In the closing years of the nineteenth century, one of those nagging little discrepancies vexing physicists was the behaviour of the photoelectric effect. Originally discovered in 1887, the phenomenon causes certain metals, when illuminated by light, to absorb the light and emit electrons. The perplexing point was that there was a minimum wavelength (colour of light) necessary for electron emission, and for longer wavelengths, no electrons would be emitted at all, regardless of the intensity of the beam of light. For example, a certain metal might emit electrons when illuminated by green, blue, violet, and ultraviolet light, with the intensity of electron emission proportional to the light intensity, but red or yellow light, regardless of how intense, would not result in a single electron being emitted.
This didn’t make any sense. According to Maxwell’s wave theory of light, which was almost universally accepted and had passed stringent experimental tests, the energy of light depended upon the amplitude of the wave (its intensity), not the wavelength (or, reciprocally, its frequency). And yet the photoelectric effect didn’t behave that way—it appeared that whatever was causing the electrons to be emitted depended on the wavelength of the light, and what’s more, there was a sharp cut-off below which no electrons would be emitted at all.... [Read More]
Reporter Megan Fox found an interesting hook for discussing my recent physics publication.
“Atomic physics kind of backed off from the Newtonian assumption of an objective reality to describe how atomic physics works,” said Schantz. “Physicists were operating under the assumption that there was no such thing as cause and effect. There is a strong desire in philosophy to undercut reality. Much like Plato’s allegory of the cave, they want to say all we have is a distorted version of reality and we cannot know what is real. You can see it in physics, that it has fallen out of favor to question how we know what we know. Instead we get propagandizing.”... [Read More]
At age eleven, in 1861, young Oliver Heaviside’s family, supported by his father’s irregular income as an engraver of woodblock illustrations for publications (an art beginning to be threatened by the advent of photography) and a day school for girls operated by his mother in the family’s house, received a small legacy which allowed them to move to a better part of London and enroll Oliver in the prestigious Camden House School, where he ranked among the top of his class, taking thirteen subjects including Latin, English, mathematics, French, physics, and chemistry. His independent nature and iconoclastic views had already begun to manifest themselves: despite being an excellent student he dismissed the teaching of Euclid’s geometry in mathematics and English rules of grammar as worthless. He believed that both mathematics and language were best learned, as he wrote decades later, “observationally, descriptively, and experimentally.” These principles would guide his career throughout his life.
At age fifteen he took the College of Perceptors examination, the equivalent of today’s A Levels. He was the youngest of the 538 candidates to take the examination and scored fifth overall and first in the natural sciences. This would easily have qualified him for admission to university, but family finances ruled that out. He decided to study on his own at home for two years and then seek a job, perhaps in the burgeoning telegraph industry. He would receive no further formal education after the age of fifteen.... [Read More]
Here’s a press release from Q-Track on my discovery and publication… Hans
Physicists have long been troubled by the paradoxes and contradictions of quantum mechanics. Yesterday, a possible step forward appeared in the Philosophical Transactions of the Royal Society A. In a paper, “Energy velocity and reactive fields” [pay wall, free preprint], physicist Hans G. Schantz, presents a novel way of looking at electromagnetics that shows the deep tie between electromagnetics and the pilot wave interpretation of quantum mechanics.... [Read More]
!RAWBLOCK0! Click the title of this post to see the interactive simulation.
The display above shows, from three different physical perspectives, the orbit of a low-mass test particle, the small red circle, around a non-rotating black hole (represented by a grey circle in the panel at the right), where the radius of the circle is the black hole’s gravitational radius, or event horizon. Kepler’s laws of planetary motion, grounded in Newton’s theory of gravity, state that the orbit of a test particle around a massive object is an ellipse with one focus at the centre of the massive object. But when gravitational fields are strong, as is the case for collapsed objects like neutron stars and black holes, Newton’s theory is inaccurate; calculations must be done using Einstein’s theory of General Relativity.... [Read More]