cknd:
I bet our entire universe is in a tiny glass jar placed neatly on a shelf in some alien child’s room as a science project he got a C on.
No but like, just imagine though.
Some lonely student with no friends who doesn’t even have the benefit of being good at math and stuff. The awkward one in their class, who isn’t witty enough to be the clown, isn’t charismatic enough to be popular, isn’t smart enough to be a star student or sweet enough to be a teacher’s pet, athletic enough for the jocks or creative enough for the art kids. They aren’t even outcast enough for the outcast kids, because it’s not like they’re exceptionally weird or something. They’re just… kind of there.
And then they get this assignment for their science class. Make a micro universe. They’re one of the last kids to pick up their equipment so they get one of the older sets, with the run-down tools that have wonky handles, and the containment unit’s got a dent in it already, and they’re missing some parts that they should have, but the teacher just tells them it’ll be taken into account for the assessment of their end product.
So they start out and it’s just another thing they’re not very good at. They follow the instructions, but the instructions are always calling for this or that they don’t have. They mess up shaping some of their initial celestial bodies, and there’s an early screw up that makes everything explode for some reason. It’s disheartening. But they need it for the grade, so they keep at it. It’s a mess, though. Their stars keep dying and their planets are too far apart, they don’t have enough of the right ingredients to make habitable biodomes, and one of the few they do get working suddenly develops oxygen, like what even…?
It’s a mess. It’s a mess, and they put it aside in disgust and despair, and already start rehearsing all the excuses they’ll give their teacher, about how they just couldn’t do it right because the whole thing was rigged from the outset and it’s not fair and maybe they could do better if someone would just give them the chance to do better instead of always telling them to ‘figure it out’…
When they wake up the next morning, they sigh and check over their project. Probably short an inhabitable biodome, and they were already running extremely low on those, considering they had to make do with an eighth of the expected… wait.
They check the poisoned biodome, and blink.
It’s not dead?
Well… most of it’s dead. But it’s not entirely dead, which is what should have happened. They watch, curious, and tweak a few of the settings. The remaining organisms are technically burning to death, but at a very slow rate. They’re also consuming one another to try and fuel themselves. It’s… bizarre, and strangely violent, but it’s kind of working. And it’s a little mesmerizing to watch, really.
The kid makes a special not to keep an eye on that planet. Then they go back to the other inhabitable biodomes. The good thing about everything being so far apart, they suppose, is that at least if something goes wrong in one segment of the micro universe, it doesn’t have to affect the other. That sounds like the kind of observation they might earn extra marks for, so they note it down. And they change the wonky biodome’s designation from Microbe Rock to Oxygen Disaster.
It quickly becomes the most interesting part of their project, really. The biological life in Oxygen Disaster is weird. It starts out really small, as expected, and then it starts getting huge. Nothing looks right. The natural development rates have been heavily skewed, and everything dies, but usually most species procreate first, so they just sort of carry on with things. Extinction rates are higher than anywhere else in the project, by far. New species crop up and then die out. External factors cause unexpected variations in climate and environment, and the whole thing is dramatically unstable.
Every night the kid goes to sleep thinking they’ll wake up the next morning to find it’s all dead, and they’ll finally cross Oxygen Disaster off their list of ‘successes’. Every morning they get up and it’s still going. By the time they’re supposed to hand in their project, the planet has an extinction list that’s nightmarishly long, and the number of complications and catastrophes it’s suffered is huge. But it’s still going. There’s this weird new species that’s suddenly started to develop civilization, of all things, even though it’s way later and way weirder than anyone else.
When they bring it in for assessment on science day, they’re almost kind of excited to be able to really talk about it with people. Their teacher wanted these to be solo projects, so discussing progress was discouraged - not that any of their classmates would really want to chit-chat with them about it, either. The star pupils turn in their projects and they are, as expected, replete with life. The teacher gives them full marks and has them put their micro universes into the Soul Forge, to distribute the energy of them back into the ether. The under-achievers turn in unfinished projects. Some are even worse than the kid’s, with only one or two inhabited worlds, or the wrong life scheme, or even just utter failure. Those get trashed, of course. The middle-range projects mostly get accepted.
They’re not the last kid to be assessed, but it’s pretty close. They have to remind the teacher about their discussion over the missing materials and limited tools, and then wait while they find the note they made about it. When they finally find them, with an acknowledging nod, the kid can’t wait anymore, and they burst out with all the questions and observations and things they want to ask about. The teacher clearly isn’t expecting any degree of enthusiasm from them. They blink, and just sort of nod.
“Well, these sorts of difficulties were anticipated,” they note.
“But - but it should have all died,” the kid insists, and tries to show their notes on Oxygen Disaster again.
The teacher stops them. It’s been a long day, and the stellar projects have already been seen to. They commend them for having a creative failure, but remind them that this is not supposed to be an art project. But in light of their obvious effort, the failure merits a C grade. Well done. They can put it in the compactor now, and free up the table space.
The compactor.
Right.
The kid picks up their micro universe, and gathers up their notes, and heads towards it.
And they stop, looking again at the readouts for all their biodomes. Not even just Oxygen Disaster, but the other ones, too. They’re pretty good, really. They work like how they’re supposed to, but with plenty of quirks as well. There’s so much space between them all, it’s doubtful they’d have any interactions soon. But they wonder. What would happen if Oxygen Disaster managed to interact with more stable environments? What will happen, regardless, if it just keeps going?
What can a little thing do, if it’s given a real chance?
They glance at the distracted teacher, and then carry their project to their locker instead. They sneak it into the bottom compartment, and when the class is over, they carry it home under their coat. When their parents ask about it, they just say that the teacher agreed to let them work on it a little longer for extra marks. Then they put it back onto the shelf in the room, and hook it up to the data analyser instead.
They go to their research terminal, and start looking up more information on micro universes.

























