1. Introduction to the Universe Chapter 1

2. The Montillation of Traxoline
Some review material that you’ve probably seen before…
The Montillation of Traxoline
It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.
(attributed to the insight of Judy Lanier)

3. Traxoline Comprehension
It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.
Directions: Answer the following questions.
If you don’t remember this AND you’re having trouble with these very simple questions, you probably won’t succeed in this class…
1. What is traxoline?
2. Where is traxoline montilled?
3. How is traxoline quaselled?
4. Why is it important to know about traxoline?
KIDDING!

4. Related Goals
Appreciating science in general, and astronomy in specific.
Understanding how knowledge is gained and be critical of what you see and hear. You will begin to ask “How can we test that?” when forming hypotheses or “How do we know that?” when reading new information.
Developing a working knowledge of the scientific method and how to apply it to real world situations.
Critically analyzing and evaluating information, scientific or otherwise

5. Related Outcomes Learn some simple astronomical vocabulary
Learn about some problems astronomers and astrophysicists are trying to solve, and understand the methods scientists are using to try to solve these problems.
Develop a sense of what scientists know about:
our location in the universe,
The things in the universe, and
the the overall universe.

6. Astro 25 extra outcomes that we’ll touch on in chapter 1
Understand the data that led to the development of modern cosmology and the Big Bang theory
Evaluate the significance of the major evidence in favor of the Big Bang theory.
Illustrate how galaxies are distributed through space.
Discuss the evidence for Dark Matter and Dark Energy.

7. Topics in this presentation
Astronomical numbers
Light travel time
Composition of universe
Why the composition changes
What causes the change?
Sizes, distances, and ages
Motions
Expanding universe, how we measure age

8. Learning Objectives Know some ages & distances
Distinguish different types of large quantities
Understand the consequences of light traveling over large distances

9. Astronomical numbers 1 light sec = distance light travels in …
1 million = 1,000,000. (aka. Mega or M) 1 million sec = 11.6 days
1 billion = 1,000,000,000 (aka. Giga or G). 1 giga-sec =
31.8 years.
1 light sec = distance light travels in …
= 300,000 km = 186,000 miles. Almost to the Moon.
1 light year = distance light travels in one year
TRIVIA: 1 light year = 6 trillion miles.
Nearest star to Sun = 4.3 light-years away.
The Sun, all 8 planets are about 4.6 Gyr old.
How many years is that?
Distance to Sun? 3 answers. __ Light __, ____ miles, __AU
Universe & everything in it is 13.7 Gyr old (some things weren’t born at the beginning, so are younger)

10. Calif. School Science Standards for Earth’s age & life development
From California Science Standards, grade 6
Students know that evidence from geologic layers and radioactive dating indicates Earth is approximately 4.6 billion years old and that life on this planet has existed for more than 3 billion years.
Newest evidence: life probably started 3.5 billion years ago, maybe even earlier (4 Gyr?).
And from the high school standards:
Students know the evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago.
The standards should include evidence from meteorites (space rocks that landed on Earth)

11. Today, astronomers can detect a galaxy that is 10 billion light-years away.
True
False 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

12. Can astronomers detect something 20 billion light years away, right now?
Yes No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

13. Will it ever be possible to see something 20 billion LY away?
Yes No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

14. Finding baby & senior citizen galaxies
Talk to your neighbor for 1 minute and answer these:
Where would astronomers need to look to take a picture of galaxies in their earliest stages of life (babies)?
Hint given after 30 seconds. DV: the hint is Unogen.
Where would we look to take pictures of galaxies in their later stages (senior citizens)?

15. Where would astronomers need to look to take a picture of galaxies in their earliest stages of life (babies)?
Nearby
Far away 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

16. Light years and observations
Like letter through post office:
Letters from far away take longer to arrive
We receive “ancient” letters
Letters from Los Angeles arrive quickly
We receive “today’s” letters
FOR MORE HELP:
See figure 1.5 on p. 9
Lecture Tutorial workbook “Looking at Distant Objects,” page 131.

17. Furthest things seen
As of 11/5/2009, the furthest object ever seen by astronomers* is a Gamma Ray Burst (giant star explosion, “hypernova”) billion light years away. The light arrived on Earth on April 23, 2009.
Dist measured by its Doppler redshift = 8.2 (see chapter 5)
GRB occurred only 630 million years after the Big Bang. Probably a 1st generation HUGE star death.
Gigantic early generation stars make a GRB, which are probably a hypernova (big supernova with powerful jets at the north and poles)
“Merely” large or newer stars “only” make a supernova
We also see LIGHT leftover from the Big Bang, emitted only 380,000 yrs after the Big Bang.
*One of my former roommates, Edo Berger, is one of the astronomers who made this discovery!

18. California Elementary School Science Standards for atoms
From California Science Standards, grade 5
Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.

19. Composition of the Universe
Overall
28%
4.6%
23%
72%
Stuff in universe (“matter”)
Regular matter
Hydrogen (often gas) ~73%
Helium (often inert gas) ~25%
Everything else ~2%
Oxygen, Carbon, Iron, Sulfur, Neon, Potassium, etc.
Gold, silver, platinum are VERY rare.
Dark matter
Matter we can’t see. Infer its existence many ways. Not elements. (“regular”)
Dark Energy
Energy we can’t see. Infer its existence by studying accelerating expansion of universe. Book OMITS this from chap 1.
(half is invisible or hiding)
Not found in stars.

20. Learning Objectives What is the universe composed of? How do we know?
Is the composition changing? Why or why not?

21. What the universe is made of & how we know. Part 1.
Things in the universe:
Stars
Star leftovers such as _______________
Gas clouds (and other stuff) between stars
Galaxies (HUGE collections of stars)
Analyzing their light (chapter 5), we discover, all of these* are made of:
Hydrogen (often gas) ~73%
Helium (often inert gas) ~25%
Everything else ~2%
Oxygen, Carbon, Iron, Sulfur, Neon, Potassium, etc.
Gold, silver, platinum are VERY rare.
*except not inner 4 planets. But outer planets are.

22. What the universe is made of & how we know. Part 2a.
Astronomers studied motions of stars, star clusters, and gas clouds inside galaxies
Move too fast  must be extra gravity inside galaxies
Don’t see anything causing gravity
Extra gravity from invisible stuff
“Dark matter”
Existence hypothesized in 1933, Fritz CIT
Vera Rubin gathered first STRONG evidence described above in 1970s. She’s still doing astronomy today!

23. What the universe is made of & how we know. Part 2b.
Then, studying gravity, found “dark matter” in MANY other places:
Halos of galaxies
Inside & around galaxy clusters
especially in center of clusters
Based on gravity: there is 10 times more dark matter than regular matter!
H, He, etc (elements) are only 10% of stuff
Dark matter is 90% of stuff
We know dark matter is NOT elements
We know some properties of dark matter based on gravity (how it clumps with elements, called “bias”)

24. What the universe is made of & how we know. Part 3.
Measure how quickly universe expands.
(more on this soon)
In , multiple researchers discovered far away galaxies are moving faster than predicted
Discovered by seeing supernovas in distant galaxies
Confirmed by studying Cosmic Background Radiation
Universe expands faster today than in the past
Don’t know why, “Dark energy”
Dark energy accounts for 73% of the universe’s mass-energy. Matter/stuff (including “dark”) only is 27%.

25. Summary: Universe’s mass-energy composition

26. What grade do astronomers get for understanding the universe?B C D F 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

27. Normal (NOT dark) matter
Everything you know about is normal matter, (baryonic) made of a few elements
Hydrogen, Helium, Carbon, Nitrogen, Oxygen, Gold
Periodic Table, page end of textbook.
Most things are molecules: 2+ atoms
Water (H2O), Carbon dioxide (CO2)
Science tells us right after the Big Bang, the universe only had 2 elements:
Hydrogen (75%), Helium (25%)
TINY bit of 1-2 more.
Where did everything else come from?
Book calls it “recycling”. See pages 6-7.
Only makes up 2% of matter today. But that’s enough to form planets like Earth, luckily.

28. Increasing Decreasing Staying the Same
How is the amount of elements OTHER THAN hydrogen & helium in the universe changing?
Increasing
Decreasing
Staying the Same 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

29. Calif. Elementary School Science Standards for atoms & compounds
From California Science Standards, grade 8
Students know the structure of the atom and know it is composed of protons, neutrons, and electrons.
Students know that compounds are formed by combining two or more different elements and that compounds have properties that are different from their constituent elements.
And from the high school standards:
Students know the evidence indicating that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars.

30. Learning Objectives Know some ages & distances
Put the ages and distances into perspective with other, more familiar things
Understand motions on Earth, of Earth and of the Solar System

31. Ages of a few things When things formed:
The Big Bang = 13.7 billion years ago
The Sun & Earth = 4.6 billion years ago
The Milky Way galaxy = billion years ago
See the calendar & discussion on page 14.

32. Sizes & Distances – See pages 9-14
Planet order & sizes with hands…
In the “Voyage” scale model, 10 billion:1
Sun is the size of a large grapefruit
Earth is the size of 1mm, located 50 ft from Sun. Real radius is ______________.
Moon is ¼ Earth’s size, located 1.5 inches from Earth
Jupiter is …
Pluto is …
Nearest star is named …, size & dist …
Size of Milky Way is …
Light travel times to these objects…

33. California Elementary School Science Standards for solar system
From California Science Standards, grade 5
Students know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium.
Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.
Satellites = moons

34. California Elementary School Science Standards for solar system
And from the high school standards:
Students know the evidence indicating that the planets are much closer to Earth than the stars are.
Students know the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium.
Students know the solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years.
Students know galaxies are made of billions of stars and comprise most of the visible mass of the universe.
Not true anymore. Most visible mass seems to be located in the center of galaxy clusters.

35. Are you moving right now?
Yes No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

36. Motions Daily motion – Earth’s rotation once per __
Speed varies: ___ for Santa, 1000 mph for Ecuador
Yearly motion – Earth’s revolution once per __
Distance: 1AU = ____
Speed: average ~66,000 mph
Direction “tilted” 23.5˚ relative to rotation.
Sun orbits Milky Way center once per Myr
28,000 ly radius, speed ~500,000 mph
Studying this motion  dark matter discovered
Galaxies moving relative to each other.
Nearest galaxies get closer to us. Most move away.

37. Do all continents take 24 hours to make one circle around the Earth’s axis?
Yes No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

38. Galaxies outside the Local Group are moving:
Towards us
Away from us
Randomly towards & away 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

39. Learning Objectives
Understand the nature of the “expanding universe” and how we know it’s expanding
Hubble’s Law
Interpret expansion of universe to determine a fundamental property
“Car universe”
Understand what we need to measure about the universe to determine its age

40. Expanding universe means “objects are getting _________”?
Further apart
Bigger
Both further apart and bigger 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

41. Have you read chapter 1 yet?
Yes No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

42. Expanding universe Expansion refers to empty space between galaxies
Objects don’t grow because …
Gravity and other forces hold THINGS together.
Examples: Stars, galaxies, planets, people.
We see galaxies moving away
Draw a picture on chalkboard – space expands
Speed away from us depends on distance
Objects twice as far are moving twice as fast
Objects 100x further are moving 100x faster
This rule is now called “Hubble’s Law”
Let’s see how Hubble’s law works with cars

43. Car “expanding universe”
Make a chart like the one I put on the board
Car 1 is 60 miles away and travels 30 mph
Car 2 is 120 miles away. How fast is it moving if it follows Hubble’s Law?
Car 3 is 240 miles away. How fast?
How long since Car 1 left you?
Car 2?
Car 3?
How old is the “car universe?”
This is exactly what we see with galaxies, except the time is _________ years.

44. Composition Speed Distance Brightness Luminosity Number of stars
Which of the properties below do astronomers need to measure about galaxies to determine the age of the universe? Select all that apply. DON’T VOTE UNTIL YOU’VE MADE YOUR FINAL DECISION.
Composition
Speed
Distance
Brightness
Luminosity
Number of stars 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

45. Is the composition of the universe changing?
Yes No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

46. Born recently Born long ago
(Question asked by a student) Stars that were made of the MOST Hydrogen and Helium are:
Born recently
Born long ago
And the stars that have the LEAST? 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

47. California Elementary School Science Standards for astronomy
From California Science Standards, grade 8
Students know galaxies are clusters of billions of stars and may have different shapes.
Students know that the Sun is one of many stars in the Milky Way galaxy and that stars may differ in size, temperature, and color.
Students know how to use astronomical units and light years as measures of distances between the Sun, stars, and Earth.
Students know that stars are the source of light for all bright objects in outer space and that the Moon and planets shine by reflected sunlight, not by their own light.
(technically, Moon & planets shine by scattered light)
Students know the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids.

48. Learning Objectives Know some ages & distances
Distinguish different types of large quantities
Put the ages and distances into perspective with other, more familiar things
Understand the consequences of light traveling over large distances
What is the universe composed of?
How do we know?
Is the composition changing? Why or why not?
Understand motions on Earth, of Earth and of the Solar System
Understand the nature of the “expanding universe” and how we know it’s expanding
Hubble’s Law
Interpret expansion of universe to determine a fundamental property
“Car universe”
Understand what we need to measure about the universe to determine its age

49. Summary – chapter 1 Astronomical numbers Light travel time
Composition of universe
Why the composition changes
What causes the change?
Sizes, distances, and ages
Motions
Expanding universe, how we measure age