Awards and Recognitions

  • for Young Suh Kim
    Professor of Physics Emeritus, University of Maryland
    College Park, Maryland 20742, USA.

Marquis Who's Who



Fortune Magazine


The Wall Street Journal

IAOTP

International Association of Top Professionals


Top 100 Registry



Research Features


  • Webpage. What do they say about me?

  • Magazine article.

  • Click here for an expanded (easy to read) page.

  • Press Release

  • Visitor statistics

  • This magazine talks about what I did to Paul A. M. Dirac's life-long efforts to construct quantum mechanics in Einstein's Lorentz-covariant world. I met Dirac in 1962 during my first-year as an assistant professor at the University of Maryland. Dirac was most influential on my research program. Click here for details.


Who's Who Publishing Group




The National Digest



Recognizing Myself

  • People say this and that about me, but I am the person who can tell most accurately the story about myself. In order to see my ability and limitations, let us look at this bridge:

      Two mountains in physics.
      Bohr and Einstein (1925). Photo from the public domain.

  • One hundred years ago, Niels Bohr was intensely interested in the electron orbit of the hydrogen atom, while Albert Einstein was worrying about how things appear to a moving observer or how they appear to the observer at rest when they flying with speed comparable with that of light. Their concerns became, respectively, quantum mechanics and special theory of relativity.

  • Bohr and Einstein met occasionally to discuss physics. Then, did they talk about moving hydrogen atoms?

  • If they did, there are no written records to indicate their discussion.

  • I am not the first person to raise this question. Many distinguished physicists worried about this question of moving bound states, including the hydrogen atom, in Einstein's Lorentz-covariant world.

    1. Click here for three of the most distinguished names.

    2. 100 years years of continuous history since Bohr and Einstein.

  • I was able to synthesize their works to construct one picture of moving bound states. For this job, did I have to develop a new mathematics? No. I used the mathematics I learned during my high-school years in Korea (1951-54), as shown in this figure:

  • I came to the United States in 1954 after my high-school graduation in Korea. At that time, Korea was regarded as one of the hopeless countries with the total destruction from the war (1950-53). Korea now is one of the ten (8th or 10th) most advanced countries in the world. Then, what was the dynamics behind this transformation? The answer is very simple. Koreans believe in the education of their children.

    Even during the destructive war years (1950-53), Koreans kept educating their children in their high schools. Those boys and girls produced the miracle of transforming their country. I am a product of this educational system, and I am thankful high school and to my teachers.

  • However, this does not mean Korea's secondary educational system is perfect. Koreans still think public or government-supported schools are superior to private schools. They still could not think their schools, either public or private, can be improved by contributions made by their graduates, while this idea is a common sense in the United States. Harvard, Princeton, and Yale? They became great universities thanks to the contributions made by their alumni.

    I am very happy to tell you I made my contribution to Korea along this direction. See the following images.

    My high school was set up in 1946, without history when I was a student (1948-54). The history was ours to make. God gave us the empty land as His best gift.

  • My high school has a short history. It took many years for some of our graduates to reach the position of commanding large sums of money. These days, they seem to enjoy investing some of their fortunes to their high school. I am very happy to have contributed this idea of alumni contribution, as you can see from this image:


  • Even though my high-school background is my most precious asset, it is not enough for me to brag about in the world. I spent more than 60 years at the University of Maryland, near Washington DC (capital city of the United States). Thus, Maryland background? Not strong enough!

  • I still have to use my Princeton background with Einstein's name to talk to the world. Did I talk to Einstein while I was there? If Yes, how could I talk to a person in Heaven? Click here for my answer.

    Furthermore, I still had to learn how to apply the above-mentioned high-school mathematics to the theories of Einstein's physics.

My Princeton Background

  • On March 12, 1958, during my senior year at the Carnegie Institute of Technology in Pittsburgh, I received a letter from Princeton University telling me that I am one of the 15 students admitted to their graduate program in physics. This was the happiest day in my life. Going to Princeton meant meeting Albert Einstein, even though he died there in 1955.

      While preparing a paper for publication (Princeton 1961).
    I went there in July of 1958 and routinely followed their program to get my PhD degree in 1961. I was asked to stay there for one additional year as postdoc. In 1962, I became an assistant professor at the University of Maryland, near the city of Washington, DC. (capital city of the United States).

    While I was at Princeton, I noticed something wrong there. Among the professors there, Eugene Paul Wigner (1902-1995, Nobel 1965) was totally isolated from the rest of the of the department. They said Wigner is gone. Yet, I started studying his 1939 paper on internal space-time symmetries of elementary particles, and continued studying the same paper after I came to the University of Maryland in 1962.

    In 1966, I studied this 1939 paper more aggressively after finding out Wigner was isolated from the rest of Princeton, not because of Wigner, but because the rest of Princeton was not smart enough to understand this paper. Click here for a detailed story.

  • In 1983, with my younger Korean colleagues, I published a paper containing this table:

    Contents of Einstein's E = mc2


    Particle Massive/Slow between Massless/Fast
    Einstein Energy
    Momentum
    E = p2/2m E =
    (m2 + p2)1/2
    E = cp
    Wigner Helicity
    spin, Gauge
    S3
    S1 S2
    Winner's
    Little Groups
    Helicity
    Gauge Trans.

    This table clearly defines Wigner's coordinate in Einstein's world. Click here for a detailed story.

    When I showed this table to Professor Wigner, he became very happy and asked me to publish papers with him, and I published seven papers with him. Thus I became known as Wigner's student, even though my thesis advisor was Sam Treimen.

  • After establishing myself as Wigner's student, I became politically strong enough (very unfortunate word) to publish a paper in Physical Review Letters (most prestigious journal in physics) containing this table:

    Further Contents of Einstein's E = mc2


    Massive/Slow between Massless/Fast
    Energy
    Momentum
    E = p2/2m Einstein's
    E=(m2 + p2)1/2
    E = cp
    Helicity
    Spin, Gauge
    S3
    S1 S2
    Wigner's
    Little Group
    Helicity
    Gauge Trans.
    Hadrons,
    Bound States
    Gell-Mann's
    Quark Model
    One
    Lorentz-Covariant
    Entity
    Feynman's
    Parton Picture

    Click here for further contents of this table.

  • The blue row in this table is based on the earlier papers I published mostly with Marilyn Noz on how the same proton is regarded as a quantum bound state of Gell-Mann's quarks when it is at rest, while it appears like a collection of Feynman's partons when it moves with the speed close to that of light.

  • This table allows me to construct this genealogy of Princeton:


  • Click here for further jusrification of this table.

copyright@2022 by Y. S. Kim, unless otherwise specified.