Two o'clock in the morning. I woke up startled. Gravity! The structure of the atom causes gravity! The infinitesimal difference in charge left over when two protons and two electrons combine causes gravity. That charge can never be neutralized! One electron is stuck between the two protons, and one electron stuck on the outside, trying to get in to where the other electron is located, but repelled by the captured electron. This slight imbalance causes gravity. I jumped out of bed . . . stubbed my toe on a chair in the dark, but kept moving to my office in spite of the excruciating pain. I had to get to my textbooks to figure out how infinitesimal that gravity charge is. This had gone on for three years . . . working twelve to fourteen hours a day, six days, sometimes seven days a week on water chemistry and water pollution control restoring lakes, ponds, rivers and reservoirs all over the world. To bed at midnight and wide awake at two in the morning. Each time I woke up with one little precept of the structure of the atom and gravity based on Intelligent Design Theory that I had to dash to my books, check out and write down. Conventional concepts of the structure of the atom are without scientific basis, and Newton's universal law of gravity is not universal, I discovered.

Later I would lie in bed wondering. Why would God reveal gravity and the H₂ atom model and structure to me? Why not pick out a Christian PhD atomic physicist? Surely there were some around that would listen. Why didn't he tell Dr. Thomas G. Barnes, Herbert Dingle, H. A. Lorentz, Ernest Rutherford, Willard Gibbs or Helmholtz, Poincare or one of many other brilliant scientists the truth about the structure of the atom and gravity? Here I was, restoring polluted lakes, rivers and reservoirs using processes that God built into water to perpetuate lakes and oceans for thousands of years and being called a charlatan by most every prominent PhD limnologist in the country. Did He want me to be persecuted as an idiot tampering in unknown territory? Was this why I spent so much time thirty years earlier as an electronic engineer studying electron ballistics and developing an electron beam Van de Graaff generator high-voltage thermionic energy converter, using thermionic emission only to have it rejected by the scientific community? Or was it that I would be open to what the structure of the atom and gravity really was?

Thinking creatively about the structure of the atom and gravity* (explained in Chapter 11 of my book Intelligent Design Theory) and how God may have put it together led to three years of sleepless nights in which I began to conceive new concepts about the atom. Precept by precept, one precept at a time, I eventually envisioned a much different structure of the atom than what is known. Because of the way these ideas came to me, I believe it may have been three years of teaching from God. If this structure of the atom and gravity turns out to be wrong, then it came from me and not from God. So I invite my readers to test what I write, and give me feedback on what you find. There are other Christian concepts of the structure of the atom that are not accepted in our classrooms, such as that given by Dr. Thomas G. Barnes in PHYSICS OF THE FUTURE: A CLASSICAL UNIFICATION OF PHYSICS, published by Institute for Creation Research in 1983, El Cajon, CA. Those concepts are different than mine, and both cannot be true. These other concepts are not presented in this book, but are left for you the reader to research, if so inclined.

What qualifies me to argue that Intelligent Design Theory and creationism vs. evolution ought to be taught in our secular schools?  I am not an historian, although I have enough harvested diamonds of insight from some of the world's greatest historians that indicate a great need to include the Bible, The Dead Sea Scrolls and even include the controversial Nag Hamadi manuscripts in history courses, that were found in a single jug and that I strongly disagree with because these Christians incorporated the polytheisms of other religions, including the ancient Babylonian belief that kings are descended from gods, and applying it to their beliefs about Mary Magdalene and Jesus. The Egyptians had abundant trade with the Babylonians.

I am not a nuclear physicist, even though my monthly consumption of Scientific American from pre-pubescence to maturity yielded pearls of scientific wisdom. Scientific American is among the best proofs of Intelligent Design even though it is an unscientific publication because of its continuous articles promoting unproven evolution as fact. As a boy, when I finished reading Scientific American, I would close the cover with a sense of awe, thinking that there had to be an infinitely intelligent designer of the universe and everything in it. Everything that this Intelligent Creator made is infinitely too magnificent to behold.

Although my degree in electronic engineering led me to some significant developments and discoveries, I drifted into an intense study of electron ballistics in which I made discoveries in electronics and physics, including the structure of the atom and the source of gravity that left me an outsider looking at the scientific community. Was it science or God that gave me an Intelligent Design concept of gravity and the structure of the atom? This concept explains why gravity values at Yellowstone are much lower than normal.

I am not a physician even though I studied the electronics of the human spine and Gray's Anatomy until Willis Gille and I measured a 72-gigahertz electromagnetic wave emitted from subluxated spines.

I am not a limnologist, having isolated myself from the limnological community by restoring over three thousand ponds, lakes, rivers and reservoirs, using processes that God put in the water and that are not taught in the textbooks, much to their derision and contempt.

I am not an astronomer after reaping rubies of knowledge from the great astronomers such as Edwin Powell Hubble. Was it astronomy, science or God that led me to question super massive black holes in their theories and big bangs in their heads? Nor am I a chemist, having studied just enough to gather enough emeralds of knowledge to develop and patent micronutrient injections for trees and develop a new organic chemistry tutorial* (Chapter 15 in my book).

I am not a theologian, even though I have read almost every Bible written from translations of the Peshitta, to the New King James Version. I am not an agronomist, but God taught me that if I inject micronutrients into trees, fruit will become large, firm, juicy, delicious and nutritious.

Intellectuals will consider me an ignoramus, meaning one who knows things not taught in college. In addition to the qualifications I do not have, this book will go nowhere because (1) I believe in God; (2) I believe that science proves that the earth is young; (3) I believe in creation and (4) I question evolution, which is based on (1) natural selection (Chapter 22 of my book), which does not prove change of species, (2) black holes, which this book questions, (3) speed of light from stars, which this book shows is based on false assumptions, (4) Big Bang theory based on false assumptions and (5) antimatter, based on wild speculation..

The result of evolutionist conclusions based on many more than five false assumptions is that, as the American Association for the Advancement of Science referring to the "science hearings" held in Kansas in May 2005 puts it, the technology presented by the group of PhD scientists suggesting Intelligent Design has failed to offer credible evidence and has conceptual flaws in its formulation and misrepresentations of scientific facts. In December 2005, U.S. District Judge John E. Jones declared the open-mindedness of the Dover Area School Board in Pennsylvania in advocating study of both views, "breathtaking inanity . . . a religious alternative masquerading as a scientific theory", thus proving to God and all His creation that evolution is a known fact and changing the First Commandment forever and ever amen to Thou shalt have no other thoughts besides Darwin's. So once and for all time, it is illegal to teach facts that refute evolution.

And this, my friends, is exactly the point of this book. When I was seven years old, hypotheses on evolution in Scientific American presented as facts were obviously ridiculous* to me (see Chapters 19, 21 and 25 of my book), and still are. Imagine two seven-year-olds arguing about whether a dog can give birth to a twenty-ton whale. Which inane seven-year-old would you think would be presenting more credible evidence?

Likewise, this book will go nowhere because even some proponents of Intelligent Design Theory want to keep God out of the equation. Some of these scientists want to study Intelligent Design Concepts from the viewpoint that nature is itself intelligently self-designing, self-generative, or compatible with the "Theory of Everything", which encompasses such imaginative concepts as loop quantum gravity, mirror image universes and superstring theory. This entire book demonstrates that questioning God results in what may be answers to life's toughest questions, such as the true structure of the atom which results in a more intelligent concept of organic and inorganic chemistry* (chapters 20 and 10 of my book) the nature of gravity, the nature of light and the absurdity of black hole theory and the Big Bang theory.

I guess my only qualification for understanding the structure of the atom and gravity, and advocating a study of Intelligent Creation Theory is the handful of gemstones that the Intelligent Designer gave me that I can only look at with a sense of awe and wonder why scientists don't understand the structure of the atom and gravity, and that a carbon atom has the shape of a diamond-like octahedron crystal and that the beryllium atom has the hexahedron shape of a beryllium crystal or that gravity* (Chapter 11) varies with the shape of an atom and the temperature and pressure at the time of measurement.  One of the many highlights of this book proclaims that science without Intelligent Design speculation is highly unscientific. Was my discovery of what causes gravity based on a strong belief that secular schools have left out some extremely important historical facts in their teaching that may have resulted in great ignorance of the visible world around us?

Then there is the question of WHAT THREE HISTORICAL EVENTS THAT HAD THE MOST IMPACT ON HUMANITY ARE FORBIDDEN TO BE TAUGHT IN SECULAR SCHOOLS? By questioning the historical time of creation versus the accepted scientific age of the universe I discovered a different concept of red shift and the expanding universe and the speed of light. This led to three other evidences of recent creationism vs. evolution that it is against the law to teach in secular schools.

While this book gives strong scientific evidence for why God and Plausible Design Theory should be discussed in secular classrooms, it is not intended to be comprehensive. It mostly presents findings and ideas that I have had concerning the events that had the most impact on human life. It intends to show you what one person can discover when he or she looks outside the tunnel of accepted science. This book turns its back on untested theoretical and hypothetical science. Instead it tries to comprehend the mind of an infinitely intelligent and logical Creator through known scientific facts that can be measured and repeated experimentally. My wife will testify that I am not God, nor am I omniscient and therefore there are most likely errors in this book which others more knowledgeable than I will discover and quickly point out. Even so, there are bound to be some important truths revealed that will point the way to considerable scientific progress. If today's great scientists who have been pre-programmed by evolutionary thinking in classrooms can open their minds to forbidden knowledge, there is no telling what great advancements they could make compared to my meager structure of the atom and nature of gravity. Today's great scientists could make discoveries that would leave present theoretical concepts in the dust.

Likewise, Chapter 18 on the time of the Flood* of Noah's ark, Mount Ararat (Chapter 18) gives only a few of the evidences that I have personally come across. Not included are hundreds of civilizations that have recorded the Flood, and several books I read describing sightings of Noah's Ark at Mount Ararat in Turkey. Other books explain how that many animals could be placed on Noah's ark and provide answers to many other skeptical questions concerning the ark. Think how quickly Noah's ark would be found if these great scientists looked into forbidden knowledge and put their minds to it.

So this book is not comprehensive by any means; it is intended to wet the reader's appetite to search out more than what is commonly taught in the classrooms. It gives examples of what might be achieved by opening one's mind to other possibilities, such as I was able to discover that enabled me to restore over three thousand lakes, ponds, rivers and reservoirs, using and accelerating natural processes, while the scientific community has failed for the past fifty years. I believe it presents solid evidence that Intellectual Design Theory and creationism vs. evolution should be taught in secular schools for the purpose of advancing science. In Chapters 7 and 20, I question the discriminatory interpretation of the US Constitution by Supreme Court Justices demanding "separation of church and state" and freedom of speech in secular schools as being unconstitutional* (Chapters 7 and 20).

God-centered thinking has led me to many discoveries that would be forbidden in our secular classrooms such as the structure of the atom and gravity. Either I am insane, or these concepts would revolutionize science. If you think I am insane, I invite you investigate these many forbidden thoughts and decide for yourself. You may discover that hydrogen is not really hydrogen, but a single unstable neutron. You may discover that hydrogen is really H₂, two neutrons combined to make the first stable element. You may discover a hundred other such fascinating things that will make you realize that it really should not be against the law to teach Intelligent Design Theory and God-centered science technology in our secular classrooms.

Special thanks go to Roger Rosenquist, co-author of LITTLE THINKERS – SQUEEZING COMMON SENSE OUT OF LIFE'S TOUGHEST QUESTIONS which is now in the publishing process,* for causing me to explain the structure of the atom and gravity in more simple detail, hopefully in a way that laypersons can understand. And thanks to my daughter Janna Northrup for causing me to put this book together in a more orderly fashion. I was well into writing another book, THE HUMAN GOD, not only about the life of Jesus but about world history and science before and after Jesus when Janna suggested that most of the science belonged in a separate book on why Creation Science and Intelligent Design Theory should be taught in schools. So this book is the result of Janna's insight. Thank you, Janna. And thank you God, for answering my many questions. And thank you, Twin-Cities Creation-Science Association, for your encouragement over the years. There are many others that I should thank, but special thanks go to my life-partner Betty for tolerating my research for the past fifty-two years, patiently hoping for a little more attention.

But above all, infinitely above all, I dedicate this book to my cosmic Father who taught me a tiny speck of what He knows about the atom and gravity. It took me three years to understand. For Him, it was maybe a microsecond to wake me up each night with a new precept . . . and who taught me many other things to be found in this book. And I dedicate it to my Older Brother, Jesus the Human God who came to earth knowing that He would be put to death for no other reason than that His Father would adopt me into His family. Then He came back to life to talk to me, walk with me, touch me, heal me and live with me just to prove to me that He really did die for my sins so that my Father would adopt me.

When my Older Brother was here in the flesh, He told the world, showed the world and proved to the world that Intelligent Design Theory should be taught in every school on earth. But He was too awesome so the world killed Him instead. So I have to present these concepts on the structure of the atom and gravity at a much lower level, hoping it helps.  It is my hope that both believers and skeptics alike will begin to comprehend the inconceivable and unimaginable splendor of Intelligent Planning Theory in which our Creator put together both the elements and the life and gravity that abounds on this earth in such a harmonious way that it could not possibly be an accident.

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