This document discusses the expansion of the universe as evidenced by redshifts in the spectra of distant galaxies. It begins by explaining how Doppler shifts in wavelengths can indicate motion, then shows how measurements of galaxy spectra revealed systematic redshifts that increased with distance. This redshift-distance relationship, discovered by Hubble, provided strong evidence that the universe is expanding uniformly. As space itself expands, the wavelengths of light traveling through this expanding space become stretched or redshifted. More distant galaxies exhibit larger redshifts because the expansion of space between emitted and observed light is greater over larger distances.
Materials RequiredComputer and internet accessCalculator.docxwkyra78
Materials Required:
Computer and internet access
Calculator
Pen/pencil
Digital camera or scanner
Download and print the
Hubble Diagram Sheet
(as an additional option, you can create your graph with the Excel program or create your own graph by hand)
Total Time Required:
Approximately 2-3 Hours
Part 1. The Doppler Effect
Note:
For your lab report, only include your clearly labeled answers to the below questions in all parts. Copy/paste in your photos or diagrams when needed.
Among the great achievements of Einstein was his understanding of the speed of light. The speed of light, in a vacuum, is a constant at ~ 300,000 kilometers/second (the actual velocity is 299,792.458 km/s). The speed of light is essential to the viability of both Einstein’s theories of Special and General Relativity (since the speed of light is a constant it has been given its own mathematical symbol, c). If the speed of light is not constant than neither of Einstein’s theories are credible and would not be accurate in describing physics at the larger-scales of the Universe and objects moving at high velocities close to the speed of light.
Therefore, since the speed of light is a constant any motion by an object emitting light has no effect on the lights velocity nor does an object seeing light from a source moving towards it measure any change in the speed of the light coming towards it. For example, a car is driving at night with its headlights on at a speed of 75 miles per hour. What is the speed of the light coming from the headlights? Common sense would give its speed as the speed of light plus 75 miles per hour (c + 75) but the measured speed is still the speed of light ( c ). Something had to change in this situation however and in in this part of the lab you will be investigating the change that is occurring here which is known as the Doppler Effect.
Use this link to the
Doppler Shift Demonstrator Animation.
Click on the ‘Help’ button for instructions on how to run the animation. (Below is a screenshot of the Doppler Shift Demonstrator).
Click and move the emitting source towards the middle, left side of the screen and click and move the observer to the opposite side. You can control the frequency of the emitted wave with the rate slider bar and can move either the source or object by left-clicking, holding, and dragging the object towards the direction you want it to move. Answer the following questions based on the simulations being viewed.
With the emitting source and the observer on the opposite side of the screen press the ‘start emission’ button. Record your observations of the wave and its wavelength as seen by
both
the emitting source and the observer (be as detailed as possible).
Now click, hold, and drag the observer so it is moving to the left, towards the emitting source. Record your observations of the wave and its wavelength as seen by
both
the emitting source and the observer (try to make the motion as uniform as poss.
Materials RequiredComputer and internet accessCalculator.docxwkyra78
Materials Required:
Computer and internet access
Calculator
Pen/pencil
Digital camera or scanner
Download and print the
Hubble Diagram Sheet
(as an additional option, you can create your graph with the Excel program or create your own graph by hand)
Total Time Required:
Approximately 2-3 Hours
Part 1. The Doppler Effect
Note:
For your lab report, only include your clearly labeled answers to the below questions in all parts. Copy/paste in your photos or diagrams when needed.
Among the great achievements of Einstein was his understanding of the speed of light. The speed of light, in a vacuum, is a constant at ~ 300,000 kilometers/second (the actual velocity is 299,792.458 km/s). The speed of light is essential to the viability of both Einstein’s theories of Special and General Relativity (since the speed of light is a constant it has been given its own mathematical symbol, c). If the speed of light is not constant than neither of Einstein’s theories are credible and would not be accurate in describing physics at the larger-scales of the Universe and objects moving at high velocities close to the speed of light.
Therefore, since the speed of light is a constant any motion by an object emitting light has no effect on the lights velocity nor does an object seeing light from a source moving towards it measure any change in the speed of the light coming towards it. For example, a car is driving at night with its headlights on at a speed of 75 miles per hour. What is the speed of the light coming from the headlights? Common sense would give its speed as the speed of light plus 75 miles per hour (c + 75) but the measured speed is still the speed of light ( c ). Something had to change in this situation however and in in this part of the lab you will be investigating the change that is occurring here which is known as the Doppler Effect.
Use this link to the
Doppler Shift Demonstrator Animation.
Click on the ‘Help’ button for instructions on how to run the animation. (Below is a screenshot of the Doppler Shift Demonstrator).
Click and move the emitting source towards the middle, left side of the screen and click and move the observer to the opposite side. You can control the frequency of the emitted wave with the rate slider bar and can move either the source or object by left-clicking, holding, and dragging the object towards the direction you want it to move. Answer the following questions based on the simulations being viewed.
With the emitting source and the observer on the opposite side of the screen press the ‘start emission’ button. Record your observations of the wave and its wavelength as seen by
both
the emitting source and the observer (be as detailed as possible).
Now click, hold, and drag the observer so it is moving to the left, towards the emitting source. Record your observations of the wave and its wavelength as seen by
both
the emitting source and the observer (try to make the motion as uniform as poss.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Waves
Both sound and light can behave like a wave.
An important property of a wave is its wavelength.
Wavelength - the distance over which a wave repeats itself
(a) Longer wavelength; (b) shorter wavelength.
3. White Light and Colors
When light passes through a prism, it separates into the
colors that make it up. White light separates into the
colors of the rainbow. This is called a spectrum.
5. Visible Light Wavelengths
The wavelength of visible light is very small. Red light
has a wavelength of about 0.0000007 meters and violet
light about 0.0000004 meters.
4
mm
10 000
wavelength
violet
red
7
mm
10 000
6. Visible Light Wavelengths
The wavelength of visible light is very small. Red light
has a wavelength of about 0.0000007 meters and violet
light about 0.0000004 meters.
One billionth of a meter is called a nanometer (nm).
1 nm = 10-9 m
Therefore, Visible light has wavelengths
between about 400 and 700 nm.
7. Spectral Lines
Solar Spectrum
When astronomers separate the light of a star into a spectrum,
the spectrum looks like a regular rainbow of colors—except that
there are dark lines in it. What's going on?
It turns out that elements absorb light of particular wavelengths.
If there are atoms of various elements in the atmosphere of the
star, those atoms will absorb the light at those wavelengths and
produce lines. Each element has a specific “signature”—a
specific set of lines.
10. Sound waves moving outward from a stationary car.
Each circle represents a crest of the sound wave moving outward.
The distance between circles is the wavelength of the sound wave.
As the wavelength of the sound is the same in all directions, anyone
that is stationary relative to the car will hear the same pitch.
11. Sound waves moving outward from a moving car.
Because the source of the sound (the car) moves between the times
when two wave crests leave the source, the wave crests are closer
together in the direction of motion and farther apart in the opposite
direction.
12. Sound waves moving outward from a moving car.
So, someone standing at A will hear a higher pitch (shorter
wavelength) and someone standing a B will hear a lower pitch
(longer wavelength).
14. Motion of a star, galaxy or other object
vt
v
vr
V represents the actual motion of the object. That motion can be
separated into two pieces or components. One component (vt) ,
called the tangential component, is sideways to the observer.
The other component (vr), called the radial component, is along
the line of sight of the observer.
Doppler Effect only measures radial velocity
20. Galaxy Red Shift
Note that the position of the Hα line is no longer where it was in
the laboratory spectrum of hydrogen. Instead, the peak has
been shifted towards the longer wavelength part of the
spectrum, which is the redder end of the spectrum. This
phenomenon is called a “red-shift.”
21. Galaxy Red Shift
Note that the position of the Hα line is no longer where it was in
the laboratory spectrum of hydrogen. Instead, the peak has
been shifted towards the longer wavelength part of the
spectrum, which is the redder end of the spectrum. This
phenomenon is called a “red-shift.”
It turns out that the amount of the observed red-shift
is proportional to the speed of the source (for speeds that are
not close to the speed of light). For example, for a galaxy
moving away from us at 10% of the speed of light, the lines in
its spectrum will be red-shifted by 10%.
22. Galaxy Red Shift
The Hα line in the galaxy’s spectrum has been
redshifted from 656 to 676 nm.
This is a redshift of ____ nm or _____ %
23. Galaxy Red Shift
The Hα line in the galaxy’s spectrum has been
redshifted from 656 to 676 nm.
20
This is a redshift of ____ nm or _____ %
24. Galaxy Red Shift
The Hα line in the galaxy’s spectrum has been
redshifted from 656 to 676 nm.
20
3
This is a redshift of ____ nm or _____ %
25. Galaxy Red Shift
The Hα line in the galaxy’s spectrum has been
redshifted from 656 to 676 nm.
20
3
This is a redshift of ____ nm or _____ %
The recession velocity of the galaxy is therefore:
26. Galaxy Red Shift
The Hα line in the galaxy’s spectrum has been
redshifted from 656 to 676 nm.
20
3
This is a redshift of ____ nm or _____ %
The recession velocity of the galaxy is therefore:
3 % x 300,000 km/sec = 9000 km/sec
27. Galaxy Red Shift
You will now
have the
opportunity to
analyze the
spectra of these
four galaxies
and calculate
their recession
velocities.
28.
29. Vesto M. Slipher
An astronomer working at the Lowell
Observatory, V.M. Slipher, began in
1912 to measure the radial velocities
of galaxies, which at the time were
called “spiral nebulae”. He noticed
that the lines in the spectra of most
galaxies were shifted toward the red
end of the spectrum.
Photo ca. 1907, courtesy Lowell Observatory
30. Edwin Hubble
Edwin Hubble measured
distances to galaxies and
extended Slipher’s
measurements of their
redshifts.
In 1929 Hubble published
the velocity-distance
relation which, taken as
evidence of an expanding
Universe, is the basis of
modern cosmology.
31. Hubble’s 1931 graph of velocity vs. distance
Image Credit: American Institute of Physics
35. Expansion and Red-shift
A red-shift of light can also result if space through which
the light is traveling is expanding. This is called a
cosmological red-shift.
36. Expansion and Red-shift
The wavelength of
light stretches
(increases) with the
expanding space.
Beginning Wavelength
Stretched Wavelength (red-shifted)
Image credit: Wayne Hu,
http://background.uchicago.edu/~whu/beginners/expansion.html
37. Expansion and Red-shift
If the space between galaxies is expanding, light moving
through that expanding space will be red-shifted.
(The collective gravity from stars and matter within a galaxy will
keep space within a galaxy from expanding)
“. . . the observed red-shifts were generally accepted as direct
evidence that the actual universe was expanding at the
present time”. – Edwin Hubble
46. Conclusion
Expansion of space between the galaxies best
explains the red-shift distance observations.
Therefore, the red-shift distance relationship is
evidence that the universe is expanding.
Editor's Notes
Hubble's 1931 velocity-distance relation. Circles represent mean values for clusters or groups of nebulae. Dots near the lower-left corner represent individual nebulae. These and the lowest two circles were used in the 1929 formulation of the velocity-distance relation.
The Hubble diagram for type Ia supernovae. From the compilation of well observed type Ia supernovae by Jha (29). The scatter about the line corresponds to statistical distance errors of <10% per object. The small red region in the lower left marks the span of Hubble's original Hubble diagram from 1929.