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1.

1 Begining of the Universe


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1.0 UNIVERSE
Overview
This topic consist of three subtopics namely How the Universe Begins; What
Builds up the Universe; and Astronomical Units. The Approach adapted in
this topic involves a range of hands-on and minds-on activities which include
problem solving, experimenting and active reading that allow the physical
manipulation of objects and materials to better understand about the universe
1.1 BEGINING OF THE UNIVERSE
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1.0 Universe
Activity : 1.1.1 Big Bang Theory
Learning outcomes :
Modeling how the Big Bang has created an expanding universe
Identify that the distance between objects in the universe continues to expand along with
the universe.
Considers the creation of the universe as ultimate proof of the existence of one Creator
Introduction
In the 1920s astronomer Edwin Hubble used the red shift of the spectra of stars to determine that the
universe was expanding. By carefully observing the
light from galaxies at different distances from Earth,
he determined that the farther an object was from
Earth, the faster it seemed to move away from it.
This relationship has become known as Hubbles
Law, and it s just one piece of a bigger puzzle known
as the Big Bang theory.
Big Bang Theory
The origin of the Universe exist in
various theories, at the moment
most scientists accept the Big Bang
theory as the start of the Universe.
This theory states that the Universe
in its current shape is only a phase of
a process that started with a gigantic
explosion about 15 billion years ago.
In the beginning the Universe was all
in one point, all its matter and energy
where squished into an infnitely small
volume, mathematically expressed as
a singularity. From this singularity the
Universe exploded and by this native
explosion not only matter and energy
was created, but also space and time.
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The theory says that it is not of any
use to speak of the period before the
Big Bang, there is no before because
time (and space) did not exist.
Science assumes to have a good idea of
the developements after the Big Bang.
Immediately after the explosion
the small space was flled with
energy (as radiation) and had an
extremely high temperature, one
milion billion billion billion (10 with
32 zeros) degrees Kelvin, this stage
is called the primordial freball.
In a fraction of a second elementary
matter came into existence: protons,
neutrons and electrons, followed by a
very fast expansion (infation). Since
the beginning the Universe cools
down and expands more and more.
This period is called the radiation era,
as electromagnetic radiation was the
most important thing in the Universe.
After several hundred thousand
years the temperature drop was large
enough for atoms to develop from
elementary particles, in particular
hydrogen and helium, this is called
the matter era.
After 300,000 years the Universe had cooled down enough
to become transparent for radiation, at that time the frst
Galaxies arose.

In 1964, the Big Bang Theory received its most powerful
observational support. While using a horn radio antenna in
Holmdel, N.J. to isolate, identify and measure sources of
noise in the atmosphere, Bell Labs scientists Arno Penzias
(right) and Robert Wilson discover faint cosmic radiation from
the farthest reaches of known space.

Image credit: Lucent Technologies Inc.
Resource: http://www.bnsc.gov.uk/4728.aspx
Materials:
30-cm round latex balloon
a permanent felt-tip marking pen
60-cm piece of string
metric ruler
Procedures:
1. Infate your balloon until it is about 10 cm in diameter, but do not
tie the end.
2. Using the felt-tip marker, make six dots (each the size of a 5 cents coin) on the balloon
in widely scattered locations. Label one dot home and the others A-E. The home dot
represents the Milky Way galaxy, and the others represent galaxies formed in the early
universe.
3. Without letting air out of the balloon, use the string and ruler to measure the
distance from home to each dot. Record the distances in the worksheet table
under the heading Time 1.
4. Infate the balloon so that its diameter is about 5 cm bigger. Again
measure the distances to each of the dots, and record the distances under Time
2 on the worksheet.
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Distance
from home
Time 1
Dot A
Dot B
Dot C
Dot D
Dot E
TIme 2 Time 3 Time 4 Time 5
5. Infate the balloon in 5-cm increments three more times. After each
infation, measure and record the distances in the table below.
Answer the questions:
1. How did the distance from the home dot to each of the other galaxies change each time you
infated the balloon?
2. Did the galaxies near home or those farther away appear to move the greater distance?
3. How could you use this model to simulate the Big Crunch, a time when all the galaxies
might collapse in on themselves?
Resources
Internet Link :
The Big Bang Theory
http://www.geocities.com/
beyondearth2001/bigbang.htm
Universe Beginning
http://www.youtube.com/
watch?v=3Cpp_UD3soM
Big Bang
http://en.wikipedia.org/wiki/Big_Bang
http://library.thinkquest.org/18188/english/
universe/cosmos/bigbang.htm
The Expanding Universe
http://btc.montana.edu/ceres/html/
Universe/uni1.html#activity5

References
Alpher, R. A.; R. Herman (August 1988).
Refections on early work on big bang
cosmology. Physics Today, 2434
Barrow, John D. (1994). The Origin of the
Universe: To the Edge of Space and Time.
Phoenix, 150.
Davies, Paul (1992). The Mind of God. Simon
& Schuster UK. ISBN 0-671-71069-9.
Hubble, Edwin (1929). A relation between
distance and radial velocity among extra-
galactic nebulae. PNAS 15: 168173.
doi:0.1073/pnas.15.3.168 (inactive
2008-07-21).
Mather, John C.; John Boslough (1996). The
very frst light: the true inside story of the
scientifc journey back to the dawn of the
universe, 300. ISBN 0-465-01575-1.
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e-Books
Kolb, Edward; Michael Turner
(1988). The Early Universe.
Addison-Wesley. ISBN
0-201-11604-9.
Peacock, John (1999).
Cosmological Physics.
Cambridge University Press.
ISBN 0521422701.
Teachers notes/points
Surat A-Zummar, (Verses 62-63 & 67)
Allah is the Creator of all things, and he is the Wakil,
(Trustee, Dospose of affairs, Guardian, etc.) over all
things. To Him belong the treasures of the heavens
and the earth. And those who disbelieve in the Ayat,
(proofs, signs, etc.) of Allah, such are they who will be
the losers. They made not a just estimate of Allah such
as is due to Him. And on the Day of Resurrection the
earth, as a whole will be grasped by His fst and the
heavens will be rolled up in His Right. Glorifed be He,
and High is He above all that they associate as partners
with Him!
The evidence of the Big Bang.
The frst observation that indicates
the Big Bang is the fact that the
Universe is expanding. Edwin
Hubble noticed this in 1929.
If the Universe is expanding, then a
simple conclusion is that it must have
been smaller in the past. By imagining
the expansion in a reversed direction
astronomers can determine how long
ago the Universe was at zero size
and the Big Bang must have taken
place: about 15 billion years ago.
Some theorize that the universe could
collapse to the state where it began
and then initate another Big Bang,
so in this way the universe would
last forever, but would pass through
phases of expansion (Big Bang) and
contraction (Big Crunch).
The second observation is the
presence of Cosmic Background
Microwave Radiation.
The cooling down and expansion of
the Universe still continues. If the
Universe really started by the Big
Bang about 15 billion years ago, then
at present the Universe should to
be cooled down to a temperature of
about 3 Kelvin (this 3 degrees above
the absolute zeropoint).
Astronomers do indeed observe this
in the entire Universe by means of
radiotelescopes and distortion of
radio signals that correspond with a
temperature of 3 Kelvin.
The third evidence is the presence
of large quantities of Helium in the
Universe (about 25% of all matter).
The lifetime of the Universe is simply
too short to explain these large
quantities of Helium, except when
the Universe has had a period of
extreme heat and density. Under
these conditions the Helium is formed
from Hydrogen by nuclear reactions.
Calculations indicate that during such
a phase -an extremely hot Big Bang-
about 25% of all the Universal matter
would be turned into Helium. And that
is what is observed.
The end of the Universe
At this moment nobody is able to predict what will fnally happen to the Universe. Based upon the theory
that the Universe is still expanding from the Big Bang, two possibilities are the most likely, weather the
Big Crunch will happen or will not.
1.2 WHAT BUILD UP THE
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Activity : 1.2.1 Dark Matter: Probing What You Cant See
Learning Outcomes :
State the constituents of the universe;
State the percentages of the constituents of the universe;
State the defnition of the dark matter;
Conduct an experiment to show the existence of the dark matter.
Introduction
When we think of the universe, what comes to our mind? Stars, planets, comets, galaxies etc.
Astronomers group the things that make up the universe into heavy elements, stars, ghostly neutrinos,
free hydrogen and helium, dark matter and dark energy (see Figure 2)
Credit:Ann Field(STScI)
Are there any other things in our universe and how
much do all that we know occupy the universe?
Astronomers have known for many years that
most of the matter (at least 90%, if not more) in
the Universe is invisible; we cannot see it; over
the whole range of the electromagnetic spectrum,
it does not radiate any light that we can detect.
It is, in effect, hidden from our usual ways of
learning about the Universe. Identifying this dark
matter is a crucial step in the understanding of the
Universe. Whatever it is, dark matter emits no light,
and so, we are left to ask ourselves the following
questions: If we cant see it, how do we know it is
there? How do we know its exact location? How do
we determine its mass?
In this investigation, you will use several methods
to determine what hidden matter lies between
two paper plates. Through analogies associated
with the cutting-edge research that is now going
on with dark matter, you will uncover the hidden
matter in your lab.
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Number of hidden mass Distance







Materials:
Ruler
Tape Measure
Triple beam
Flashlight or strong light source
Pencil and paper
20 cents coin
Two loose paper plates
Hidden mass plate (provide by the teacher)
Procedure:
1. Determine the mass of the two paper plates and 20 cents coin.
2 Paper Plates _________________ 20 cents coin _________________
2. Determine the mass of your hidden mass plate plate provided by the teacher
._______________________
3. From this, calculate the number of hidden masses you are looking for.
Number of Masses Hidden in the Plates ____________________________
4. Hold the missing mass plate near a strong light source, such as a fashlight.
5. Locate the positions of the masses. Trace carefully around their perimeters on the convex
paper plate side.
6. Measure the distances from the center of the plate to each mass location. Draw the
locations and write the distances to each location in the diagram below.


7. What pattern do you notice?
_____________________________
_____________________________
8. Given what you now know, set up a
table with the possibilities for the number of masses at each location.





9. Place your missing mass plate on the screwdriver such that it is spin around its center. Is
the plate fat or does it tilt to one side? Spin it around its axis of a few times. Does the same
side always stay lower? What does this tell you about the distribution of mass inside the
plate?

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10. Given your observations, how many of the hidden masses are there in the plates?
___________________________________________________________
11. Use your extra 20 cents coin and your table of possibilities for the number of masses at
each location to reveal the hidden mass(es). How will you know when you have discovered
the missing mass distribution?
____________________________________________________________
____________________________________________________________
12. Draw the locations and original mass distribution at each location in the diagram below.

Analyze and Refect:
Just like this lab, all of astronomy involves indirect
measures and investigations. It would have been very
easy for us to tear apart the paper plate in order to
discover how much hidden matter there was and where
it was located. Everyday, scientists wish they could
do that very thing to the Universe! Alas, they cannot.
So when we study a subject such as dark matter, it is
important to understand the tools at hand to probe its
nature -- since we cannot just take the easy way out!
When you took a total mass measurement
of the hidden matter in the paper plates, it
was just like you were a scientist at NASA
who had taken total mass measurements
from gravitational binding of clusters.
When the light was shone through the
paper plate to locate the hidden matter, it
was as if you were applying the concept of
gravitational lensing to locate dark matter
as at Bell Labs scientists have done.
Lastly, you can think of balancing torques in
paper plates as analogous to the rotational
curve observations of galaxies that is being
done now to reveal even more about dark
matter.

Think about this lab and the studies that are being done
right now on dark matter. What has this lab taught you
about the scientifc approach to revealing the nature of
dark matter? Discuss below.
Teachers note:
Hidden mass plate is the plate
which consists of several
20 cents coins concealed in
between two plates.
1.2 What Builds Up the Universe
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Activity : 1.2.2 Letters Lost In Space
Learning Outcomes:
application of active reading method
list terminologies use in describing a universe.
Material : Text on Universe
Instruction :
Read this text carefully.


Five Universe terms have been badly scrambled in space. Try to unscramble them, then match each
with its defnition below. Hint: Two of them are compound words.
ONOSATMRRE : _ _ _ _ _ _ _ _ _ _
BBGNIGA: _ _ _ _ _ _
GYLAAX: _ _ _ _ _ _
POCPESRCEOTS : _ _ _ _ _ _
EAGHILTYR: _ _ _ _ _ _ _ _ _

The Universe is a huge wide-open space that holds everything from the
smallest particle to the biggest galaxy. No one knows just how big the
Universe is. Astronomers try to measure it all the time. They use a special
instrument called a spectroscope to tell whether an object is moving away
from Earth or toward Earth. Based on the information from this instrument,
scientists have learned that the Universe is still growing outward in every
direction.
Scientists believe that Big Bang happened about 13.7 billion years ago.This
set the Universe into motion and this motion continues today. Scientists are
not yet sure if the motion will stop, change direction, or keep going forever.
The universe is very large and possibly infinite in volume; the observable
matter is spread over a space at least 93 billion light years across. For
comparison, the diameter of a typical galaxy is only 30,000 light-years, and
the typical distance between two neighboring galaxies is only 3 million light-
years. As an example, our Milky Way galaxy is roughly 100,000 light years in
diameter, and our nearest sister galaxy, the Andromeda Galaxy, is located
roughly 2.5 million light years away.


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Now match the words with the defnitions. Write the appropriate Universe word in the space provided.
A. The distance that light travels in one year.



B. A scientist who observes and studies planets, stars, and galaxies.



C. A group of millions or billions of stars, gas, and dust held together by gravity.



D. The invisible force between objects that makes objects attract each other.



E. The frst stage in a stars life.



Resources:
Internet Link :
- Activities for Classroom and
Home
http://www.handsonuniverse.
org/activities/index.html
- Dark Matter: What You Cant
See
http://universe.sonoma.edu/
materials/lesson_plans/dark_
matter.html
- Multidisciplinary Universe
activities Letters Lost in
Space
http://www.Starschild
Reference :
Vallenari, Antonella; Tantalo, Rosaria; Portinari,
Laura; Moretti, Alessia. (2007) From Stars to
Galaxies: Building the Pieces to Build Up the
Universe, Volume 373 (2007)
e-Books :
The Universe By Seymour Simon Published by
HarperCollins Publishers, 2000
ISBN 0064437523, 9780064437523
The Astronomy Caf: 365 Questions and Answers
from Ask the Astronomer
Sten Odenwald. W. H. Freeman, 1998.
Milestones of Science Curt Suple. National
Geographic, 2000.
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Teachers notes/points :
The Universe is defned as everything that physically exists: the entirety of space and
time, all forms of matter, energy and momentum, and the physical laws and constants
that govern them. However, the term universe may be used in slightly different
contextual senses, denoting such concepts as the cosmos, the world or Nature.
Astronomical observations indicate that the universe is 13.73 0.12 billion years old
and at least 93 billion light years across.

The event that started the universe is called the Big Bang. At this point in time all
matter and energy of the observable universe was concentrated in one point of infnite
density. After the Big Bang, the universe started to expand to its present form.
Since special relativity states that matter cannot exceed the speed of light, in a fxed
space-time, it may seem paradoxical that two galaxies can be separated by 93 billion
light years in 13 billion years; however, this separation is a natural consequence of
general relativity.
Space can expand with no intrinsic limit on its rate; thus, two galaxies can separate
more quickly than the speed of light if the space between them grows.

Experimental measurements such as the redshifts and spatial distribution of distant
galaxies, the cosmic microwave background radiation, and the relative percentages
of the lighter chemical elements, support this theoretical expansion and, more
generally, the Big Bang theory, which proposes that space itself was created ex nihilo
at a specifc time in the past. Recent observations have shown that this expansion is
accelerating, and that most of the matter and energy in the universe is fundamentally
different from that observed on Earth and not directly observable (cf. dark matter and
dark energy). The imprecision of current observations has hindered predictions of the
ultimate fate of the universe.
1.3 ASTRONOMICAL UNITS
1.1 Begining of the Universe
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Activity : 1.3.1 Astronomical Scales
Learning Outcomes:
State the meaning of astronomical units;
Differentiate between astronomical units and SI units.
Aware that time is relative
Introduction:
Distances between objects in space are so large that using units such as kilometers or meters is not
very convenient for the calculations needed in astronomy. For this reason, we use other units called the
astronomical unit (AU) , light years (ly) and parsec (pc).
Materials:
Calculators
Pencils and paper
Ruler
Reference materials about the universe, such as books, magazines, and the Internet
Copies of Classroom Activity Sheet: Understanding Sizes and Distances in
the Universe
Procedures:
1. Solve the problem in the worksheet 1. You must fgure out which information is needed to
solve each problem. All the questions from the Classroom Activity Sheet and the answers
are listed below.
Worksheet 1
1. Measure accurately the diameter of 5 cents coin. If Earth were the size of 5 cents coin
a. How large would the sun be? (diameter in cm)
b. How many the number of earth is equivalent to the distance from earth to the sun.
c. Locate any points that equivalent to the distance in (1b) from your classroom?
(Answers will vary.)
1. If the sun were the size of a basketball
a. How far away would Neptune be from the sun?(985.89m)
b. How far away would the nearest star, Proxima Centauri, be from the sun?(8932.26km)
c. Find two places on a world map that are about this distance apart.(Answers will
vary.)
d. How far would it be to the center of the Milky Way? (58932609.68 km)
e. About how many trips to the moon does the distance in 2(d) equal?(152)
1. If the Milky Way were the size of a football feld
a. How far away would the Andromeda galaxy be?(2.02 km)
b. How far would it be to the farthest known galaxy?(11912.9 km)
1.3 Astronomical Units
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Helpful Measurements

1. Discuss with your friends about the vastness of the universe. For example, light travels
at an unimaginably fast speed of 300 million meters per second, and yet light takes years
to travel to us from the stars and takes thousands or even millions of years to travel the
depths of space between galaxies. Put these distances in the quantities in the context of
well-understood frame of reference by multiples of smaller-scale distances.
2. Discuss the different units of measurement that are used to describe distances in each part
of the school surrounding or location. Review any unfamiliar units of measurement, such
as light-years and astronomical units. By thinking about their location on a small scale frst
and then moving out to a much larger scale, students begin to get a sense of how distance
is measured at each scale.
Refer to Table 1: Comparison of Distance
Place Units of measurement Example
Street address meters (within a house) A room might be 3 5 meters.
City km, fractions of km You might drive km to the grocery
store; a town might be about 10 km
wide.
State Tens to hundreds of km The distance from Muar to Mersing is
210 km; Pontian is about 933.74 km
across.
Malaysia Hundreds to thousands of km The distance from Alor Setar to Johor
Bahru is 830 km.
Earth Tens of thousands of km. Earths circumference is 40233.68 km.
Solar System Millions to billions of km, or
astronomical units (AU). (An AU is
the average distance from Earth
to the sun, or 149.6 million km.)
(See Figure 1) Neptune is 30 AU, or 4 497.0
million km, from the sun.
5 cents coin is about 1. 6 cm in diameter.
Earth is 12760 km across.
The sun has a diameter of 1.4 millions km.
One mile equals 1.6 km.
The average distance from Earth to the sun is 149.6 millions km.
A basketball is roughly 30.77 cm in diameter.
Neptune is 30 AU from the sun, or 4497.0 millions km.
One light-year is 9.5 trillions km.
The nearest star, Proxima Centauri, is 4.2 light-years away.
The suns distance from the center of the Milky Way is about 30,000 light-years.
A football feld is 91.74 meters long.
The Milky Way is about 100,000 light-years across.
The distance to the Andromeda galaxy is 2.2 106light-years.
The farthest known galaxy is 13 billion light-years away
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Milky Way Galaxy Hundreds of thousands of light-
years. (A light-year is the distance
that light travels in one year, or
about 10 trillion km.)
The Milky Way is about 100,000 light-
years across.
Local Group (a cluster
of about 20 galaxies,
including the Milky
Way)
Millions of light-years The Andromeda galaxy is about 2.2
million light-years away from our Milky
Way galaxy.
Super cluster (a
group of clusters)
Hundreds of millions of light-years The Virgo supercluster of galaxies is
about 150 million light-years across.
Universe Billions of light-years The farthest known galaxy (the edge
of the observable universe) is 13 billion
light-years away.

Table 1: Comparison of Distance
Resources:
Internet Link :
-Astronomical Units
http://en.wikipedia.org/wiki/Astronomical_unit
-International System of Units (SI)
http://physics.nist.gov/cuu/Units/outside.html
-Relativity in Islam
http://www.speed-light.info/relativity_quran.htm
-Solar Mass Loss, the Astronomical Unit, and the
Scale of the Solar System
http://arxiv.org/abs/0801.3807
Pictures :
Figure 3: The Average Distance from Earth to the Sun

References :
McCarthy D.D (1996), IERS Conventions (1996), IERS Technical Note 21,Observatoire de Paris,
July 1996
1.3 Astronomical Units
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e-Books :
The Universe By Seymour Simon Published by HarperCollins Publishers, 2000 ISBN 0064437523,
9780064437523
Milestones of Science .Curt Suple. National Geographic, 2000.
Teachers notes/points :
(Quran, 7:54), Your Lord is Allah, Who created the heavens and the earth in six days and
then settled Himself frmly on the Throne...
The astronomical unit (AU or au or a.u. or sometimes ua) is a unit of length based on the
distance from the Earth to the Sun.
The precise value of the AU is currently accepted as 149,597,870,69130 metres (nearly
150 million kilometres or 93 million miles).
The symbol ua is recommended by the Bureau International des Poids et Mesures but in
anglophone countries the reverse - au - is more common. The International Astronomical
Union recommends au and international standard ISO 31-1 uses AU. In general, capital
letters are only used for the symbols of units which are named after individual scientists,
while au or a.u. can also mean atomic unit or even arbitrary unit; however, the use of AU to
refer to the astronomical unit is widespread.
Originally, the AU was defned as the length of the semi-major axis of the Earths elliptical
orbit around the Sun.
In 1976, the International Astronomical Union revised the defnition of the AU for greater
precision, defning it as the distance from the centre of the Sun at which a particle of negligible
mass, in an unperturbed circular orbit, would have an orbital period of 365.2568983 days
(one Gaussian year).
This defnition gives a value that is slightly less than the mean Earth-Sun distance.
An alternative way of stating the defnition is that an AU is the distance at which the
heliocentric gravitational constant (the product GM) is equal to (0.017 202 098 95) AU/d
Some conversion factors:
1 AU = 149 597 870.691 0.030 km 92 955 807 mi 8.317 light minutes 499 light-
seconds
1 light-second 0.002 AU
1 gigametre 0.007 AU
1 light-minute 0.120 AU
1 microparsec 0.206 AU
1 terametre 6.685 AU
1 light-hour 7.214 AU
1 light-day 173.263 AU
1 milliparsec 206.265 AU
1 light-week 1212.84 AU
1 light-month 5197.9 AU
1 light-year 63.241x103 AU
1 parsec 206.265x103 AU

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