What Did the Early Universe Look Like? Key Stage 5
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Introduction to Astronomy from Darkness to Blazing Glory
Introduction to Astronomy From Darkness to Blazing Glory Published by JAS Educational Publications Copyright Pending 2010 JAS Educational Publications All rights reserved. Including the right of reproduction in whole or in part in any form. Second Edition Author: Jeffrey Wright Scott Photographs and Diagrams: Credit NASA, Jet Propulsion Laboratory, USGS, NOAA, Aames Research Center JAS Educational Publications 2601 Oakdale Road, H2 P.O. Box 197 Modesto California 95355 1-888-586-6252 Website: http://.Introastro.com Printing by Minuteman Press, Berkley, California ISBN 978-0-9827200-0-4 1 Introduction to Astronomy From Darkness to Blazing Glory The moon Titan is in the forefront with the moon Tethys behind it. These are two of many of Saturn’s moons Credit: Cassini Imaging Team, ISS, JPL, ESA, NASA 2 Introduction to Astronomy Contents in Brief Chapter 1: Astronomy Basics: Pages 1 – 6 Workbook Pages 1 - 2 Chapter 2: Time: Pages 7 - 10 Workbook Pages 3 - 4 Chapter 3: Solar System Overview: Pages 11 - 14 Workbook Pages 5 - 8 Chapter 4: Our Sun: Pages 15 - 20 Workbook Pages 9 - 16 Chapter 5: The Terrestrial Planets: Page 21 - 39 Workbook Pages 17 - 36 Mercury: Pages 22 - 23 Venus: Pages 24 - 25 Earth: Pages 25 - 34 Mars: Pages 34 - 39 Chapter 6: Outer, Dwarf and Exoplanets Pages: 41-54 Workbook Pages 37 - 48 Jupiter: Pages 41 - 42 Saturn: Pages 42 - 44 Uranus: Pages 44 - 45 Neptune: Pages 45 - 46 Dwarf Planets, Plutoids and Exoplanets: Pages 47 -54 3 Chapter 7: The Moons: Pages: 55 - 66 Workbook Pages 49 - 56 Chapter 8: Rocks and Ice: -
A Spectroscopic Redshift Measurement for a Luminous Lyman Break Galaxy at Z = 7.730 Using Keck/Mosfire
Draft version May 5, 2015 Preprint typeset using LATEX style emulateapj v. 5/2/11 A SPECTROSCOPIC REDSHIFT MEASUREMENT FOR A LUMINOUS LYMAN BREAK GALAXY AT Z = 7:730 USING KECK/MOSFIRE P. A. Oesch1,2, P. G. van Dokkum2, G. D. Illingworth3, R. J. Bouwens4, I. Momcheva2, B. Holden3, G. W. Roberts-Borsani4,5, R. Smit6, M. Franx4, I. Labbe´4, V. Gonzalez´ 7, D. Magee3 Draft version May 5, 2015 ABSTRACT We present a spectroscopic redshift measurement of a very bright Lyman break galaxy at z = 7:7302 ± 0:0006 using Keck/MOSFIRE. The source was pre-selected photometrically in the EGS field as a robust z ∼ 8 candidate with H = 25:0 mag based on optical non-detections and a very red Spitzer/IRAC [3.6]−[4.5] broad-band color driven by high equivalent width [O III]+Hβ line emission. The Lyα line is reliably detected at 6:1σ and shows an asymmetric profile as expected for a galaxy embedded in a relatively neutral inter-galactic medium near the Planck peak of cosmic reionization. ˚ +90 The line has a rest-frame equivalent width of EW0 = 21 ± 4 A and is extended with VFWHM = 360−70 km s−1. The source is perhaps the brightest and most massive z ∼ 8 Lyman break galaxy in the 9:9±0:2 full CANDELS and BoRG/HIPPIES surveys, having assembled already 10 M of stars at only 650 Myr after the Big Bang. The spectroscopic redshift measurement sets a new redshift record for galaxies. This enables reliable constraints on the stellar mass, star-formation rate, formation epoch, as well as combined [O III]+Hβ line equivalent widths. -
Rev 06/2018 ASTRONOMY EXAM CONTENT OUTLINE the Following
ASTRONOMY EXAM INFORMATION CREDIT RECOMMENDATIONS This exam was developed to enable schools to award The American Council on Education’s College credit to students for knowledge equivalent to that learned Credit Recommendation Service (ACE CREDIT) by students taking the course. This examination includes has evaluated the DSST test development history of the Science of Astronomy, Astrophysics, process and content of this exam. It has made the Celestial Systems, the Science of Light, Planetary following recommendations: Systems, Nature and Evolution of the Sun and Stars, Galaxies and the Universe. Area or Course Equivalent: Astronomy Level: 3 Lower Level Baccalaureate The exam contains 100 questions to be answered in 2 Amount of Credit: 3 Semester Hours hours. Some of these are pretest questions that will not Minimum Score: 400 be scored. Source: www.acenet.edu Form Codes: SQ500, SR500 EXAM CONTENT OUTLINE The following is an outline of the content areas covered in the examination. The approximate percentage of the examination devoted to each content area is also noted. I. Introduction to the Science of Astronomy – 5% a. Nature and methods of science b. Applications of scientific thinking c. History of early astronomy II. Astrophysics - 15% a. Kepler’s laws and orbits b. Newtonian physics and gravity c. Relativity III. Celestial Systems – 10% a. Celestial motions b. Earth and the Moon c. Seasons, calendar and time keeping IV. The Science of Light – 15% a. The electromagnetic spectrum b. Telescopes and the measurement of light c. Spectroscopy d. Blackbody radiation V. Planetary Systems: Our Solar System and Others– 20% a. Contents of our solar system b. -
Elements of Astronomy and Cosmology Outline 1
ELEMENTS OF ASTRONOMY AND COSMOLOGY OUTLINE 1. The Solar System The Four Inner Planets The Asteroid Belt The Giant Planets The Kuiper Belt 2. The Milky Way Galaxy Neighborhood of the Solar System Exoplanets Star Terminology 3. The Early Universe Twentieth Century Progress Recent Progress 4. Observation Telescopes Ground-Based Telescopes Space-Based Telescopes Exploration of Space 1 – The Solar System The Solar System - 4.6 billion years old - Planet formation lasted 100s millions years - Four rocky planets (Mercury Venus, Earth and Mars) - Four gas giants (Jupiter, Saturn, Uranus and Neptune) Figure 2-2: Schematics of the Solar System The Solar System - Asteroid belt (meteorites) - Kuiper belt (comets) Figure 2-3: Circular orbits of the planets in the solar system The Sun - Contains mostly hydrogen and helium plasma - Sustained nuclear fusion - Temperatures ~ 15 million K - Elements up to Fe form - Is some 5 billion years old - Will last another 5 billion years Figure 2-4: Photo of the sun showing highly textured plasma, dark sunspots, bright active regions, coronal mass ejections at the surface and the sun’s atmosphere. The Sun - Dynamo effect - Magnetic storms - 11-year cycle - Solar wind (energetic protons) Figure 2-5: Close up of dark spots on the sun surface Probe Sent to Observe the Sun - Distance Sun-Earth = 1 AU - 1 AU = 150 million km - Light from the Sun takes 8 minutes to reach Earth - The solar wind takes 4 days to reach Earth Figure 5-11: Space probe used to monitor the sun Venus - Brightest planet at night - 0.7 AU from the -
The Milky Way Almost Every Star We Can See in the Night Sky Belongs to Our Galaxy, the Milky Way
The Milky Way Almost every star we can see in the night sky belongs to our galaxy, the Milky Way. The Galaxy acquired this unusual name from the Romans who referred to the hazy band that stretches across the sky as the via lactia, or “milky road”. This name has stuck across many languages, such as French (voie lactee) and spanish (via lactea). Note that we use a capital G for Galaxy if we are talking about the Milky Way The Structure of the Milky Way The Milky Way appears as a light fuzzy band across the night sky, but we also see individual stars scattered in all directions. This gives us a clue to the shape of the galaxy. The Milky Way is a typical spiral or disk galaxy. It consists of a flattened disk, a central bulge and a diffuse halo. The disk consists of spiral arms in which most of the stars are located. Our sun is located in one of the spiral arms approximately two-thirds from the centre of the galaxy (8kpc). There are also globular clusters distributed around the Galaxy. In addition to the stars, the spiral arms contain dust, so that certain directions that we looked are blocked due to high interstellar extinction. This dust means we can only see about 1kpc in the visible. Components in the Milky Way The disk: contains most of the stars (in open clusters and associations) and is formed into spiral arms. The stars in the disk are mostly young. Whilst the majority of these stars are a few solar masses, the hot, young O and B type stars contribute most of the light. -
Scalar Correlation Functions in De Sitter Space from the Stochastic Spectral Expansion
IMPERIAL/TP/2019/TM/03 Scalar correlation functions in de Sitter space from the stochastic spectral expansion Tommi Markkanena;b , Arttu Rajantiea , Stephen Stopyrac and Tommi Tenkanend aDepartment of Physics, Imperial College London, Blackett Laboratory, London, SW7 2AZ, United Kingdom bLaboratory of High Energy and Computational Physics, National Institute of Chemical Physics and Biophysics, R¨avala pst. 10, Tallinn, 10143, Estonia cDepartment of Physics and Astronomy, UCL, Gower Street, London WC1E 6BT, United Kingdom dDepartment of Physics and Astronomy, Johns Hopkins University, Baltimore, MD 21218, United States of America E-mail: [email protected], tommi.markkanen@kbfi.ee, [email protected], [email protected], [email protected] Abstract. We consider light scalar fields during inflation and show how the stochastic spec- tral expansion method can be used to calculate two-point correlation functions of an arbitrary local function of the field in de Sitter space. In particular, we use this approach for a massive scalar field with quartic self-interactions to calculate the fluctuation spectrum of the density contrast and compare it to other approximations. We find that neither Gaussian nor linear arXiv:1904.11917v2 [gr-qc] 1 Aug 2019 approximations accurately reproduce the power spectrum, and in fact always overestimate it. For example, for a scalar field with only a quartic term in the potential, V = λφ4=4, we find a blue spectrum with spectral index n 1 = 0:579pλ. − Contents 1 Introduction1 2 The stochastic approach2 2.1 -
Milky Way Haze
CURIOSITY AT HOME MILKY WAY HAZE A galaxy is a group of stars, gas and dust. Our solar system is part of the Milky Way Galaxy. This galaxy appears as a milky haze in the night sky. Have you ever wondered why the Milky Way resembles a hazy, cloud-like strip in the sky? MATERIALS • Paper hole punch • Glue • Black construction paper • White paper • Masking or painter’s tape • Pen • Paper or science notebook PROCEDURE • Use the hole punch to cut out 50 circles from the white paper. • Glue the circles very close together in the center of the black sheet of paper. • Tape the black construction paper to a pole, tree, wall or other outside object you will be able to see from a distance. • Stand so your nose is almost touching the black construction paper. • Draw or write about your observations on a piece of paper or in your science notebook. • Slowly back away until the separate circles can no longer be seen. • Estimate or measure how far away you were when you could no longer see the separate circles. • What do you notice about the circles seen from a distance as compared to close up? DID YOU KNOW Our eyes are unable to distinguish small points of light that are very close together. Rather, the separate points of light blend together. In our galaxy, the light from distant stars blends together to form the Milky Way haze. The Milky Way galaxy is home to all of the stars that are visible to the naked eye as well as billions of stars that are so far away our eyes are unable to distinguish each individual point of star light. -
Active Galactic Nuclei - Suzy Collin, Bożena Czerny
ASTRONOMY AND ASTROPHYSICS - Active Galactic Nuclei - Suzy Collin, Bożena Czerny ACTIVE GALACTIC NUCLEI Suzy Collin LUTH, Observatoire de Paris, CNRS, Université Paris Diderot; 5 Place Jules Janssen, 92190 Meudon, France Bożena Czerny N. Copernicus Astronomical Centre, Bartycka 18, 00-716 Warsaw, Poland Keywords: quasars, Active Galactic Nuclei, Black holes, galaxies, evolution Content 1. Historical aspects 1.1. Prehistory 1.2. After the Discovery of Quasars 1.3. Accretion Onto Supermassive Black Holes: Why It Works So Well? 2. The emission properties of radio-quiet quasars and AGN 2.1. The Broad Band Spectrum: The “Accretion Emission" 2.2. Optical, Ultraviolet, and X-Ray Emission Lines 2.3. Ultraviolet and X-Ray Absorption Lines: The Wind 2.4. Variability 3. Related objects and Unification Scheme 3.1. The “zoo" of AGN 3.2. The “Line of View" Unification: Radio Galaxies and Radio-Loud Quasars, Blazars, Seyfert 1 and 2 3.2.1. Radio Loud Quasars and AGN: The Jet and the Gamma Ray Emission 3.3. Towards Unification of Radio-Loud and Radio-Quiet Objects? 3.4. The “Accretion Rate" Unification: Low and High Luminosity AGN 4. Evolution of black holes 4.1. Supermassive Black Holes in Quasars and AGN 4.2. Supermassive Black Holes in Quiescent Galaxies 5. Linking the growth of black holes to galaxy evolution 6. Conclusions Acknowledgements GlossaryUNESCO – EOLSS Bibliography Biographical Sketches SAMPLE CHAPTERS Summary We recall the discovery of quasars and the long time it took (about 15 years) to build a theoretical framework for these objects, as well as for their local less luminous counterparts, Active Galactic Nuclei (AGN). -
Size and Scale Attendance Quiz II
Size and Scale Attendance Quiz II Are you here today? Here! (a) yes (b) no (c) are we still here? Today’s Topics • “How do we know?” exercise • Size and Scale • What is the Universe made of? • How big are these things? • How do they compare to each other? • How can we organize objects to make sense of them? What is the Universe made of? Stars • Stars make up the vast majority of the visible mass of the Universe • A star is a large, glowing ball of gas that generates heat and light through nuclear fusion • Our Sun is a star Planets • According to the IAU, a planet is an object that 1. orbits a star 2. has sufficient self-gravity to make it round 3. has a mass below the minimum mass to trigger nuclear fusion 4. has cleared the neighborhood around its orbit • A dwarf planet (such as Pluto) fulfills all these definitions except 4 • Planets shine by reflected light • Planets may be rocky, icy, or gaseous in composition. Moons, Asteroids, and Comets • Moons (or satellites) are objects that orbit a planet • An asteroid is a relatively small and rocky object that orbits a star • A comet is a relatively small and icy object that orbits a star Solar (Star) System • A solar (star) system consists of a star and all the material that orbits it, including its planets and their moons Star Clusters • Most stars are found in clusters; there are two main types • Open clusters consist of a few thousand stars and are young (1-10 million years old) • Globular clusters are denser collections of 10s-100s of thousand stars, and are older (10-14 billion years -
Astronomy Scope and Sequence
Astronomy Scope and Sequence Grading Period Unit Title Learning Targets Throughout the B.(1) Scientific processes. The student, for at least 40% of instructional time, conducts School Year laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations, including chemical, electrical, and fire safety, and safe handling of live and preserved organisms; and (B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. B.(2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; (B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; (C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; (D) distinguish between scientific hypotheses and scientific -
The Dwarf Galaxy Abundances and Radial-Velocities Team (DART) Large Programme – a Close Look at Nearby Galaxies
Reports from Observers The Dwarf galaxy Abundances and Radial-velocities Team (DART) Large Programme – A Close Look at Nearby Galaxies Eline Tolstoy1 The dwarf galaxies we have studied are nearby galaxies. The modes of operation, Vanessa Hill 2 the lowest-luminosity (and mass) galax- the sensitivity and the field of view are Mike Irwin ies that have ever been found. It is likely an almost perfect match to requirements Amina Helmi1 that these low-mass dwarfs are the most for the study of Galactic dSph galaxies. Giuseppina Battaglia1 common type of galaxy in the Universe, For example, it is now possible to meas- Bruno Letarte1 but because of their extremely low ure the abundance of numerous elements Kim Venn surface brightness our ability to detect in nearby galaxies for more than 100 stars Pascale Jablonka 5,6 them diminishes rapidly with increasing over a 25;-diameter field of view in one Matthew Shetrone 7 distance. The only place where we can shot. A vast improvement on previous la- Nobuo Arimoto 8 be reasonably sure to detect a large frac- borious (but valiant) efforts with single-slit Tom Abel 9 tion of these objects is in the Local spectrographs to observe a handful of Francesca Primas10 Group, and even here, ‘complete sam- stars per galaxy (e.g., Tolstoy et al. 200; Andreas Kaufer10 ples’ are added to each year. Within Shetrone et al. 200; Geisler et al. 2005). Thomas Szeifert10 250 kpc of our Galaxy there are nine low- Patrick Francois 2 mass galaxies (seven observable from The DART Large Programme has meas- Kozo Sadakane11 the southern hemisphere), including Sag- ured abundances and velocities for sev- ittarius which is in the process of merging eral hundred individual stars in a sample with our Galaxy. -
Primordial Black Holes from the QCD Epoch: Linking Dark Matter
Primordial black holes from the QCD epoch: Linking dark matter, baryogenesis and anthropic selection 0,1 2 3 Bernard Carr , Sebastien Clesse , Juan García-Bellido ∗ 0School of Physics and Astronomy, Queen Mary University of London, Mile End Road, London E1 4NS, UK 1Research Center for the Early Universe, University of Tokyo, Tokyo 113-0033, Japan 2Service de Physique Théorique, Université Libre de Bruxelles (ULB), Boulevard du Triomphe, CP225, 1050 Brussels, Belgium and 3Instituto de Física Teórica UAM-CSIC, Universidad Autonóma de Madrid, Cantoblanco, 28049 Madrid, Spain (Dated: December 16, 2020) arXiv:1904.02129v2 [astro-ph.CO] 15 Dec 2020 1 Abstract If primordial black holes (PBHs) formed at the quark-hadron epoch, their mass must be close to the Chandrasekhar limit, this also being the characteristic mass of stars. If they provide the dark matter (DM), the collapse fraction must be of order the cosmological baryon-to-photon ratio 10 9, which suggests a ∼ − scenario in which a baryon asymmetry is produced efficiently in the outgoing shock around each PBH and then propagates to the rest of the Universe. We suggest that the temperature increase in the shock provides the ingredients for hot spot electroweak baryogenesis. This also explains why baryons and DM have comparable densities, the precise ratio depending on the size of the PBH relative to the cosmological horizon at formation. The observed value of the collapse fraction and baryon asymmetry depends on the amplitude of the curvature fluctuations which generate the PBHs and may be explained by an anthropic selection effect associated with the existence of galaxies.