The twin prime conjecture
Concept Sharing is a term used in education. But here I am giving it another definition.
As an entry into Concept Sharing let’s start with the concept of a point. In math this is the notion of an entity with no extent, or in Cartesian geometry the notion of something with position only. These are “little nothings”.
What if something of no extent could be expressed as two items of no extent, placed together. Since an item of no extent placed together with another similar item of no extent would still have no extent, yet there could still be two items here and not one. Yet we would need another level to the number 2, as these two items are in the same place of places. And so another level to places, somewhere to put these two new entities.
Two little nothings still add up to nothing, yet there can be two little nothings there. The two items would just be hidden as one. Let’s hide!-they say. Who can see us? The two items would not be points, for points have a singularity to them. That is, when I combine two moving points, in the usual geometry, it leads to one point, but this doesn’t have to be so with another possible entity. See the teacup shadow diagram, below. Why does there only have to be only one entity which has no extent?
Consider a teacup placed on a table with two lights from above. One from the left and one from the right. See below:
Now as seen in the overlap, two different points of the shadows can take up the space of one point. This is analogous to two e’s (a new entity with no extent) sharing.
These two items could share the concept of a point (concept sharing). Let’s share the concept of nothing, the two little nothings say! This is how we can hide! In order to do this we would have to take out the usual concept of a point and replace it with these new conceptions. There are these little entities that don’t combine to form a point and a new co-existing dimension where these can be. This is because a point is already there as the idea of no extent. We need some room! Kick out what’s already there!
What does it mean to take out the concept of a point? It is not the same as removing a point from a given subset of points of the plane. We wish to open up a new possibility, so we have to reject the usual concept of a point and accept this new possibility.
Yet to reject the concept of a point and replace it, it means we have to define a space where a point can be truly taken out of. We need something like another co-existing plane! Places of original places. Let’s let the points have another level to them, where they can move off into another plane, coexisting with what is already there.
That way it is possible to take them out, otherwise, how can we remove them? I can’t take them out unless there is something underlying! Since two items of no extent can exist together and still be two items of no extent, it must be possible to have this. Since a single item of no extent already exists, we must be able to take this out to accommodate that which must also exist!
What if a point had another type of item of no extent that it normally lived in. It is so tiny that it only needs a tiny house to house it!-we have already seen it is necessary to have other types of entities with no extent. This would necessitate another kind of plane of these items co-existing with the usual plane of points. A place where the original place can be taken out of. Another ‘level’ to places, coexisting with existing places.
A place where the original place can be taken out of. Another level to places, coexisting with existing places. That is, a concept space. The idea is to have an infinite number of descending levels as shown below: For we can keep going lower seeing as the new level of place may also be subjected to concept sharing!
If you accept the notion of an entity with no extent you have to accept this new possibility as well. If you want a point, you have to have us too! The new entities say! The notion of no extent leads naturally to concept sharing!
To remove the concept of a point, we need to have a concept space, consisting of different nested levels of the concept. This must exist because I must have this further concept of a doubled item of no extent somewhere and I need to take out the concept of a single item of no extent to have it appear somewhere. Also we must take out any other possibility of any number of items of no extent, except 2.
Furthermore, all math concepts are point-like in that they are exact ideas which have no existence in physical reality. They are mental constructions which are not available to the senses. They are in thought only. So number, set, group, function, etc. can all have concept spaces!
With numbers, they represent a position, an amount or a label.
Think about position and consider a race where 2 runners are tied for 10th place.
We can say the runners are tied for tenth place giving the number 10 to both runners. Yet we can now describe this situation better by taking out the number 10 and replacing by it by (10(10), (10)(x2) = (10<….(10) =(10(10). here the 10th position is shared, similar to the concept sharing of a point, this is the concept sharing of a number. We need this idea to come together with the idea of the concept sharing of a point for two e’s to share the concept of a point (that which has no extent). Here then is the extension of the number 2.
But suppose instead of a foot race, two points are together in a race along the number line. Then in 10th place two points could be together as has been seen. Then two number 10’s can be given one to each point. These numbers could go with the points as they are mapped into the new plane which has been mentioned.
A circle which is the 10th circle to be formed could contain the two e’s with the two number 10’s. Then 10(1) and 10(2) could also show an amount of points, 2. As well these could be the labels we are giving to these points, or the position in a number line, 10.
If sets are made of points, the sets could have concept spaces. If sets were made of numbers, the numbers could be associated with points and we could have concept spaces. Similarly if groups are made of numbers or diagrams which are made of points they too could have lower concept spaces.
The concept sharing of a number:
A number is an amount, as in a counting number, or a position on a number line, or a label.
It is point-like in that it has no existence in physical reality, it is a mathematical object, not a physical object. Therefore we can make a correspondence between the idea of sharing in points and an idea of sharing in numbers.
So that means the concept of a number can be extended downwards, similar to what we have seen in points, so that we have a number of original numbers space and this number of sharing numbers after we take out the original number. So, for example, with the number 1; we have a number of numbers space, let the number of original numbers be 2, instead of 1. Take out the number 1, then we can have 1(1) and 1(2) sharing the position of the number 1. This can be notated (1(1)(1(2)). We can show that there are really 2, 1’s there by calling it (1(1) like so:
(1)(x2) = (1<….(1) =(1(1). We remove the original 1 or 2 or 3.. and replace by (1(1), (2(2), (3(3) etc. as shown below:
The left 1 is really together with the right 1, yet I need to work with both of these so both of these are shown. These numbers can move because there exists an underlying plane as mentioned above. The numbers are associated with moving e’s. We have 1 dot or 2 dots or 3 dots as shown below:
The twin prime conjecture:
There is a lower level of prime numbers using the concept sharing as it applies to numbers. For examples: (2(2), (3(3), (5(5),…I drop the (1), (2) notation for clarity and brevity.
Yet there is now a plane of numbers as shown below. With entries such as (1(2), (2(3), (3(2). These are partially shared prime numbers. We can make squares as shown, these are the primes and composites as seen with the extra added dimension.
There is a split between the natural numbers and the primes at (3(3). After this, larger squares with partially shared prime numbers at the corners appear. These are built from the smaller squares.
We might also make copies of these prime’s associated with these squares. exe can be repeated indefinitely. Yet there is an uncountable infinity of these possible. Think of the first square, this is the model we use to build the structures. There must be an uncountable number of these available at the beginning. We can think of “folding-up” these new squares. there can be an indefinite amount of copies. Yet we can balance this infinity by stretching the copies out to the other infinity that is available to us.
The first, primary square is used in repetition, to build the entire structure.
It must be repeated indefinitely, further along two diagonals as well as filling in space in the larger squares.
Since the larger square built of four, ends, it must also be repeated indefinitely.
It ends, yet the structure must somehow be repeated as the lines which make up the edges of the square can be multiple.
The first time I encounter a new square type, that is a larger square, there is no rule for how many copies exe=exe I have present. The only way I can have it exist is if there are an infinite uncountable number of copies present. Then I can move these copies into the other uncountable infinity I have present. I do this because it is necessary to have only one copy of the shared numbers present in order to recover the usual numbers.
The next such larger square is similar so that I do the same with this. This larger square is at a different, “lower”, level than the smaller square, above it.
Then this leaves one copy of each square as we climb higher. Then I can recover the usual numbers by replacing exe with pxp=p ie. (1(1) with 1.
The first small square I encounter, I spread out three prime squares as shown above and after that only composite numbers. The new definition of a prime square in the plane, is to have a prime sharing at every corner. Here is seen what happens when we have a prime gap of 4.
The second square is the new construction of what comes before a prime in the plane, with a prime shared number at every corner. There must be an infinite uncountable number of copies here as well, when you consider the folded up case. I have to be able to spread this out too, so I have an infinite number of twin primes, primes that differ by 2, and an infinite number that differ by 4, etc.
As there is an infinite number of naturals (composites considered), these go inward to build the larger prime squares and an infinite number of primes (larger squares considered)
The composites and primes can’t be anywhere else in the plane but on the midline. Since we need to recover the ordinary composites and ordinary prime’s, there can only be one copy of these. The rest of the copies are moved out into the infinity that is available, that is, the rest of the number plane. Then in this way we are able to recover the composite and prime numbers. Then (1(1),(2(2),(3(3),(4,4),(5,5),(6,6),(7(7) can become 1,2,3,4,5,6,7…
Since I can make an indefinite amount of copies, the same gap must be possible infinitely as we go further up. Therefore the twin prime conjecture is seen, as well as we see other gaps repeating. I can make squares of any size by accessing the next lower levels. All levels must exist, one after the other, to create the structure which leads back to all the prime and natural numbers.
I can fold up, like a two-dimesional accordion, all of the squares with partially shared prime numbers at the corners. Also the smallest squares with the composites sharing the corners can be also folded up.
Then we obtain the squares of length 1,2,4,6,8 as infinitely uncountable. The squares of lengths 3,5,7 come along as well. We must be able to access all the different levels. All folded up the squares look like below:
All the squares of side length 1 fold up into the first unit square, all the squares of side length 2 fold up into the second unit square, etc. The notion is that the squares with an uncountable number of copies is more basic than the squares all spread out. This is given at the very beginning. When folded up the squares are on different levels, when spread out they are on the same level.