Teaching advanced physical concepts using display holograms
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Jeong, Tung H.
Serious popular scientific magazines in recent years are featuring headlines such as “Why we all live in a hologram”(1) and “Are you a hologram?”(2) Are they serious? I have found that because a hologram appeals to the most far reaching of our physical perceptions, a study of it can lead typical students to grasp the concepts in advanced physics such as quantum tunneling, entanglement, and the existence of higher dimensions. Furthermore, young students without prior training in higher mathematics can be induced to appreciate the symmetry between the spatial and temporal domains of information theory in particular, and the elegance and creative power of formal ideas in general. A series of specific physical demonstrations will be presented.
 My name was Phong and I was adopted by another village, also Phong, and later I was adopted for the second time. That's when I got my name, Jim. Okay. But it's curious to me that I left when I was 16 years old in 1948, and now I'm back home. And another curiosity is that I decided to become a teacher when I was 14 years old, because those of us in the village of 500 people and only 20 students cannot afford the tuition of about 100 kilograms of rice. That's what you pay for one year of education in the village. And there are only 20 students from 6 years old to 12 or even 18 years old, one room in the village, and one teacher for all grades. So that's how I grew up. And there are only three subjects. One is mathematics, which is the apacus. The other one is memorizing Chinese literature. Just memorize. You don't understand it. It's okay. Just recite, sing it, poetry, and so forth. And calligraphy. We have the right down all the memorize, and that's the whole curriculum. For everybody, no matter how old or how young you are. So, and on and off, we have war, we have famine, we have droughts, we have floods, we have Japanese invasion, and we have Russel revolution. So we go to school when we can. Okay. But when I was 14, something important happened to me. Our teacher, only one teacher, was sick, and he asked me to teach the class. So, but I really enjoyed the poetry and I enjoyed everything. So I liked to teach it. And after I taught it, that week, whenever other students beat me in the street, they bowed to me and they clean some door, and they show some little teacher. I liked it so much, I decided, I am going to be a teacher, no matter what else I do. So after all my education, and I learned horography, and I came to China and taught professors. In America, I taught professors. Those are easy things to do. Because professors are prepared, they want to learn, they are even paid to come to learn. But recently, after I retired in 1970, 1997, I want to teach children again. And my most interesting and most difficult challenge in my life is to teach children very young, six years old, so forth. Not horography, horography is only an instrument. I use horography to make them understand much more about everything, about art, about poetry, and about life. So I started teaching parochial school assembly programs. Those are private schools in the United States, maybe 100, 200 students. And when I gave an assembly, all of them sit on the floor in a gymnasium with the 18 year olds holding the 6 year old on their lap so that they would not run away, would volunteer parents and teachers sitting on folding chairs around to keep the young children from running and screaming and making noise. That is the hardest job in my life. So I have come in a circle. I started in China in a one room class with all children of all ages and now I am back to teaching children young in one room. So in fact, I have to invent new ways of teaching. How do you keep children still for 40 minutes talking about Fourier transforms? I am going to try to do that. I am going to assume you are children, okay? So don't be insulted if I am too easy on you, okay? So the way I spot my class is, this is what I do. I brought something very heavy, but I didn't have to check it in the airline. So you are children and I am just now coming into the gymnasium and you are going to hold still for 40 minutes, okay? You look like 6 years old. You look like 6 years old, right? What did I just brought out? Nothing. I brought another 6 year old. What do you think I just brought out? Air. And all the children say molecules. And all the students say, anything matter. And then an 18 year old says, don't matter. And I say all of you are correct, but you missed the most important thing I just brought out here. I took out my cell phone and I put it into my block of space. Suddenly they get the idea. Information. What I have here is information. With my cell phone, I can communicate with the world. I can Google and find out anything I want. In fact, my hero physicist who died last year at age 98, John Wheeler, he said, the universe has nothing, nothing but information. Everything else is incidental. So you think about molecules, antimatter, tell me more about it. It's more information. It's information. This is the age of information. Now, the next thing I would do is I want to show you how much information I can put in this block of space. What is space? You see, the afternoon after I give this assembly, I would meet with the smartest students for two hours. I would do different things. But we have to conclude what is space? From talking to a lot of children, I come up with space is that which can hold information. That's the definition of space. What is time? Time is that which can change the information you're holding. Therefore, you cannot have time without space. You must have information to change. So the next thing I do is I just blend out the instochin next. Let's figure out something really, really interesting. How much information is in this block of space? How much? Or what's the maximum amount of information we can have? You see, everything is quantized including space. So what is the smallest amount of space? It is one plank length, which is 10 to the minus 33 centimeters. So the smallest space is 10 to the minus 66 centimeters. And the smallest amount of information is one bit. Therefore, the information density capacity is 10 to the 66th hour bits per square centimeter specifically on a hologram according to the string theorist. So a hologram, this bit can contain the equivalence I tell children, I use the children language. 100 giga, giga, giga, giga, giga, giga, giga, giga, giga, olds bits per centimeter, 7 gigabytes 10 to the 66 prohibits. That's a lot of information per square centimeter. That's the theoretical limit. And if we go in the three dimensions, one cubic centimeter is 10 to the 99 bits per square centimeter. Therefore, in a cube of space the size of a grain of sand. That can contain all the information in the history of human life from now until we are extinct. That is a theoretical number, not just grabbed from the space. Now I am going to demonstrate that this may be true. I have a very old holoclip. This hologram I made in 1969 after the long or after landing on the moon. But the hologram I cannot see anything. It is a piece of glass I have never cleaned. I took a laser and I cannot remember the size of the grain of darkness. So if I dial it like a radio, it is nothing. But if I keep dialing it, I have nothing. As soon as I am 37 minutes from the screen, I assume this is only 100 by 100 bits. It is more than that. So I have one kilobit of information transferred from here to there in one nanosecond. My data transfer rate is one terabyte per second. In one nanosecond, I transfer from here to the screen at least one kilobyte, so one terabyte per second. So that is the future of information transfer using holographic techniques and wirelessly by and in parallel processing. So this is a demonstration from what I call a classical hologram. I made it in 1940, 40 years ago. And nothing has changed except to increase. But I have more on this hologram. If I dial it again, I tell you that I have another channel of information. And if I turn right from here and right from behind, I have three dimensions of information. So I am giving an example of how we can believe the enormous storage capacity of a hologram can happen. Now with this, what can we do? What theorist has predicted in journals that I found this magazine when I was in London in year 2002, and he says, why we all live in a hologram? That is not believable. And the year in contact with the U.S., another magazine, in the United States, are you a hologram now? Are you joking? Can we believe it? It is written by a super straight theorist, a collaborator with Stephen Hawking. And confirmed by a straight contact in Princeton. They don't play instruments. They are straight theorists. They are in the Institute of Advanced Learning. They agree with this. They are serious. How can we believe that? So the next thing I want to talk about, I show this, now I would not do this with 60 years. They would start running and want to shoot basketballs. I would do this to 10 years, because I say, don't worry about something you don't understand. Every day we see things we don't understand. When I go to an art gallery, I don't understand most of the art work. When I go to a concert of modern music, I don't understand it. But if I want to understand it, I should try. So if you haven't get the math, I'm going to read this in words to you, what a hologram is. If we were to have a t-shirt made for this week, everybody to wear, you should have this equation on your t-shirt. That's a holography. But students, young students, don't even care that this is a powerful equation. They have no experience. So to the two-year-old, I have another story. What are they staring at that I ask? You look like you are four, six years old. If your mommy and your daddy each give you two apples, how many apples you have? And you say four. Very good. Then I find another little girl over there, also six years old, I said, if your mommy and daddy each give you two oranges, how many oranges do you have? She said four, of course. I said, that's amazing. That means two and two is four, no matter who is apple or orange. Why do they know? That means mathematics speaks perfect truth. And it's more true than you ever know. There are more than apples, oranges, or forks and gluons. You can name a billion things, but two and two are not equal to four. That's the power of mathematics. Then they may be more willing to listen why I am having this equation in there. First, I say, it's beautiful. These two equations are beautiful. John says Fourier created this equation more than 200 years ago, and he used it to apply to thermodynamics. For the last 150 years, these two equations instead of x would have t there, time, and applied to radio, television, so forth, time domain information theory. And now we're making holograms, which means we're creating something in space. So it's a difference between apples and oranges. This is an equation that works for everything. So I'm going to read this equation in words. It's a hologram. A hologram is gathering together the object, so hologram object, from the object, from each point of which interfering with a reference beam, creating a spatial frequency in a gradient. So the dot on the object is a bit angle with reference beam. This is a high frequency gradient, interference pattern. And the other dots, each one, create a unique gradient. So all you do in a hologram is act together all the gradings you're forming when you're exposing light from an object onto it. This is what you see. This is the object. What you see is over the hologram gathering together all the diffracted light into your eye, each one created, diffracted by a gradient. So this is a completely symmetrical process. In fact, now I have another analogy. It's the chicken or the egg. Look how it's intermingled or they are. The hologram depends on the object, the object depends on the hologram. Perfect symmetry. That's called beauty of mathematics. It's beautiful. Besides useful, never mind if you don't know how to solve it. Just enjoy the fact that it's beautiful. Now I want to tell you how useful it is also. For example, when Thomas Addison created the first working light bulb, he had to work very hard. He did more than 2,000 experiments. So when people asked Thomas Addison, what makes you such a genius? A genius. Thomas Addison says, a genius consists of 98% perspiration and 2% inspiration. In other words, he was not educated. He worked very hard and he discovered things. But there's a simple way to discover things. Using all inspiration and no swag. And that is to use the beauty, beauty, famous symmetry of equations. For example, if Dr. Goodman were here, I would tease him, you know, because he's not, but he has a very beautiful DVD we're going to show later. I will tell you how he wrote his great book, Introduction to Free Artics. It's the Bible for most of us. It's very easy for him to write that book because over the last 150 years, time domain information people, radio engineers, television have been using these equations, writing books on them. So all he has to do is take those equations, erase T the time and put X on it. Now we have a book on free artics. No swag. You're making these specific examples. Suppose in radio, in my days, when you dial to a station it had a lot of static noise in the background. How did they fix it? Well, they built a better radio. What is a better radio? Very fine tuning. So you can accept a narrow bandwidth of time. So now when you shine a laser beam through a lens and to expand it, the spot of light is very dirty. We even call it noise, diffraction of dust from lens. Now if you are the only first person to try to solve this problem, it's not easy. You have a dirty laser beam. How do you clean it up? Don't do it Thomas Edison's way. Don't try 2000 times. Just translate narrow time to narrow space. It's a pen hole. You just invent it or discover the spatial filter by using beautiful way of thinking by symmetry. In fact, now you can take a fully transformed textbook in space domain and go through every theorem. Each one will allow you to have an invention. Take the very first theorem in a fully transformed book. It's the shift rule. Those of you who study, it's saying that when you move the hologram this way and shine light through it, the image doesn't change if it's a front hofer. I have a demonstration for that. This is a front hofer hologram. I'm going to shine a beam or light through it and then move it. The pattern does not move. That means they actually had a pattern on how to reproduce all the movies and play it through holographic form. Why? Because Thomas Edison movie juxtaposed the film across, flashed the light and then juxtaposed it across to the next frame. That's how all movie projectors work. It destroys the film sometimes and it's very noisy. But if each frame is a front hofer hologram, then you can have a smooth transmission. As long as light is heading one frame, it doesn't change. Then suddenly jump to the next frame. Shift rule. Even better one. Radio signals can be scrambled or coded. You must have the program or the descrambler or the decoder to listen to the radio. That's the convolution theorem in Fourier transform. You make a hologram covered with a piece of ground glass. When you look at the hologram, you only see the ground glass. But if you own that ground glass, the decoder, you can project the image through the ground glass backwards and create a real image. You invent coding and decoding in holograms just by looking at what they have done in the time domain. There are infinite number of these examples. You can create this way. Now I want to show you. My purpose here is to, again, not to train holographers. I'm trying to educate them to treat holography as music, as art. This is the culture. It has all the attributes of each other. I got into holography by first publishing a paper on circular hologram. That way you can get grants. Otherwise you can't break into a new field. I was in nuclear physics. I found it frustrating teaching nuclear physics because nobody understands me. I can't show them. Holograms, I can show it to children, artists, people who have no background. Now I want to talk about another way of discovery. How to take an equation and improve it. You don't have to be a scientist. Be an artist. I'm talking to all of you, children or adult. If I take that piece of film out a hologram of that car and stretch it out into a flat piece, rectangular hologram, that piece of film still has all the information. But instead of a three-dimensional hologram, cylinder, I now have a two-dimensional hologram, yet has all the information. I have an example which I will put in exhibition tomorrow night. This is the flat piece of film from that hologram. I'll go and look at the top space. If I now illuminate this hologram, which I will in the art session with one beam of light, you will see all the information front of the car, back of the car, under the car with one eye, the camera, at no time, zero time. In other words, I have four dimensions of information in a two-dimensional medium. That means we can have even higher dimensions. There should be no limit to number of dimensions. So you ask, what use is dimensions? I can tell you first, higher dimensions than three is free. You don't have to pay rent. Three dimensions, you have to pay. So if you can use four dimensions, or now, string theorists use ten dimensions, the idea is whatever it takes to do something useful. I want to go into those examples next. Last time I went to SPIE meeting, this company gave away this shopping bag. You can also buy t-shirts with these equations in it. Now, I look at these equations, say from an artist's point of view. I think they're ugly. They're not beautiful. They're mismatched. In fact, there's something wrong with those equations. There's a hole in it, zero. These are two matched, but this doesn't match that. This doesn't match this. In fact, I have seen t-shirts that says, in the beginning, God said, then there was light. It's a very poetic statement, but I don't think God would say that. He will be much more elegant. This beautiful should be more beautiful. Based on that idea, we can do the following. I demand that this not be zero. I demand this equal to something just like this, electric, magnetic. Electric fields depends on electrical charges. Magnetic fields, we have no magnetic charges. That's why it's zero. Every magnet has north and south pole, and never north or south pole alone. That makes it zero, and that's wrong. Just by force, it's not zero. You are predicting the existence of magnetic monopole that it exists, north pole alone. We have never seen one or found one, but that doesn't matter. That happened to the neutrino. That happened to anti-particles. They were predicted this way by symmetry in mathematics to exist before we found them. There's a $10 billion machine being built, already built in Switzerland to do these kind of things to find particles. In this case, in 1964, Professor Hicks predicted the existence of Hicks boson, which accounts for the fact that we have mass. It has not been found. In September, they are going to fire up that $10 billion machine to find it. I'm sure magnetic monopoles. If monopoles exist and they move, it creates a magnetic current that would give another term. This got two terms, it got only one. That's bad, not beautiful. Then that zero will become a magnetic current. Now, you have two pairs of beautiful equations, but still not beautiful enough. God will not say it twice. We like to have this entire idea collapse into one equation. That one equation, maybe one of other equations, the string theorist by using ten dimensions, want to find the theory of everything, TOE. So that all physical laws should be expressed in one equation. That's the way God would speed. So let's do one thing at a time. Get next-world equation into one. There are four steps which I'm not going to go through. These demands that you define E and B in terms of more fundamental quantities like potentials, it demands that you give it more information, make it more powerful, throw in Einstein's theory of special relativity, and then define a four-dimensional operator and lo and behold, you have one single equation. This equation is not just a fancy way of writing naturalist equation. It's more. It includes relativity. And so if God speaks, he should say in the beginning, this is what he says, and there was light. So these are the things I do. In fact, I forgot to do one thing in my hurry to save time. I have another ploy. How to invent, understand many things by understanding only one thing, to show that the universe, everything is related. For example, the Fourier transform pair applies to infinite number of cases. In fact, it also shows the duality of matter. There are two equations with two things intermingle like chicken and an egg. Quantum theory says we are both particles and waves. Any mass that moves, it has a wavelength. The uncertainty principle says that if you know exactly where you are, you have no idea about the momentum of your mass. It means if you translate it into general language that you exist in duality. You are a particle and a wave. One of them, the waves of you is everywhere in the universe. When something happened to you at the edge of the universe, there's an effect. I mean, I'm not being a religious preacher. This is true. That's the main idea of entanglement in quantum mechanics. So finally, I want to entertain you a little bit by giving you a performance on something that all of you, well, maybe, no. In fact, if Paula Dawson here, well, anyway, she's not, she's afraid of my paper, maybe too technical. But 25 years ago, she telephoned me from Australia at the middle of night, of course, middle of day for her. She said, TJ, I can't make a hologram with the argon laser I just borrowed from the hospital. So I asked her, why don't you have an etalon? And she said, what's an etalon? I couldn't answer her question. I just told her to call the laser company and demand an etalon. E-T-A-L-O-N. But I think about it. How would I explain what an etalon does? This is my demonstration. $3 from a toy store made in China. This will help me explain not only the etalon, but infinite number of things. So let me show you. That's how a bugle works. To make it into a trumpet to play other notes, you put holes here. By putting holes there, you induce this cavity or resonant cavity to specialize on a certain note. So an etalon in a laser. This is a theory of a laser as well. When light bounce back and forth between two mirrors at the end, it forms the notes I just play, except they are not in sound, but standing waves of light. In a long laser, you just saw, you just heard. There are many notes. That's multi-molding. Your light is not pure. You can't make a hologram. You must play only one note. And you do that by putting an etalon on. In this case, putting the holes in the right place. With this, I can also talk about how atoms work. If these were three dimensions and I cause resonances, you are doing the exact calculation for the electronic energy levels. And this, of course, works for all instruments. So this is an example of infinite number of things. So all theories are related. If you understand the essence of them, you have increased your intellectual power. It turned out that a point, a British point, already understood what I've been talking about 150 years ago, William Blake wrote in a poem, outgreased of innocence, to see a world in a grain of sand and a heaven in a wild flower. Hold infinity in the palm of your hand and eternity in an hour. With that, I have no more to say. Thank you.
 My name was Phong and I was adopted by another village, also Phong, and later I was adopted  for the second time. That's when I got my name, Jim. Okay. But it's curious to me that  I left when I was 16 years old in 1948, and now I'm back home. And another curiosity is  that I decided to become a teacher when I was 14 years old, because those of us in the  village of 500 people and only 20 students cannot afford the tuition of about 100 kilograms  of rice. That's what you pay for one year of education in the village. And there are  only 20 students from 6 years old to 12 or even 18 years old, one room in the village,  and one teacher for all grades. So that's how I grew up. And there are only three subjects.  One is mathematics, which is the apacus. The other one is memorizing Chinese literature.  Just memorize. You don't understand it. It's okay. Just recite, sing it, poetry, and so  forth. And calligraphy. We have the right down all the memorize, and that's the whole  curriculum. For everybody, no matter how old or how young you are. So, and on and off,  we have war, we have famine, we have droughts, we have floods, we have Japanese invasion,  and we have Russel revolution. So we go to school when we can. Okay. But when I was 14,  something important happened to me. Our teacher, only one teacher, was sick, and he asked me  to teach the class. So, but I really enjoyed the poetry and I enjoyed everything. So I  liked to teach it. And after I taught it, that week, whenever other students beat me  in the street, they bowed to me and they clean some door, and they show some little teacher.  I liked it so much, I decided, I am going to be a teacher, no matter what else I do.  So after all my education, and I learned horography, and I came to China and taught professors.  In America, I taught professors. Those are easy things to do. Because professors are  prepared, they want to learn, they are even paid to come to learn. But recently, after  I retired in 1970, 1997, I want to teach children again. And my most interesting and most difficult  challenge in my life is to teach children very young, six years old, so forth. Not  horography, horography is only an instrument. I use horography to make them understand  much more about everything, about art, about poetry, and about life. So I started teaching  parochial school assembly programs. Those are private schools in the United States, maybe  100, 200 students. And when I gave an assembly, all of them sit on the floor in a gymnasium  with the 18 year olds holding the 6 year old on their lap so that they would not run away,  would volunteer parents and teachers sitting on folding chairs around to keep the young  children from running and screaming and making noise. That is the hardest job in my life.  So I have come in a circle. I started in China in a one room class with all children of all  ages and now I am back to teaching children young in one room. So in fact, I have to invent  new ways of teaching. How do you keep children still for 40 minutes talking about Fourier  transforms? I am going to try to do that. I am going to assume you are children, okay?  So don't be insulted if I am too easy on you, okay? So the way I spot my class is, this  is what I do. I brought something very heavy, but I didn't have to check it in the airline.  So you are children and I am just now coming into the gymnasium and you are going to hold  still for 40 minutes, okay? You look like 6 years old. You look like 6 years old, right?  What did I just brought out? Nothing. I brought another 6 year old. What do you think I just  brought out? Air. And all the children say molecules. And all the students say, anything  matter. And then an 18 year old says, don't matter. And I say all of you are correct,  but you missed the most important thing I just brought out here. I took out my cell  phone and I put it into my block of space. Suddenly they get the idea. Information. What  I have here is information. With my cell phone, I can communicate with the world. I can Google  and find out anything I want. In fact, my hero physicist who died last year at age 98,  John Wheeler, he said, the universe has nothing, nothing but information. Everything else is  incidental. So you think about molecules, antimatter, tell me more about it. It's more  information. It's information. This is the age of information. Now, the next thing I  would do is I want to show you how much information I can put in this block of space. What is  space? You see, the afternoon after I give this assembly, I would meet with the smartest  students for two hours. I would do different things. But we have to conclude what is space?  From talking to a lot of children, I come up with space is that which can hold information.  That's the definition of space. What is time? Time is that which can change the information  you're holding. Therefore, you cannot have time without space. You must have information  to change. So the next thing I do is I just blend out the instochin next. Let's figure  out something really, really interesting. How much information is in this block of space?  How much? Or what's the maximum amount of information we can have? You see, everything  is quantized including space. So what is the smallest amount of space? It is one plank  length, which is 10 to the minus 33 centimeters. So the smallest space is 10 to the minus 66  centimeters. And the smallest amount of information is one bit. Therefore, the information density  capacity is 10 to the 66th hour bits per square centimeter specifically on a hologram according  to the string theorist. So a hologram, this bit can contain the equivalence I tell children,  I use the children language. 100 giga, giga, giga, giga, giga, giga, giga, giga, giga,  olds bits per centimeter, 7 gigabytes 10 to the 66 prohibits. That's a lot of information  per square centimeter. That's the theoretical limit. And if we go in the three dimensions,  one cubic centimeter is 10 to the 99 bits per square centimeter. Therefore, in a cube  of space the size of a grain of sand. That can contain all the information in the history  of human life from now until we are extinct. That is a theoretical number, not just grabbed  from the space. Now I am going to demonstrate that this may be true. I have a very old holoclip.  This hologram I made in 1969 after the long or after landing on the moon. But the hologram  I cannot see anything. It is a piece of glass I have never cleaned. I took a laser and I  cannot remember the size of the grain of darkness. So if I dial it like a radio, it is nothing.  But if I keep dialing it, I have nothing. As soon as I am 37 minutes from the screen,  I assume this is only 100 by 100 bits. It is more than that. So I have one kilobit of  information transferred from here to there in one nanosecond. My data transfer rate is  one terabyte per second. In one nanosecond, I transfer from here to the screen at least  one kilobyte, so one terabyte per second. So that is the future of information transfer  using holographic techniques and wirelessly by and in parallel processing. So this is  a demonstration from what I call a classical hologram. I made it in 1940, 40 years ago.  And nothing has changed except to increase. But I have more on this hologram. If I dial  it again, I tell you that I have another channel of information. And if I turn right from here  and right from behind, I have three dimensions of information. So I am giving an example  of how we can believe the enormous storage capacity of a hologram can happen. Now with  this, what can we do? What theorist has predicted in journals that I found this magazine when  I was in London in year 2002, and he says, why we all live in a hologram? That is not  believable. And the year in contact with the U.S., another magazine, in the United States,  are you a hologram now? Are you joking? Can we believe it? It is written by a super straight  theorist, a collaborator with Stephen Hawking. And confirmed by a straight contact in Princeton.  They don't play instruments. They are straight theorists. They are in the Institute of Advanced  Learning. They agree with this. They are serious. How can we believe that?  So the next thing I want to talk about, I show this, now I would not do this with 60  years. They would start running and want to shoot basketballs. I would do this to 10  years, because I say, don't worry about something you don't understand. Every day we see things  we don't understand. When I go to an art gallery, I don't understand most of the art work.  When I go to a concert of modern music, I don't understand it. But if I want to understand  it, I should try. So if you haven't get the math, I'm going to read this in words to you,  what a hologram is. If we were to have a t-shirt made for this week, everybody to wear, you  should have this equation on your t-shirt. That's a holography. But students, young students,  don't even care that this is a powerful equation. They have no experience. So to the two-year-old,  I have another story. What are they staring at that I ask? You look like you are four,  six years old. If your mommy and your daddy each give you two apples, how many apples you  have? And you say four. Very good. Then I find another little girl over there, also six years  old, I said, if your mommy and daddy each give you two oranges, how many oranges do  you have? She said four, of course. I said, that's amazing. That means two and two is  four, no matter who is apple or orange. Why do they know? That means mathematics speaks  perfect truth. And it's more true than you ever know. There are more than apples, oranges,  or forks and gluons. You can name a billion things, but two and two are not equal to  four. That's the power of mathematics. Then they may be more willing to listen why I am  having this equation in there. First, I say, it's beautiful. These two equations are beautiful.  John says Fourier created this equation more than 200 years ago, and he used it to apply  to thermodynamics. For the last 150 years, these two equations instead of x would have  t there, time, and applied to radio, television, so forth, time domain information theory.  And now we're making holograms, which means we're creating something in space. So it's  a difference between apples and oranges. This is an equation that works for everything.  So I'm going to read this equation in words. It's a hologram. A hologram is gathering together  the object, so hologram object, from the object, from each point of which interfering with  a reference beam, creating a spatial frequency in a gradient. So the dot on the object is  a bit angle with reference beam. This is a high frequency gradient, interference pattern.  And the other dots, each one, create a unique gradient. So all you do in a hologram is act  together all the gradings you're forming when you're exposing light from an object onto  it. This is what you see. This is the object. What you see is over the hologram gathering  together all the diffracted light into your eye, each one created, diffracted by a gradient.  So this is a completely symmetrical process. In fact, now I have another analogy. It's  the chicken or the egg. Look how it's intermingled or they are. The hologram depends on the object,  the object depends on the hologram. Perfect symmetry. That's called beauty of mathematics.  It's beautiful. Besides useful, never mind if you don't know how to solve it. Just enjoy  the fact that it's beautiful. Now I want to tell you how useful it is also. For example,  when Thomas Addison created the first working light bulb, he had to work very hard. He did  more than 2,000 experiments. So when people asked Thomas Addison, what makes you such  a genius? A genius. Thomas Addison says, a genius consists of 98% perspiration and 2%  inspiration. In other words, he was not educated. He worked very hard and he discovered things.  But there's a simple way to discover things. Using all inspiration and no swag. And that  is to use the beauty, beauty, famous symmetry of equations. For example, if Dr. Goodman  were here, I would tease him, you know, because he's not, but he has a very beautiful DVD  we're going to show later. I will tell you how he wrote his great book, Introduction  to Free Artics. It's the Bible for most of us. It's very easy for him to write that book  because over the last 150 years, time domain information people, radio engineers, television  have been using these equations, writing books on them. So all he has to do is take those  equations, erase T the time and put X on it. Now we have a book on free artics. No swag.  You're making these specific examples. Suppose in radio, in my days, when you dial to a station  it had a lot of static noise in the background. How did they fix it? Well, they built a better  radio. What is a better radio? Very fine tuning. So you can accept a narrow bandwidth of time.  So now when you shine a laser beam through a lens and to expand it, the spot of light  is very dirty. We even call it noise, diffraction of dust from lens. Now if you are the only  first person to try to solve this problem, it's not easy. You have a dirty laser beam.  How do you clean it up? Don't do it Thomas Edison's way. Don't try 2000 times. Just translate  narrow time to narrow space. It's a pen hole. You just invent it or discover the spatial  filter by using beautiful way of thinking by symmetry. In fact, now you can take a fully  transformed textbook in space domain and go through every theorem. Each one will allow  you to have an invention. Take the very first theorem in a fully transformed book. It's  the shift rule. Those of you who study, it's saying that when you move the hologram this  way and shine light through it, the image doesn't change if it's a front hofer. I have  a demonstration for that. This is a front hofer hologram. I'm going to shine a beam  or light through it and then move it. The pattern does not move. That means they actually  had a pattern on how to reproduce all the movies and play it through holographic form.  Why? Because Thomas Edison movie juxtaposed the film across, flashed the light and then  juxtaposed it across to the next frame. That's how all movie projectors work. It destroys  the film sometimes and it's very noisy. But if each frame is a front hofer hologram, then  you can have a smooth transmission. As long as light is heading one frame, it doesn't  change. Then suddenly jump to the next frame. Shift rule. Even better one. Radio signals  can be scrambled or coded. You must have the program or the descrambler or the decoder  to listen to the radio. That's the convolution theorem in Fourier transform. You make a  hologram covered with a piece of ground glass. When you look at the hologram, you only see  the ground glass. But if you own that ground glass, the decoder, you can project the image  through the ground glass backwards and create a real image. You invent coding and decoding  in holograms just by looking at what they have done in the time domain. There are infinite  number of these examples. You can create this way. Now I want to show you. My purpose here  is to, again, not to train holographers. I'm trying to educate them to treat holography  as music, as art. This is the culture. It has all the attributes of each other. I got  into holography by first publishing a paper on circular hologram. That way you can get  grants. Otherwise you can't break into a new field. I was in nuclear physics. I found  it frustrating teaching nuclear physics because nobody understands me. I can't show them.  Holograms, I can show it to children, artists, people who have no background. Now I want  to talk about another way of discovery. How to take an equation and improve it. You don't  have to be a scientist. Be an artist. I'm talking to all of you, children or adult.  If I take that piece of film out a hologram of that car and stretch it out into a flat  piece, rectangular hologram, that piece of film still has all the information. But instead  of a three-dimensional hologram, cylinder, I now have a two-dimensional hologram, yet  has all the information. I have an example which I will put in exhibition tomorrow night.  This is the flat piece of film from that hologram.  I'll go and look at the top space. If I now illuminate this hologram, which I will in  the art session with one beam of light, you will see all the information  front of the car, back of the car, under the car with one eye, the camera, at no time,  zero time. In other words, I have four dimensions of information in a two-dimensional medium.  That means we can have even higher dimensions. There should be no limit to number of dimensions.  So you ask, what use is dimensions? I can tell you first, higher dimensions than three  is free. You don't have to pay rent. Three dimensions, you have to pay. So if you can  use four dimensions, or now, string theorists use ten dimensions, the idea is whatever it  takes to do something useful. I want to go into those examples next. Last time I went  to SPIE meeting, this company gave away this shopping bag. You can also buy t-shirts with  these equations in it. Now, I look at these equations, say from an artist's point of view.  I think they're ugly. They're not beautiful. They're mismatched. In fact, there's something  wrong with those equations. There's a hole in it, zero. These are two matched, but this  doesn't match that. This doesn't match this. In fact, I have seen t-shirts that says, in  the beginning, God said, then there was light. It's a very poetic statement, but I don't  think God would say that. He will be much more elegant. This beautiful should be more  beautiful. Based on that idea, we can do the following. I demand that this not be zero.  I demand this equal to something just like this, electric, magnetic. Electric fields  depends on electrical charges. Magnetic fields, we have no magnetic charges. That's why it's  zero. Every magnet has north and south pole, and never north or south pole alone. That  makes it zero, and that's wrong. Just by force, it's not zero. You are predicting the existence  of magnetic monopole that it exists, north pole alone. We have never seen one or found  one, but that doesn't matter. That happened to the neutrino. That happened to anti-particles.  They were predicted this way by symmetry in mathematics to exist before we found them.  There's a $10 billion machine being built, already built in Switzerland to do these kind  of things to find particles. In this case, in 1964, Professor Hicks predicted the existence  of Hicks boson, which accounts for the fact that we have mass. It has not been found.  In September, they are going to fire up that $10 billion machine to find it. I'm sure magnetic  monopoles. If monopoles exist and they move, it creates a magnetic current that would give  another term. This got two terms, it got only one. That's bad, not beautiful. Then that  zero will become a magnetic current. Now, you have two pairs of beautiful equations,  but still not beautiful enough. God will not say it twice. We like to have this entire  idea collapse into one equation. That one equation, maybe one of other equations, the  string theorist by using ten dimensions, want to find the theory of everything, TOE. So that  all physical laws should be expressed in one equation. That's the way God would speed.  So let's do one thing at a time. Get next-world equation into one. There are four steps which  I'm not going to go through. These demands that you define E and B in terms of more fundamental  quantities like potentials, it demands that you give it more information, make it more  powerful, throw in Einstein's theory of special relativity, and then define a four-dimensional  operator and lo and behold, you have one single equation. This equation is not just a fancy  way of writing naturalist equation. It's more. It includes relativity. And so if God speaks,  he should say in the beginning, this is what he says, and there was light. So these are  the things I do. In fact, I forgot to do one thing in my hurry to save time. I have another  ploy. How to invent, understand many things by understanding only one thing, to show that  the universe, everything is related. For example, the Fourier transform pair applies to infinite  number of cases. In fact, it also shows the duality of matter. There are two equations  with two things intermingle like chicken and an egg. Quantum theory says we are both particles  and waves. Any mass that moves, it has a wavelength. The uncertainty principle says that if you  know exactly where you are, you have no idea about the momentum of your mass. It means  if you translate it into general language that you exist in duality. You are a particle  and a wave. One of them, the waves of you is everywhere in the universe. When something  happened to you at the edge of the universe, there's an effect. I mean, I'm not being  a religious preacher. This is true. That's the main idea of entanglement in quantum mechanics.  So finally, I want to entertain you a little bit by giving you a performance on something  that all of you, well, maybe, no. In fact, if Paula Dawson here, well, anyway, she's  not, she's afraid of my paper, maybe too technical. But 25 years ago, she telephoned me from  Australia at the middle of night, of course, middle of day for her. She said, TJ, I can't  make a hologram with the argon laser I just borrowed from the hospital. So I asked her,  why don't you have an etalon? And she said, what's an etalon? I couldn't answer her question.  I just told her to call the laser company and demand an etalon. E-T-A-L-O-N. But I think  about it. How would I explain what an etalon does? This is my demonstration. $3 from a  toy store made in China. This will help me explain not only the etalon, but infinite  number of things. So let me show you.  That's how a bugle works. To make it into a trumpet to play other notes, you put holes  here. By putting holes there, you induce this cavity or resonant cavity to specialize on  a certain note. So an etalon in a laser. This is a theory of a laser as well. When light  bounce back and forth between two mirrors at the end, it forms the notes I just play,  except they are not in sound, but standing waves of light. In a long laser, you just  saw, you just heard. There are many notes. That's multi-molding. Your light is not pure.  You can't make a hologram. You must play only one note. And you do that by putting an etalon  on. In this case, putting the holes in the right place. With this, I can also talk about  how atoms work. If these were three dimensions and I cause resonances, you are doing the  exact calculation for the electronic energy levels. And this, of course, works for all  instruments. So this is an example of infinite number of things. So all theories are related.  If you understand the essence of them, you have increased your intellectual power. It  turned out that a point, a British point, already understood what I've been talking  about 150 years ago, William Blake wrote in a poem, outgreased of innocence, to see a  world in a grain of sand and a heaven in a wild flower. Hold infinity in the palm of  your hand and eternity in an hour. With that, I have no more to say. Thank you.
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