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The document discusses the Big Bang theory of the origin and evolution of the universe. It describes how the Big Bang theory postulates that approximately 13.8 billion years ago, the entire observable universe was concentrated into an infinitely dense and hot singularity, and then rapidly expanded. As the universe expanded, it cooled and formed the first atoms, mostly hydrogen and helium. Observational evidence that supports the Big Bang theory includes the expansion of the universe, the cosmic microwave background radiation, and the relative abundances of light elements like hydrogen and helium. The document also briefly discusses the possibility of a "Big Crunch" where the universe could collapse back on itself and initiate another Big Bang cycle.
The document discusses the Big Bang theory of the origin and evolution of the universe. It describes how the Big Bang theory postulates that approximately 13.8 billion years ago, the entire observable universe was concentrated into an infinitely dense and hot singularity, and then rapidly expanded. As the universe expanded, it cooled and formed the first atoms, mostly hydrogen and helium. Observational evidence that supports the Big Bang theory includes the expansion of the universe, the cosmic microwave background radiation, and the relative abundances of light elements like hydrogen and helium. The document also briefly discusses the possibility of a "Big Crunch" where the universe could collapse back on itself and initiate another Big Bang cycle.
The document discusses the Big Bang theory of the origin and evolution of the universe. It describes how the Big Bang theory postulates that approximately 13.8 billion years ago, the entire observable universe was concentrated into an infinitely dense and hot singularity, and then rapidly expanded. As the universe expanded, it cooled and formed the first atoms, mostly hydrogen and helium. Observational evidence that supports the Big Bang theory includes the expansion of the universe, the cosmic microwave background radiation, and the relative abundances of light elements like hydrogen and helium. The document also briefly discusses the possibility of a "Big Crunch" where the universe could collapse back on itself and initiate another Big Bang cycle.
1 UNIVERSE 1.0 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 3 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. 1.1 Begining of the Universe 4 UNIVERSE 1.0 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. 1.1 Begining of the Universe 5 UNIVERSE 1.0 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. 1.1 Begining of the Universe 6 UNIVERSE 1.0 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 UNIVERSE 8 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. 1.2 What Builds Up the Universe 9 UNIVERSE 1.0
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?
1.2 What Builds Up the Universe 10 UNIVERSE 1.0 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 11 UNIVERSE 1.0 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.
1.2 What Builds Up the Universe 12 UNIVERSE 1.0 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. 1.2 What Builds Up the Universe 13 UNIVERSE 1.0 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 15 UNIVERSE 1.0 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 16 UNIVERSE 1.0 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 1.3 Astronomical Units 17 UNIVERSE 1.0 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 18 UNIVERSE 1.0 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