD. Part of Eagleman's case was that the falling volunteers weren't able to read the numbers but they overestimated the length of their falls, suggesting that duration dilation is a result of slowed down memory. But Barnes showed video of the web sites of facilities that have the SCAD, including the Zero Gravity amusement park where the Eagelman test were conducted, and they all said that the SCAD was designed so that you couldn't tell when you had landed in the net. The students were stunned.

"Well, couldn't that be just what they say about it though, that you can't tell?", one boy queried.

"Hey," Barnes shrugged, "these are the people that have the SCADs, have the insurance and use them. That's their claim. But Eagleman set-up his test with the SCADs without checking what the effects might be. That's on him. Watch this..."
Barnes then showed a video clip of one of Eagleman's assistants telling a volunteer who had just done a SCAD dive to use a stop watch to recreate his fall in his mind, from when he was released -áto when he hit the net.

"You see?", Barnes interjected. "Their criteria was from release to the moment that they hit the net. It even says so in the paper. That's point. What this means is that Eagleman, this big neuroscientist, selected a tool for his experiment that renders it impossible to get accurate results from his experiment."

"But that's not all," Barnes continued. "I've got more. Remember how I said his report claimed that no one could read the numbers during their fall? Watch this."

Barnes showed a video from the BBC where a volunteer was able to get the first number right and the second one wrong but it looked like the correct number. In the video Eagleman himself says that the numbers look alike and seems embarrassed that the volunteer got so close to a perfect score. Barnes latched on to this immediately.

"Alright. Applying technocogninetics to this - what's the effect on the ability to see these numbers in freefall? Why not have specific numbers that don't look a like so that they can be easily read? And, I'm betting if the fall lasted longer, he would have had enough time to tell what number he was seeing, because the BBC reported on their online article about this very same event. They said that this man consistently got the first number correct and the second was a look alike."

The kids seemed completely baffled by this example of what looked like a sound scientific experiment suddenly coming apart right in front of their eyes. Barnes then explained that even worse is the fact that the case where the man was able to read some of the numbers right took place in 2006 but was never mentioned in Eagleman's 2007 report, raising serious questions not only about Eagleman's methods but his motives behind doing the research. Barnes explained that there are potential military implications as well.

"If a soldier can use duration dilation on a reliable and repeatable basis, that means he can avoid danger easier and be a better fighter. But based on Eagleman's report, that's not possible because he says that duration dilation is a product of memory, so it would have no use in a real time fighting situation. But, as you saw, Eagleman is completely wrong."

Barnes cited the book, The Trouble with Physics as a source of information about how things can get bogged down or ignored in the science world and how hidden assumptions can be made that lead to mistakes that impede technologcical and scientific progress.

"This book is a must read for you, especially if you want to go into science, because it tells you in advance what the problems are and in some ways, how to navigate them."

By that time, he was out of time and could only sign the students' notes so they could get credit for showing up back at school. The enthusiasm they showed though seemed the type more reserved for a visiting rock star, with cameras flashing pics of the R&D engineer as he signed his autograph. As the crowd left the small auditorium, a message that one girl left scrawled on the board, left no doubt.

"Marshall Barnes is the Coolest", it said.




Science kids bust Hawking mistake

(by Christine Bryant, Eastside Editor - October 11, 2008) 

Those worried about the future of science advancements in the United States should feel rest assured thanks to five Bexley students.

As part of a physics project presented to the students last year by Marshall Barnes, director of the SuperScience for High School Physics program, the students detected a mistake that famed physicist Stephen Hawking made that no other scientists had detected.

The students recently were honored by the Bexley City Council for their achievement - a feat that was accomplished as part of an experiment conducted by Barnes, who did catch the mistake but was puzzled when physicists were unable to notice it.

Barnes caught the mistake in 2003 and later presented it at a number of conferences, but was surprised when he found that although everyone agreed it was in fact a mistake on the part of Hawking, it had to be specifically pointed out to them that way first.

"The reasoning behind this," Barnes said, "was that older physicists are locked in their old patterns of analysis and aren't mentally flexible enough to catch the error."

Younger minds, he said, might look at the problem from a different perspective. As an experiment to test this theory, he presented a class of about 30 students at Bexley High School last year with his theory.

Five of the 30 students were able to detect the mistake, which involved objections over the theoretical model of using wormholes as time machines, a famous model devised by Cal Tech professor Kip Thorne, and cited in books and on such programs as PBS's "NOVA."

"We all felt pretty clever," said Margaret McIntosh, who has since graduated and lives in Bexley. "We thought, if we can do it, why hasn't it been figured out?"

The findings support concerns about the future of academic science in the United States, unless more students are introduced and motivated to learn about the field.

"At this time, when CERN (European Organization for Nuclear Research) is about to reveal new information about the beginnings of the universe, this experiment at Bexley High School is but the first step in a revolution toward a greater understanding of the nature of time and how it may be manipulated in the very, near future," Barnes said. "This is what will put Central Ohio on the world physics map." 

A video of the experiment can be viewed at
html. The project received partial funding from the Columbus Jewish Foundation. 

(The following article was just discovered on the website  7/23/09

City of Bexley To Honor Physics Students for Catching Stephen Hawking Error

The City of Bexley, OH will officially recognize five recent high school physics grads for their accomplishment of spotting a mistake made by the famed scientist Stephen Hawking.

PRLog (Press Release) – Sep 04, 2008 – Bexley, OH: The Bexley City Council will honor three girls and two boys, recently graduated high school students, for being able to detect a mistake that famed physicist Stephen Hawking made that no other scientists had detected. This astute feat was accomplished as part of an experiment conducted by a R&D engineer who did catch the mistake but was puzzled when physicists seemed incapable of noticing it right off. 

Marshall Barnes, director of the SuperScience for High School Physics program, caught the mistake in 2003. He later presented it at a number of conferences but was surprised when he found that, although everyone agreed that it was in fact a major goof on the part of Hawking, it had to be specifically pointed out to them that way first. The reasoning behind this, Marshall determined, was that older physicists are locked in their old patterns of analysis and aren't mentally flexible enough to catch the error. On the contrary, younger minds might - hence the experiment when he presented a class of Bexley High School students with the problem. Five were able to detect it out of about 30 students. 

The mistake involved objections over the theoretical model of using wormholes as time machines, a famous model devised by Cal Tech professor Kip Thorne, and cited in many books and on such programs as PBS's NOVA. 

The fact that three of the five students were girls, surprised everyone but underlines the often-debated fact that girls can do physics when given the chance and motivation. It also supports further concerns about the future of academic physics, expressed in the book, The Trouble With Physics, by Lee Smolin. 

The proclamations will be handed out during the city council meeting September 9th, 7PM at City Hall, 2242 E. Main Street, Bexley, OH. For more information contact Debbie Maynard at 614 559 4210 or 614 559 4212 or email