Did Time Have a Beginning?
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The Reionization of Cosmic Hydrogen by the First Galaxies Abstract 1
David Goodstein’s Cosmology Book The Reionization of Cosmic Hydrogen by the First Galaxies Abraham Loeb Department of Astronomy, Harvard University, 60 Garden St., Cambridge MA, 02138 Abstract Cosmology is by now a mature experimental science. We are privileged to live at a time when the story of genesis (how the Universe started and developed) can be critically explored by direct observations. Looking deep into the Universe through powerful telescopes, we can see images of the Universe when it was younger because of the finite time it takes light to travel to us from distant sources. Existing data sets include an image of the Universe when it was 0.4 million years old (in the form of the cosmic microwave background), as well as images of individual galaxies when the Universe was older than a billion years. But there is a serious challenge: in between these two epochs was a period when the Universe was dark, stars had not yet formed, and the cosmic microwave background no longer traced the distribution of matter. And this is precisely the most interesting period, when the primordial soup evolved into the rich zoo of objects we now see. The observers are moving ahead along several fronts. The first involves the construction of large infrared telescopes on the ground and in space, that will provide us with new photos of the first galaxies. Current plans include ground-based telescopes which are 24-42 meter in diameter, and NASA’s successor to the Hubble Space Telescope, called the James Webb Space Telescope. In addition, several observational groups around the globe are constructing radio arrays that will be capable of mapping the three-dimensional distribution of cosmic hydrogen in the infant Universe. -
Real Numbers and the Number Line 2 Chapter 13
Chapter 13 Lesson Real Numbers and 13-7A the Number Line BIG IDEA On a real number line, both rational and irrational numbers can be graphed. As we noted in Lesson 13-7, every real number is either a rational number or an irrational number. In this lesson you will explore some important properties of rational and irrational numbers. Rational Numbers on the Number Line Recall that a rational number is a number that can be expressed as a simple fraction. When a rational number is written as a fraction, it can be rewritten as a decimal by dividing the numerator by the denominator. _5 The result will either__ be terminating, such as = 0.625, or repeating, 10 8 such as _ = 0. 90 . This makes it possible to graph the number on a 11 number line. GUIDED Example 1 Graph 0.8 3 on a number line. __ __ Solution Let x = 0.83 . Change 0.8 3 into a fraction. _ Then 10x = 8.3_ 3 x = 0.8 3 ? x = 7.5 Subtract _7.5 _? _? x = = = 9 90 6 _? ? To graph 6 , divide the__ interval 0 to 1 into equal spaces. Locate the point corresponding to 0.8 3 . 0 1 When two different rational numbers are graphed on a number line, there are always many rational numbers whose graphs are between them. 1 Using Algebra to Prove Lesson 13-7A Example 2 _11 _20 Find a rational number between 13 and 23 . Solution 1 Find a common denominator by multiplying 13 · 23, which is 299. -
The Age of the Universe, the Hubble Constant, the Accelerated Expansion and the Hubble Effect
The age of the universe, the Hubble constant, the accelerated expansion and the Hubble effect Domingos Soares∗ Departamento de F´ısica,ICEx, UFMG | C.P. 702 30123-970, Belo Horizonte | Brazil October 25, 2018 Abstract The idea of an accelerating universe comes almost simultaneously with the determination of Hubble's constant by one of the Hubble Space Tele- scope Key Projects. The age of the universe dilemma is probably the link between these two issues. In an appendix, I claim that \Hubble's law" might yet to be investigated for its ultimate cause, and suggest the \Hubble effect” as the searched candidate. 1 The age dilemma The age of the universe is calculated by two different ways. Firstly, a lower limit is given by the age of the presumably oldest objects in the Milky Way, e.g., globular clusters. Their ages are calculated with the aid of stellar evolu- tion models which yield 14 Gyr and 10% uncertainty. These are fairly confident figures since the basics of stellar evolution are quite solid. Secondly, a cosmo- logical age based on the Standard Cosmology Model derived from the Theory of General Relativity. The three basic models of relativistic cosmology are given by the Friedmann's solutions of Einstein's field equations. The models are char- acterized by a decelerated expansion from a spatial singularity at cosmic time t = 0, and whose magnitude is quantified by the density parameter Ω◦, the present ratio of the mass density in the universe to the so-called critical mass arXiv:0908.1864v8 [physics.gen-ph] 28 Jul 2015 density. -
SOLVING ONE-VARIABLE INEQUALITIES 9.1.1 and 9.1.2
SOLVING ONE-VARIABLE INEQUALITIES 9.1.1 and 9.1.2 To solve an inequality in one variable, first change it to an equation (a mathematical sentence with an “=” sign) and then solve. Place the solution, called a “boundary point”, on a number line. This point separates the number line into two regions. The boundary point is included in the solution for situations that involve ≥ or ≤, and excluded from situations that involve strictly > or <. On the number line boundary points that are included in the solutions are shown with a solid filled-in circle and excluded solutions are shown with an open circle. Next, choose a number from within each region separated by the boundary point, and check if the number is true or false in the original inequality. If it is true, then every number in that region is a solution to the inequality. If it is false, then no number in that region is a solution to the inequality. For additional information, see the Math Notes boxes in Lessons 9.1.1 and 9.1.3. Example 1 3x − (x + 2) = 0 3x − x − 2 = 0 Solve: 3x – (x + 2) ≥ 0 Change to an equation and solve. 2x = 2 x = 1 Place the solution (boundary point) on the number line. Because x = 1 is also a x solution to the inequality (≥), we use a filled-in dot. Test x = 0 Test x = 3 Test a number on each side of the boundary 3⋅ 0 − 0 + 2 ≥ 0 3⋅ 3 − 3 + 2 ≥ 0 ( ) ( ) point in the original inequality. Highlight −2 ≥ 0 4 ≥ 0 the region containing numbers that make false true the inequality true. -
Single Digit Addition for Kindergarten
Single Digit Addition for Kindergarten Print out these worksheets to give your kindergarten students some quick one-digit addition practice! Table of Contents Sports Math Animal Picture Addition Adding Up To 10 Addition: Ocean Math Fish Addition Addition: Fruit Math Adding With a Number Line Addition and Subtraction for Kids The Froggie Math Game Pirate Math Addition: Circus Math Animal Addition Practice Color & Add Insect Addition One Digit Fairy Addition Easy Addition Very Nutty! Ice Cream Math Sports Math How many of each picture do you see? Add them up and write the number in the box! 5 3 + = 5 5 + = 6 3 + = Animal Addition Add together the animals that are in each box and write your answer in the box to the right. 2+2= + 2+3= + 2+1= + 2+4= + Copyright © 2014 Education.com LLC All Rights Reserved More worksheets at www.education.com/worksheets Adding Balloons : Up to 10! Solve the addition problems below! 1. 4 2. 6 + 2 + 1 3. 5 4. 3 + 2 + 3 5. 4 6. 5 + 0 + 4 7. 6 8. 7 + 3 + 3 More worksheets at www.education.com/worksheets Copyright © 2012-20132011-2012 by Education.com Ocean Math How many of each picture do you see? Add them up and write the number in the box! 3 2 + = 1 3 + = 3 3 + = This is your bleed line. What pretty FISh! How many pictures do you see? Add them up. + = + = + = + = + = Copyright © 2012-20132010-2011 by Education.com More worksheets at www.education.com/worksheets Fruit Math How many of each picture do you see? Add them up and write the number in the box! 10 2 + = 8 3 + = 6 7 + = Number Line Use the number line to find the answer to each problem. -
1.1 the Real Number System
1.1 The Real Number System Types of Numbers: The following diagram shows the types of numbers that form the set of real numbers. Definitions 1. The natural numbers are the numbers used for counting. 1, 2, 3, 4, 5, . A natural number is a prime number if it is greater than 1 and its only factors are 1 and itself. A natural number is a composite number if it is greater than 1 and it is not prime. Example: 5, 7, 13,29, 31 are prime numbers. 8, 24, 33 are composite numbers. 2. The whole numbers are the natural numbers and zero. 0, 1, 2, 3, 4, 5, . 3. The integers are all the whole numbers and their additive inverses. No fractions or decimals. , -3, -2, -1, 0, 1, 2, 3, . An integer is even if it can be written in the form 2n , where n is an integer (if 2 is a factor). An integer is odd if it can be written in the form 2n −1, where n is an integer (if 2 is not a factor). Example: 2, 0, 8, -24 are even integers and 1, 57, -13 are odd integers. 4. The rational numbers are the numbers that can be written as the ratio of two integers. All rational numbers when written in their equivalent decimal form will have terminating or repeating decimals. 1 2 , 3.25, 0.8125252525 …, 0.6 , 2 ( = ) 5 1 1 5. The irrational numbers are any real numbers that can not be represented as the ratio of two integers. -
Pre-Big Bang, Space-Time Structure, Asymptotic Universe
EPJ Web of Conferences 71, 0 0 063 (2 014 ) DOI: 10.1051/epjconf/20147100063 C Owned by the authors, published by EDP Sciences, 2014 Pre-Big Bang, space-time structure, asymptotic Universe Spinorial space-time and a new approach to Friedmann-like equations Luis Gonzalez-Mestres1,a 1Megatrend Cosmology Laboratory, Megatrend University, Belgrade and Paris Goce Delceva 8, 11070 Novi Beograd, Serbia Abstract. Planck and other recent data in Cosmology and Particle Physics can open the way to controversial analyses concerning the early Universe and its possible ultimate origin. Alternatives to standard cosmology include pre-Big Bang approaches, new space- time geometries and new ultimate constituents of matter. Basic issues related to a possible new cosmology along these lines clearly deserve further exploration. The Planck collab- oration reports an age of the Universe t close to 13.8 Gyr and a present ratio H between relative speeds and distances at cosmic scale around 67.3 km/s/Mpc. The product of these two measured quantities is then slightly below 1 (about 0.95), while it can be exactly 1 in the absence of matter and cosmological constant in patterns based on the spinorial space- time we have considered in previous papers. In this description of space-time we first suggested in 1996-97, the cosmic time t is given by the modulus of a SU(2) spinor and the Lundmark-Lemaître-Hubble (LLH) expansion law turns out to be of purely geometric origin previous to any introduction of standard matter and relativity. Such a fundamen- tal geometry, inspired by the role of half-integer spin in Particle Physics, may reflect an equilibrium between the dynamics of the ultimate constituents of matter and the deep structure of space and time. -
The Ups and Downs of Baryon Oscillations
The Ups and Downs of Baryon Oscillations Eric V. Linder Physics Division, Lawrence Berkeley Laboratory, Berkeley, CA 94720 ABSTRACT Baryon acoustic oscillations, measured through the patterned distribution of galaxies or other baryon tracing objects on very large (∼> 100 Mpc) scales, offer a possible geometric probe of cosmological distances. Pluses and minuses in this approach’s leverage for understanding dark energy are discussed, as are systematic uncertainties requiring further investigation. Conclusions are that 1) BAO offer promise of a new avenue to distance measurements and further study is warranted, 2) the measurements will need to attain ∼ 1% accuracy (requiring a 10000 square degree spectroscopic survey) for their dark energy leverage to match that from supernovae, but do give complementary information at 2% accuracy. Because of the ties to the matter dominated era, BAO is not a replacement probe of dark energy, but a valuable complement. 1. Introduction This paper provides a pedagogical introduction to baryon acoustic oscillations (BAO), accessible to readers not necessarily familiar with details of large scale structure in the universe. In addition, it summarizes some of the current issues – plus and minus – with the use of BAO as a cosmological probe of the nature of dark energy. For more quantitative, arXiv:astro-ph/0507308v2 17 Jan 2006 technical discussions of these issues, see White (2005). The same year as the detection of the cosmic microwave background, the photon bath remnant from the hot, early universe, Sakharov (1965) predicted the presence of acoustic oscillations in a coupled baryonic matter distribution. In his case, baryons were coupled to cold electrons rather than hot photons; Peebles & Yu (1970) and Sunyaev & Zel’dovich (1970) pioneered the correct, hot case. -
Solve Each Inequality. Graph the Solution Set on a Number Line. 1
1-6 Solving Compound and Absolute Value Inequalities Solve each inequality. Graph the solution set on a number line. 1. ANSWER: 2. ANSWER: 3. or ANSWER: 4. or ANSWER: 5. ANSWER: 6. ANSWER: 7. ANSWER: eSolutions Manual - Powered by Cognero Page 1 8. ANSWER: 9. ANSWER: 10. ANSWER: 11. MONEY Khalid is considering several types of paint for his bedroom. He estimates that he will need between 2 and 3 gallons. The table at the right shows the price per gallon for each type of paint Khalid is considering. Write a compound inequality and determine how much he could be spending. ANSWER: between $43.96 and $77.94 Solve each inequality. Graph the solution set on a number line. 12. ANSWER: 13. ANSWER: 14. or ANSWER: 15. or ANSWER: 16. ANSWER: 17. ANSWER: 18. ANSWER: 19. ANSWER: 20. ANSWER: 21. ANSWER: 22. ANATOMY Forensic scientists use the equation h = 2.6f + 47.2 to estimate the height h of a woman given the length in centimeters f of her femur bone. a. Suppose the equation has a margin of error of ±3 centimeters. Write an inequality to represent the height of a woman given the length of her femur bone. b. If the length of a female skeleton’s femur is 50 centimeters, write and solve an absolute value inequality that describes the woman’s height in centimeters. ANSWER: a. b. Write an absolute value inequality for each graph. 23. ANSWER: 24. ANSWER: 25. ANSWER: 26. ANSWER: 27. ANSWER: 28. ANSWER: 29. ANSWER: 30. ANSWER: 31. DOGS The Labrador retriever is one of the most recognized and popular dogs kept as a pet. -
AST4220: Cosmology I
AST4220: Cosmology I Øystein Elgarøy 2 Contents 1 Cosmological models 1 1.1 Special relativity: space and time as a unity . 1 1.2 Curvedspacetime......................... 3 1.3 Curved spaces: the surface of a sphere . 4 1.4 The Robertson-Walker line element . 6 1.5 Redshifts and cosmological distances . 9 1.5.1 Thecosmicredshift . 9 1.5.2 Properdistance. 11 1.5.3 The luminosity distance . 13 1.5.4 The angular diameter distance . 14 1.5.5 The comoving coordinate r ............... 15 1.6 TheFriedmannequations . 15 1.6.1 Timetomemorize! . 20 1.7 Equationsofstate ........................ 21 1.7.1 Dust: non-relativistic matter . 21 1.7.2 Radiation: relativistic matter . 22 1.8 The evolution of the energy density . 22 1.9 The cosmological constant . 24 1.10 Some classic cosmological models . 26 1.10.1 Spatially flat, dust- or radiation-only models . 27 1.10.2 Spatially flat, empty universe with a cosmological con- stant............................ 29 1.10.3 Open and closed dust models with no cosmological constant.......................... 31 1.10.4 Models with more than one component . 34 1.10.5 Models with matter and radiation . 35 1.10.6 TheflatΛCDMmodel. 37 1.10.7 Models with matter, curvature and a cosmological con- stant............................ 40 1.11Horizons.............................. 42 1.11.1 Theeventhorizon . 44 1.11.2 Theparticlehorizon . 45 1.11.3 Examples ......................... 46 I II CONTENTS 1.12 The Steady State model . 48 1.13 Some observable quantities and how to calculate them . 50 1.14 Closingcomments . 52 1.15Exercises ............................. 53 2 The early, hot universe 61 2.1 Radiation temperature in the early universe . -
1 the Real Number Line
Unit 2 Real Number Line and Variables Lecture Notes Introductory Algebra Page 1 of 13 1 The Real Number Line There are many sets of numbers, but important ones in math and life sciences are the following • The integers Z = f:::; −4; −3; −2; −1; 0; 1; 2; 3; 4;:::g. • The positive integers, sometimes called natural numbers, N = f1; 2; 3; 4;:::g. p • Rational numbers are any number that can be expressed as a fraction where p and q 6= 0 are integers. Q q Note that every integer is a rational number! • An irrational number is a number that is not rational. p Examples of irrational numbers are 2 ∼ 1:41421 :::, e ∼ 2:71828 :::, π ∼ 3:14159265359 :::, and less familiar ones like Euler's constant γ ∼ 0:577215664901532 :::. The \:::" here represent that the number is a nonrepeating, nonterminating decimal. • The real numbers R contain all the integer number, rational numbers, and irrational numbers. The real numbers are usually presented as a real number line, which extends forever to the left and right. Note the real numbers are not bounded above or below. To indicate that the real number line extends forever in the positive direction, we use the terminology infinity, which is written as 1, and in the negative direction the real number line extends to minus infinity, which is denoted −∞. The symbol 1 is used to say that the real numbers extend without bound (for any real number, there is a larger real number and a smaller real number). Infinity is a somewhat tricky concept, and you will learn more about it in precalculus and calculus. -
The Number Line Topic 1
Topic 1 The Number Line Lesson Tutorials Positive numbers are greater than 0. They can be written with or without a positive sign (+). +1 5 +20 10,000 Negative numbers are less than 0. They are written with a negative sign (−). − 1 − 5 − 20 − 10,000 Two numbers that are the same distance from 0 on a number line, but on opposite sides of 0, are called opposites. Integers Words Integers are the set of whole numbers and their opposites. Opposite Graph opposites When you sit across from your friend at Ź5 ź4 Ź3 Ź2 Ź1 0 1234 5 the lunch table, you negative integers positive integers sit opposite your friend. Zero is neither negative nor positive. Zero is its own opposite. EXAMPLE 1 Writing Positive and Negative Integers Write a positive or negative integer that represents the situation. a. A contestant gains 250 points on a game show. “Gains” indicates a number greater than 0. So, use a positive integer. +250, or 250 b. Gasoline freezes at 40 degrees below zero. “Below zero” indicates a number less than 0. So, use a negative integer. − 40 Write a positive or negative integer that represents the situation. 1. A hiker climbs 900 feet up a mountain. 2. You have a debt of $24. 3. A student loses 5 points for being late to class. 4. A savings account earns $10. 408 Additional Topics MMSCC6PE2_AT_01.inddSCC6PE2_AT_01.indd 408408 111/24/101/24/10 88:53:30:53:30 AAMM EXAMPLE 2 Graphing Integers Graph each integer and its opposite. Reading a. 3 Graph 3.