Lemaître's Big Bang
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Frame Covariance and Fine Tuning in Inflationary Cosmology
FRAME COVARIANCE AND FINE TUNING IN INFLATIONARY COSMOLOGY A thesis submitted to the University of Manchester for the degree of Doctor of Philosophy in the Faculty of Science and Engineering 2019 By Sotirios Karamitsos School of Physics and Astronomy Contents Abstract 8 Declaration 9 Copyright Statement 10 Acknowledgements 11 1 Introduction 13 1.1 Frames in Cosmology: A Historical Overview . 13 1.2 Modern Cosmology: Frames and Fine Tuning . 15 1.3 Outline . 17 2 Standard Cosmology and the Inflationary Paradigm 20 2.1 General Relativity . 20 2.2 The Hot Big Bang Model . 25 2.2.1 The Expanding Universe . 26 2.2.2 The Friedmann Equations . 29 2.2.3 Horizons and Distances in Cosmology . 33 2.3 Problems in Standard Cosmology . 34 2.3.1 The Flatness Problem . 35 2.3.2 The Horizon Problem . 36 2 2.4 An Accelerating Universe . 37 2.5 Inflation: More Questions Than Answers? . 40 2.5.1 The Frame Problem . 41 2.5.2 Fine Tuning and Initial Conditions . 45 3 Classical Frame Covariance 48 3.1 Conformal and Weyl Transformations . 48 3.2 Conformal Transformations and Unit Changes . 51 3.3 Frames in Multifield Scalar-Tensor Theories . 55 3.4 Dynamics of Multifield Inflation . 63 4 Quantum Perturbations in Field Space 70 4.1 Gauge Invariant Perturbations . 71 4.2 The Field Space in Multifield Inflation . 74 4.3 Frame-Covariant Observable Quantities . 78 4.3.1 The Potential Slow-Roll Hierarchy . 81 4.3.2 Isocurvature Effects in Two-Field Models . 83 5 Fine Tuning in Inflation 88 5.1 Initial Conditions Fine Tuning . -
PDF Solutions
Solutions to exercises Solutions to exercises Exercise 1.1 A‘stationary’ particle in anylaboratory on theEarth is actually subject to gravitationalforcesdue to theEarth andthe Sun. Thesehelp to ensure that theparticle moveswith thelaboratory.Ifstepsweretaken to counterbalance theseforcessothatthe particle wasreally not subject to anynet force, then the rotation of theEarth andthe Earth’sorbital motionaround theSun would carry thelaboratory away from theparticle, causing theforce-free particle to followacurving path through thelaboratory.Thiswouldclearly show that the particle didnot have constantvelocity in the laboratory (i.e.constantspeed in a fixed direction) andhence that aframe fixed in the laboratory is not an inertial frame.More realistically,anexperimentperformed usingthe kind of long, freely suspendedpendulum known as a Foucaultpendulum couldreveal the fact that a frame fixed on theEarth is rotating andthereforecannot be an inertial frame of reference. An even more practical demonstrationisprovidedbythe winds,which do not flowdirectly from areas of high pressure to areas of lowpressure because of theEarth’srotation. - Exercise 1.2 TheLorentzfactor is γ(V )=1/ 1−V2/c2. (a) If V =0.1c,then 1 γ = - =1.01 (to 3s.f.). 1 − (0.1c)2/c2 (b) If V =0.9c,then 1 γ = - =2.29 (to 3s.f.). 1 − (0.9c)2/c2 Notethatitisoften convenient to write speedsinterms of c instead of writingthe values in ms−1,because of thecancellation between factorsofc. ? @ AB Exercise 1.3 2 × 2 M = Theinverse of a matrix CDis ? @ 1 D −B M −1 = AD − BC −CA. Taking A = γ(V ), B = −γ(V )V/c, C = −γ(V)V/c and D = γ(V ),and noting that AD − BC =[γ(V)]2(1 − V 2/c2)=1,wehave ? @ γ(V )+γ(V)V/c [Λ]−1 = . -
The Son of Lamoraal Ulbo De Sitter, a Judge, and Catharine Theodore Wilhelmine Bertling
558 BIOGRAPHIES v.i WiLLEM DE SITTER viT 1872-1934 De Sitter was bom on 6 May 1872 in Sneek (province of Friesland), the son of Lamoraal Ulbo de Sitter, a judge, and Catharine Theodore Wilhelmine Bertling. His father became presiding judge of the court in Arnhem, and that is where De Sitter attended gymna sium. At the University of Groniiigen he first studied mathematics and physics and then switched to astronomy under Jacobus Kapteyn. De Sitter spent two years observing and studying under David Gill at the Cape Obsen'atory, the obseivatory with which Kapteyn was co operating on the Cape Photographic Durchmusterung. De Sitter participated in the program to make precise measurements of the positions of the Galilean moons of Jupiter, using a heliometer. In 1901 he received his doctorate under Kapteyn on a dissertation on Jupiter's satellites: Discussion of Heliometer Observations of Jupiter's Satel lites. De Sitter remained at Groningen as an assistant to Kapteyn in the astronomical laboratory, until 1909, when he was appointed to the chair of astronomy at the University of Leiden. In 1919 he be came director of the Leiden Observatory. He remained in these posts until his death in 1934. De Sitter's work was highly mathematical. With his work on Jupi ter's satellites, De Sitter pursued the new methods of celestial me chanics of Poincare and Tisserand. His earlier heliometer meas urements were later supplemented by photographic measurements made at the Cape, Johannesburg, Pulkowa, Greenwich, and Leiden. De Sitter's final results on this subject were published as 'New Math ematical Theory of Jupiter's Satellites' in 1925. -
Hubble's Evidence for the Big Bang
Hubble’s Evidence for the Big Bang | Instructor Guide Students will explore data from real galaxies to assemble evidence for the expansion of the Universe. Prerequisites ● Light spectra, including graphs of intensity vs. wavelength. ● Linear (y vs x) graphs and slope. ● Basic measurement statistics, like mean and standard deviation. Resources for Review ● Doppler Shift Overview ● Students will consider what the velocity vs. distance graph should look like for 3 different types of universes - a static universe, a universe with random motion, and an expanding universe. ● In an online interactive environment, students will collect evidence by: ○ using actual spectral data to calculate the recession velocities of the galaxies ○ using a “standard ruler” approach to estimate distances to the galaxies ● After they have collected the data, students will plot the galaxy velocities and distances to determine what type of model Universe is supported by their data. Grade Level: 9-12 Suggested Time One or two 50-minute class periods Multimedia Resources ● Hubble and the Big Bang WorldWide Telescope Interactive Materials ● Activity sheet - Hubble’s Evidence for the Big Bang Lesson Plan The following represents one manner in which the materials could be organized into a lesson: Focus Question: ● How does characterizing how galaxies move today tell us about the history of our Universe? Learning Objective: ● SWBAT collect and graph velocity and distance data for a set of galaxies, and argue that their data set provides evidence for the Big Bang theory of an expanding Universe. Activity Outline: 1. Engage a. Invite students to share their ideas about these questions: i. Where did the Universe come from? ii. -
The Big-Bang Theory AST-101, Ast-117, AST-602
AST-101, Ast-117, AST-602 The Big-Bang theory Luis Anchordoqui Thursday, November 21, 19 1 17.1 The Expanding Universe! Last class.... Thursday, November 21, 19 2 Hubbles Law v = Ho × d Velocity of Hubbles Recession Distance Constant (Mpc) (Doppler Shift) (km/sec/Mpc) (km/sec) velocity Implies the Expansion of the Universe! distance Thursday, November 21, 19 3 The redshift of a Galaxy is: A. The rate at which a Galaxy is expanding in size B. How much reader the galaxy appears when observed at large distances C. the speed at which a galaxy is orbiting around the Milky Way D. the relative speed of the redder stars in the galaxy with respect to the blues stars E. The recessional velocity of a galaxy, expressed as a fraction of the speed of light Thursday, November 21, 19 4 The redshift of a Galaxy is: A. The rate at which a Galaxy is expanding in size B. How much reader the galaxy appears when observed at large distances C. the speed at which a galaxy is orbiting around the Milky Way D. the relative speed of the redder stars in the galaxy with respect to the blues stars E. The recessional velocity of a galaxy, expressed as a fraction of the speed of light Thursday, November 21, 19 5 To a first approximation, a rough maximum age of the Universe can be estimated using which of the following? A. the age of the oldest open clusters B. 1/H0 the Hubble time C. the age of the Sun D. -
On a Christian Cosmogony Or: Why Not Take Genesis 1 As History and Try to Put Together a Cosmogony That Fits It?
On a Christian Cosmogony or: Why not take Genesis 1 as history and try to put together a cosmogony that fits it? This is an elegantly posed question which is instructive and informative to answer as it stands. Genesis 1 is not history, cannot be history, and was not intended to be history. Cosmo gony ("a theory, system, or account of the creation or generation of the universe" OED,2b) could never be properly historical, and currently we cannot conceive of it as being properly scientific. Cosmo geny ("evolution of the universe", OED) is properly scientific, but is not directly treated in the first Genesis creation account. And even if it were, the proper way to do science is to start with the evidence and to proceed to the conclusion. The suggestion that one should determine a conclusion arbitrarily from a text and then fit the evidence to suit is a shocking distortion of the the proper way to search for truth and should be abhorred by all Christians. Let me unpack this answer so that you can see what I do (and every Christian ought to) believe, and also what I do not (and no Christian should) believe. On Genesis History The first part of the question asserts that the Bible in general and Genesis 1 in particular is historical. This assertion is a very attractive one. In particular, there is absolutely no doubt that Christianity is nothing if not a historical religion. This is made crystal clear in a variety of places. Dr. Luke is explicit about drawing up an account of the things that have been fulfilled among us, just as they were handed down to us by those who from the first were eyewitnesses (Lk.1:1). -
The Discovery of the Expansion of the Universe
galaxies Review The Discovery of the Expansion of the Universe Øyvind Grøn Faculty of Technology, Art and Design, Oslo Metropolitan University, PO Box 4 St. Olavs Plass, NO-0130 Oslo, Norway; [email protected]; Tel.: +047-90-94-64-60 Received: 2 November 2018; Accepted: 29 November 2018; Published: 3 December 2018 Abstract: Alexander Friedmann, Carl Wilhelm Wirtz, Vesto Slipher, Knut E. Lundmark, Willem de Sitter, Georges H. Lemaître, and Edwin Hubble all contributed to the discovery of the expansion of the universe. If only two persons are to be ranked as the most important ones for the general acceptance of the expansion of the universe, the historical evidence points at Lemaître and Hubble, and the proper answer to the question, “Who discovered the expansion of the universe?”, is Georges H. Lemaître. Keywords: cosmology history; expansion of the universe; Lemaitre; Hubble 1. Introduction The history of the discovery of the expansion of the universe is fascinating, and it has been thoroughly studied by several historians of science. (See, among others, the contributions to the conference Origins of the expanding universe [1]: 1912–1932). Here, I will present the main points of this important part of the history of the evolution of the modern picture of our world. 2. Einstein’s Static Universe Albert Einstein completed the general theory of relativity in December 1915, and the theory was presented in an impressive article [2] in May 1916. He applied [3] the theory to the construction of a relativistic model of the universe in 1917. At that time, it was commonly thought that the universe was static, since one had not observed any large scale motions of the stars. -
Einstein's Role in the Creation of Relativistic Cosmology
EINSTEIN'S ROLE IN THE CREATION OF RELATIVISTIC COSMOLOGY CHRISTOPHER SMEENK 1. Introduction Einstein's paper, \Cosmological Considerations in the General Theory of Relativ- ity" (Einstein 1917b), is rightly regarded as the first step in modern theoretical cosmology. Perhaps the most striking novelty introduced by Einstein was the very idea of a cosmological model, an exact solution to his new gravitational field equations that gives a global description of the universe in its entirety. Einstein's paper inspired a small group of theorists to study cosmological models using his new gravitational theory, and the ideas developed during these early days have been a crucial part of cosmology ever since. We will see below that understanding the physical properties of these models and their possible connections to astro- nomical observations was the central problem facing relativistic cosmology in the 20s. By the early 30s, there was widespread consensus that a class of models de- scribing the expanding universe was in at least rough agreement with astronomical observations. But this achievement was certainly not what Einstein had in mind in introducing the first cosmological model. Einstein's seminal paper was not simply a straightforward application of his new theory to an area where one would ex- pect the greatest differences from Newtonian theory. Instead, Einstein's foray into cosmology was a final attempt to guarantee that a version of \Mach's principle" holds. The Machian idea that inertia is due only to matter shaped Einstein's work on a new theory of gravity, but he soon realized that this might not hold in his “final” theory of November 1915. -
Appendix a the Return of a Static Universe and the End of Cosmology
Appendix A The Return of a Static Universe and the End of Cosmology Lawrence M. Krauss and Robert J. Scherrer Abstract We demonstrate that as we extrapolate the current CDM universe forward in time, all evidence of the Hubble expansion will disappear, so that observers in our “island universe” will be fundamentally incapable of determining the true nature of the universe, including the existence of the highly dominant vacuum energy, the existence of the CMB, and the primordial origin of light elements. With these pillars of the modern Big Bang gone, this epoch will mark the end of cosmology and the return of a static universe. In this sense, the coordinate system appropriate for future observers will perhaps fittingly resemble the static coordinate system in which the de Sitter universe was first presented. Shortly after Einstein’s development of general relativity, the Dutch astronomer Willem de Sitter proposed a static model of the universe containing no matter, which he thought might be a reasonable approximation to our low-density uni- verse. One can define a coordinate system in which the de Sitter metric takes a static form by defining de Sitter spacetime with a cosmological constant ƒ S W A B D 2 2 D 1 as a four-dimensional hyperboloid ƒ AB R ;R 3ƒ em- 2 D A B D bedded in a 5d Minkowski spacetime with ds AB d d ; and .AB / diag.1; 1; 1; 1; 1/;A;B D 0;:::;4: The static form of the de Sitter metric is then dr2 ds2 D .1 r2=R2/dt 2 s r2d2; s s s 2 2 s 1 rs =R L.M. -
9. the Cosmic Microwave Background
A5682: Introduction to Cosmology Course Notes 9. The Cosmic Microwave Background Reading: Chapter 8, sections 8.0-8.3. (We will cover 8.4 and 8.5 later.) “Re”combination After Big Bang Nucleosynthesis, the universe was still much too hot for the formation of neutral atoms. As expansion continued, the background radiation photons redshifted and the temperature dropped. Naively, one would expect p + e− → H when kT ∼ 13.6eV. Just as with deuterium synthesis, however, the high value of nγ/nb implies that the exponential tail of the photon distribution can dissociate hydrogen atoms. Less naively, we expect p + e− → H when kT ∼ 13.6eV/(− ln η) ∼ 0.65eV, corresponding to (1 + z) ≈ 2700. A more accurate version of this argument given in the textbook (section 9.3) yields a predicted redshift of (1 + z) ≈ 1370 for hydrogen formation. In practice, there are several complicating factors, e.g., any recombination direct to the ground state produces a photon that can immediately ionize another neutral atom unless the photon survives long enough to be redshifted below 13.6 eV. A proper, somewhat tricky calculation of cosmic recombination shows that there is a fairly rapid transition from a free electron fraction xe ≈ 1 to xe ≈ 0 at z ≈ 1100, with most of the transition occuring over a redshift range ∆z ≈ 80. In the laboratory, or in regions ionized by hot stars or quasars or shocks, the process p + e− → H is usually referred to as “recombination.” In the early universe, the protons and electrons were never in the form of hydrogen to begin with, so this process should arguably be called “combination” rather than “recombination.” But “combination” sounds rather silly, so “recombination” is still the standard term for this tran- sition. -
Lecture Notes 2 the KINEMATICS of a HOMOGENEOUSLY EXPANDING UNIVERSE
MASSACHUSETTS INSTITUTE OF TECHNOLOGY Physics Department Physics 8.286: The Early Universe September 15, 2018 Prof. Alan Guth Lecture Notes 2 THE KINEMATICS OF A HOMOGENEOUSLY EXPANDING UNIVERSE INTRODUCTION: Observational cosmology is of course a rich and complicated subject. It is described to some degree in Barbara Ryden's Introduction to Cosmology and in Steven Wein- berg's The First Three Minutes, and I will not enlarge on that discussion here. I will instead concentrate on the basic results of observational cosmology, and on how we can build a simple mathematical model that incorporates these results. The key properties of the universe, which we will use to build a mathematical model, are the following: (1) ISOTROPY Isotropy means the same in all directions. The nearby region, however, is rather anisotropic (i.e., looks different in different directions), since it is dominated by the center of the Virgo supercluster of galaxies, of which our galaxy, the Milky Way, is a part. The center of this supercluster is in the Virgo cluster, approximately 55 million light-years from Earth. However, on scales of several hundred million light-years or more, galaxy counts which were begun by Edwin Hubble in the 1930's show that the density of galaxies is very nearly the same in all directions. The most striking evidence for the isotropy of the universe comes from the observa- tion of the cosmic microwave background (CMB) radiation, which is interpreted as the remnant heat from the big bang itself. Physicists have measured the temperature of the cosmic background radiation in different directions, and have found it to be extremely uniform. -
Dark Universe: Science & Literacy Activity for Grades 9-12
Dark Universe Science & Literacy Activity GRADES 9-12 OVERVIEW Common Core State Standards: This activity, which is aligned to the Common Core State Standards (CCSS) WHST.9-12.2, WHST.9-12.8, WHST.9-12.9, for English Language Arts, introduces students to scientific knowledge and RST.9-12.1, RST.9-12.2, RST.9-12.4, RST.9-12.7, language related to the study of cosmology. Students will read content-rich RST.9-12.10 texts, view the Dark Universe space show, and use what they have learned New York State Science Core Curriculum: to complete a CCSS-aligned writing task, creating an illustrated text about PS 1.2a how scientists study the history of the universe. Next Generation Science Standards: Materials in this activity include: PE HS-ESS1-2 • Teacher instructions for: DCI ESS1.A: The Universe and Its Stars o Pre-visit student reading The Big Bang theory is supported by o Viewing the Dark Universe space show observations of distant galaxies receding o Post-visit writing task from our own, of the measured composition • Text for student reading: “Case Study: The Cosmic Microwave Background ” of stars and non-stellar gases, and of the • Student Writing Guidelines maps of spectra of the primordial radiation (cosmic microwave background) that still • Teacher rubric for writing assessment fills the universe. SUPPORTS FOR DIVERSE LEARNERS: An Overview This resource has been designed to engage all learners with the principles of Universal Design for Learning in mind. It represents information in multiple ways and offers multiple ways for your students to engage with content as they read about, discuss, view, and write about scientific concepts.