Showing posts with label "Best Colleges" lists. Show all posts
Showing posts with label "Best Colleges" lists. Show all posts

Monday, December 29, 2014

A Look At General Relativity (Part 4): Expanding Universe and the Big Bang

6. Expanding Universe – The Big Bang

It is generally little known or appreciated that when Einstein’s field equations are generalized to take into account the effects on the radius of the universe, the expansion of the universe naturally results.

Einstein's gravitational equations (with cosmological term, L, for the sake of generality) are

 R mn    – ½  R g mn = T mn  +  L  g mn   

After inserting the stress energy tensor equations into the Einstein field equations one gets:

(dR/dt ) (/R)2  = (8 p)/ 3 (G r) – k / R2

whence:

(d2R/ dt2 )/ R  =  - 4 p G mn    (p + r/3)  + L/ 3

After setting the cosmological constant  L = o and eliminating r, one obtains as soln. for R (radius of universe as power law function).

R=  (9/ 2GM)1/3   t 2/3

    One can deduce from this that at the Planck energy of 1019 GeV, the symmetries of gauge theory were still united in a single force. This is at a time of 10-44 seconds of cosmic age.

     This also represents the closest approach of physics to the cosmic singularity (t = 0) but still defines the ‘Big Bang’ since the explosion is already underway and forces are still unified.

    Note also that as t increases, R increases, thereby disclosing the expansion of the universe. Originally, Einstein had set out a value for the cosmological constant, which some sources had cited as:

L  »  - 10 . 3  x 10 -34 sec -2


Which disclosed a retarding  force that for any given instant t, allowed the universe to remain static, i.e. rate of instantaneous expansion canceled by retardation.   Einstein later admitted this as “the biggest blunder” of his life and thereafter agreed that the best approach was to let  L = 0 so that the result conforms with the observations.


 It is interesting that we can use basic physics concepts to do with the conservation of energy, along with  cosmic expansion as embodied in the Hubble law, i,.e.  v = H R

Showing that the velocity v of recession for an object increases with distance R, to find the  density near the time of the Big Bang.

     The age of the universe (in seconds) related to the Hubble constant by:


 t = 1/ H


Currently, we estimate H   » 70 km/ sec/Mpc, where Mpc denotes ‘megaparsec’ – where 3.26 light years is equal one parsec)

      Since the recession is isotropic (in all directions) we can assume an expanding sphere, for which the total energy must be:


E(total) =   K    +   V


Where K and V respectively denote the kinetic and potential energies (In the latter case, we visualize the work done in displacing a reference mass, say m, away  from a central attracting object – doing work against the gravitational force,:

F = . GM m/ R2  so that: V  =  ò ¥ o  (GM m/ R2  ) dR 

Then:

K = mv2 / 2      and V  =   - GM m/ R


where R is the radius and G is the Newtonian gravitational constant, G = 6.67 x 10 –11  N- m 2/ kg 2


Let M =   r (4 p R 3/ 3)

Where the bracketed quantity denotes the sphere volume and r is the density. Using the above expression for M (total mass) and elementary algebra , we can rewrite the equation for the total energy of the expanding universe as:


E(total) =  K  +   V  = 

  m (HR)2 / 2  -   G m r (4 p R 2/ 3)


where the recessional velocity v = HR has been substituted in the first term. We can factor common quantities (to both terms) out and obtain:

K  +  V  =  m R2  [ H2/ 2   -  G r (4 p / 3)]


Note that the condition for minimal “escape velocity” for a distant object will be attained when E(total) = 0, or the bracketed term is zero., which implies:

H2/ 2   =   G r (4 p / 3)

This is exactly the equation that can be used to determine the critical density r c , of the cosmos – beyond which we may expect it to expand forever.  Thus:

  r c    =   3 H2 /  8 p G

This works out – using the current estimated  value of H – to about 9.3  x  10 –27 kg/ m3

We can even go beyond this, generalizing the same physics, to obtain an estimate of the cosmic density in the very earliest instants after the Big Bang. We can do so by recognizing that all the above key quantities (H, R, r) are in reality functions of the time t elapsed after the Big Bang. Thus, we can replace R with R(t),  H with H(t) and r with r(t). H(t) is not a big worry since we already saw that t = 1/H , so we can re-arrange the earlier equation for critical density replacing H = H(t) with 1/ t, and obtain a simple expression to solve for r(t).

r(t) = 3/  8 p G t 2

Where various values for t can be substituted into the equation to obtain r(t).- the cosmic density at that instant. For example, say we want to know the density at a time of 0.03 seconds after the Big Bang. Then, substitute t = 0.03 sec, and the value of G (assuming it has not changed with time, and is truly constant!)

r(t). =  1.98  x  10 12  kg/ m3



This is a truly astounding density that fully comports with our expectation that the Big Bang was initiated in an extremely high density state. By way of comparison, plutonium has a density of 19, 200 kg/ m3 . Thus, the cosmic density at t = 0.03 sec after the primordial fireball was just over 100 million times more dense than plutonium!

Problems:

1) Write out in long form the full sum (all terms) for the interval ds2   =  g mn dx m dx n
Be sure to include all terms  for the sum that are applicable to standard form.

2 (a) Using the appropriate relations, estimate  the density of the universe  at a time 0.01 second after the Big Bang.

b) Repeat your computation if the Hubble constant is found to be H =   100 km/ sec/Mpc.


Monday, November 17, 2014

H.S. Seniors Err By Over-Applying to Selective Colleges

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Me, as a high school senior: I didn't know at this time (March, 1964) that Pace had sent in my transcripts 2 weeks past the MIT deadline.

According to a recent NY Times piece, thousands of high school seniors across the land are going batshit nuts applying to 25 to 40 "select" colleges and universities each - somehow believing this scattershot approach will give them a better chance of getting into Bennington, Harvard or Dartmouth. It won't. But try telling them and their overweening, Type -A personality parents!

This compares to 50 years ago when the typical academic stream student applied to maybe 5 or 6 schools in toto. I applied to 5, received scholarship offers from three and accepted one. (One, for MIT, went unanswered and I later learned the Pace High admissions office had sent my transcripts in 2 weeks too late. I take it philosophically, and as wifey has wryly observed, had that not occurred I'd likely never have gone into Peace Corps, or met her and we'd never have married.)

Back then, bear in mind, the population pressure was much lower, there were roughly half the people now on Earth and the U.S. population was barely 185 m compared to over 315 m today. This meant there were naturally fewer applications going out and hence higher acceptance rates to the elite schools. Perhaps twice the rates seen today.

Today all that's changed. Every manjack now wants the best, best, best and won't settle for State U.  despite the fact that state universities are vastly less costly (think less student debt on leaving). The fact is, it makes very little difference which university you attend (assuming it isn’t a ‘for profit’ or online version). It is more the cachet and reputation of the specific department.  From the May 2011 issue of MONEY magazine: "Don't assume an Ivy League education is better than one from a public or state university."

MONEY found that  'bang for the buck' included college graduation rates and post-college success rates - which compared favorably to - or exceeded  - what one obtained from the hallowed Ivies. Alas, this has still not trickled down into the mainstream media where we still find "Best Colleges" lists spread around with the Ivy Leagues on top - then all the rest. So no wonder students and their parents are neurotically driven to believe the Ivies are the  only route to success. But it is absurd to believe hyper-application enhances chances of acceptance.

If the students themselves had the most remote inkling of probability they'd understand they are uniformly decreasing their odds.  Michael Carter of St. Stephen’s & St. Agnes School in Alexandria, Virginia, has correctly observed it's "not like the lottery". Ab initio in a lottery, every person who buys a ticket has an equal chance of winning. Never mind it's minuscule, the probability is equal per person. One can enhance the probability minutely by purchasing more tickets- say 150 as opposed to one- though the chances of winning are still relatively small.

By contrast, more applications sent out to colleges does not enhance the chance of "winning" and you can only send ONE application per select school. Thus, if tens of thousands of selective school wannabes flood the elite colleges (the same ones all their selective peers wish to attend) it does not bode well for any of them - and indeed, the acceptance rates have to plummet since they are a function of the number of students applying.

Consider: if 400 of 10,000 applicants are accepted each year by Elite U. and in the next year the applicants double to 20,000, then if the college doesn't change its intake numbers the acceptance rate must plummet, in this case, from 4 percent to 2 percent.

Maybe it's a case of adolescent brains not being fully developed. According to Lisa Sohmer, Director of college counseling at the Garden School in Jackson Heights, Queens, NY:

"The funny thing about 17-year-olds is when you tell them that only 10 percent of students are accepted to school X, they never make the connection — even the math ones — that 90 percent are denied.”

Maybe it's because they are eternal optimists!
Sohmer, quoted in the Times piece, said she had found that when students file 20 or more applications, “they’ve loaded on lots of ultracompetitive schools, so their list becomes disproportionately top-heavy. Or they throw in lots of schools at the end where they’re overqualified.”

A far better way to increase one’s chances, she asserts, is to come up with a manageable but carefully selected list of schools and get serious about them. That means actually going to visit them and inquire more fully about the programs in which one is interested.
Look at it also from the perspective of the elites' admissions offices. Thus dealing with students who have applied to 25 other colleges (apart from 'Elite U.')  can make it hard for admissions officers to manage their "yield" — the percentage of accepted students who actually enroll. That can hurt the college’s position in prestigious national rankings, since enrolled students are what count..
No surprise then many colleges have begun emphasizing “demonstrated interest”,  small but often telling indicators of how badly students really want to attend. In the words of Patrick O’Connor, associate dean of college counseling at the Cranbrook Kingswood Upper School in Bloomfield Hills, MI:
“If they’re within a reasonable distance of the campus, did they visit? Did they attend a college night and fill out a card? Have they contacted a rep to ask some legitimate questions?”
Nine will get you ten that most of those doing the scatter shot approach for select universities haven't done any of these things.

Marie Bigham, director of college counseling at the Greenhill School in Addison, Texas, said, “You can’t be a competitive, strong applicant without demonstrating interest, and you can’t do that at 25 schools.”

Indeed. So why try to make believe you have that interest when your actions disclose you don't?

Last but not least, one of the sorriest stories I ever beheld concerned a young woman that finally got into the school of her choice (Tulane) but reaped little reward. This appeared about four years ago in the UTNE Reader. She had a spectacular four years and even graduated magna cum laude. And what was her story at the end? Over $100k in debt and yes, she was working as a barista.
Maybe students (and their parents) need to spend less time wasting money on application fees (up to $80 each) , gripped by "success panic" and more conscious time following the MONEY magazine advice. They may not get into Elite U., but they won't find themselves working as baristas with hundred thousand dollar debts either.
In a future blog post, I will deal with the need for the U.S. to get over its college obsession and to start looking at training more students (many more) in the vocational - technical arenas like Germany does. As reported in the Denver Post Saturday, Colorado now needs 47 percent more  workers to fill "middle skill" jobs: RNs, airplane mechanics, auto mechanics, electricians, plumbers etc.
A terrific aspect of the German "master craftsman" model is that once one gets through the program required - including taking a number of examinations- he receives the equivalent recognition (including a certificate) of a Bachelors' degree. This is achieved with no additional cost.
Something we all need to think about to reduce the spiraling student debt that has now exceeded $1 trillion.