Barry Barish of Caltech heads the Global Design Effort (GDE) for the International Linear Collider (ILC). As anyone who has followed the news since December 2007, the ILC has had two major, and possibly fatal blow to its plan: the UK pull-out and the drastic reduction in funding in the US.
This is a good article on Barish and his effort within the GDE, including his take on the future of the ILC. I think most people kinda agree that even if the ILC gets built, it will probably be the last of its kind because the cost to go beyond that is no longer realistic. Unless new acceleration schemes that are currently still in basic, fundamental research stages (such as plasma wakefield, etc.), particle accelerator for high energy physics will probably not get any bigger than the ILC-like design.
Zz.
Wednesday, February 27, 2008
Tuesday, February 26, 2008
Theistic Evolution - The New Theology?
This is a rather fascinating article from, of all places, the Chicago Tribune. It detailed the "inquisition" being faced by a physicist at Calvin College in Michigan for a book that was published years ago. In it, Howard Van Till dares to propose that his religious belief can be reconciled with the evolution.
Now that's an interesting tactic.
I suppose that many people do accept both, and I suspect that there are a lot more of them than those who are reverently anti-evolution or anti-religion. This is because many people of faith accepts that what they believe in is simply a matter of faith - devoid of physical and empirical evidence, and they're willing to accept that. They still continue to accept science as the workings of the world that they live in. I don't see anything wrong with that kind of a "compromise".
But this attempt at reconciling religion (or in this case, Christianity) with evolution is certainly interesting. It does mean that many who accept both don't have to feel any discomfort for an apparent contradiction.
A good article!
Zz.
Van Till roused a small but fervent pack of enemies at the conservative college with his book, "The Fourth Day," in which he argued that the stories of the Bible and science's account of evolution could both be true. His critics on the school's board of trustees had no interest in reconciling the religious account of creation with a naturalist explanation of how life and the universe have evolved over the ages. For years after the book's release in 1986, Van Till reported to a monthly interrogation where he struggled to reassure college officials that his scientific teachings fit within their creed.
Now that's an interesting tactic.
I suppose that many people do accept both, and I suspect that there are a lot more of them than those who are reverently anti-evolution or anti-religion. This is because many people of faith accepts that what they believe in is simply a matter of faith - devoid of physical and empirical evidence, and they're willing to accept that. They still continue to accept science as the workings of the world that they live in. I don't see anything wrong with that kind of a "compromise".
But this attempt at reconciling religion (or in this case, Christianity) with evolution is certainly interesting. It does mean that many who accept both don't have to feel any discomfort for an apparent contradiction.
A good article!
Zz.
Revamping Intro Physics Laboratory - Part 2
So what is the main purpose of intro physics laboratory?
Keep in mind that MOST students in such courses are NOT physics majors. In fact, for many, these are the only physics courses they'll ever take. So I see it as the best opportunity to introduce to the students how physics actually work. How exactly do we consider something to be valid in physics? After all, anyone and everyone can come up with some "theory" to describe something (and in the age of the internet, everyone does!). How do we select which ones are valid and which ones aren't? It all comes down to experimental verification. How we know something to be valid come from our empirical observations. Therefore, proper experimental techniques must be crucial since it can determine what is valid and what isn't. This is where the acquired skills come in.
When I say "skills", I don't just mean physical skills, such as the efficient way of using an oscilloscope, or one's agility in soldering a piece of wire. It also includes mental skill, which is the ability to think through a problem, or a nagging feeling that something isn't quite right. It also includes the ability to know what is the best and most accurate way of doing something. For example, why can't a student simply make one measurement of the restoring force of a spring, make the corresponding measurement of the spring extension, and then plug those values into the Hooke's law equation to find the spring constant? Why do we have to make a series of measurements instead? The ability to know why we need to do that is an acquired skill in proper technique to test a particular relationship of two different variables. One acquire such skill after consciously and repeatedly learning ways to make such tests. However, the students need to be told that these are the skills they are being taught, so that they are consciously aware of what they are doing and why. So often, in the usual physics labs, this awareness is lacking and not being emphasized.
What the labs can do is reveal in a very direct way how we gain and verify knowledge. What exactly is the relationship between variable x and y, and how do I test it? How do I know my result is valid? In the end, without one having to tell them point blank, they learn the difference between "scientific evidence" versus other forms of evidence, and they get a glimpse of some form of what people like to call "the scientific method". Considering that most of them will go on to do other things in life beyond just doing physics (or even science), I would think that this ability to have them understand what is involved in determining what is valid is something extremely valuable. This lack of understanding can easily be the cause of why people accept pseudoscience and other flaky ideas. That is why I consider these physics labs as extremely important not just in physics, but as part of a general education of the population.
Since I've already mentioned what is wrong with the current way of doing intro physics labs, I should put my money where my mouth is. What exactly should we do in such courses? In the next part, I will give an explicit suggestion on how to revamp these lab sessions.
Zz.
Keep in mind that MOST students in such courses are NOT physics majors. In fact, for many, these are the only physics courses they'll ever take. So I see it as the best opportunity to introduce to the students how physics actually work. How exactly do we consider something to be valid in physics? After all, anyone and everyone can come up with some "theory" to describe something (and in the age of the internet, everyone does!). How do we select which ones are valid and which ones aren't? It all comes down to experimental verification. How we know something to be valid come from our empirical observations. Therefore, proper experimental techniques must be crucial since it can determine what is valid and what isn't. This is where the acquired skills come in.
When I say "skills", I don't just mean physical skills, such as the efficient way of using an oscilloscope, or one's agility in soldering a piece of wire. It also includes mental skill, which is the ability to think through a problem, or a nagging feeling that something isn't quite right. It also includes the ability to know what is the best and most accurate way of doing something. For example, why can't a student simply make one measurement of the restoring force of a spring, make the corresponding measurement of the spring extension, and then plug those values into the Hooke's law equation to find the spring constant? Why do we have to make a series of measurements instead? The ability to know why we need to do that is an acquired skill in proper technique to test a particular relationship of two different variables. One acquire such skill after consciously and repeatedly learning ways to make such tests. However, the students need to be told that these are the skills they are being taught, so that they are consciously aware of what they are doing and why. So often, in the usual physics labs, this awareness is lacking and not being emphasized.
What the labs can do is reveal in a very direct way how we gain and verify knowledge. What exactly is the relationship between variable x and y, and how do I test it? How do I know my result is valid? In the end, without one having to tell them point blank, they learn the difference between "scientific evidence" versus other forms of evidence, and they get a glimpse of some form of what people like to call "the scientific method". Considering that most of them will go on to do other things in life beyond just doing physics (or even science), I would think that this ability to have them understand what is involved in determining what is valid is something extremely valuable. This lack of understanding can easily be the cause of why people accept pseudoscience and other flaky ideas. That is why I consider these physics labs as extremely important not just in physics, but as part of a general education of the population.
Since I've already mentioned what is wrong with the current way of doing intro physics labs, I should put my money where my mouth is. What exactly should we do in such courses? In the next part, I will give an explicit suggestion on how to revamp these lab sessions.
Zz.
Monday, February 25, 2008
Webcast: Nobel Laureate on the History and Fate of the Universe, March 4th, 2008
Here's an announcement for the upcoming Honeywell-Nobel Initiative:
Zz.
Honeywell will be presenting a Webcast – The History and Fate of the Universe – by Nobel Laureate Dr. George Smoot of the University of California, Berkeley. His talk will focus on the present status of cosmological observations and will make a forecast on things soon to come. It’s a big topic but one Dr. Smoot is well qualified to address.
In 1992, Smoot and his team detected and mapped tiny variations in the radiation from the early Big Bang. Gravity worked on these variations to grow the galaxies, clusters of galaxies and clusters of clusters that are found across the universe. For this work, Smoot was co-awarded the 2006 Nobel Prize in Physics.
Smoot will be delivering this lecture to the students and faculty of the Government College of Engineering in Pune Maharashtra, India on March 4th. A live Webcast of his remarks, as well as related content, will be available for viewing from Honeywell Science.
You can also find more information and details on our MySpace page.
Zz.
Revamping Intro Physics Laboratory - Part 1
I used to hate doing the lab in First Year college intro physics classes. It would be 2 hours of torture, and at that time, I didn't see the point. Unless things have changed, most students taking such classes would tend to feel the same way as I did. And I think this is a waste of opportunity to really get through to the students of THE most important aspect of science, and of physics in particular - the empirical testing of physical concepts, and how we arrive at our knowledge to accept something as valid. This is what separates science from pseudosciences (and even religion).
The problem here starts from the very beginning. When I was that freshman undergraduate, no instructor ever spent time explaining why the laboratory sessions are important, why it is crucial that we actually DO things, rather than just read or watch what is being done. No one was explaining to me the fact that the SKILLS that I could get out of the physics lab may turn out to be a rather important aspect of my education that transcends beyond just physics, but into other parts of my life. This means that it doesn't matter if you're a physics major or not, the physics labs can be quite beneficial as one progresses in one's education, career, and life. I strongly believe students should be made aware of this in no uncertain terms. The physics instructors must impress upon the students why doing these laboratory experiments is important, what kind of skills are being practiced, and why this is different than just sitting and reading. I would think that the students would at least become aware that there is a rational reason for forcing them to do such a thing, rather than just them being told that they need to do this for no valid reason.
When I was a lab TA years ago, I tried doing just the very thing. More than 3/4 of my students at that time were not physics majors, and I flat out told them that in the lab sessions, it was more important to pay attention to what they were doing, and reporting what they were doing, rather than the final "answer" or results that they were trying to measure. I was more interested in what they were thinking as they were doing the experiment, reporting accurately their observations, and if the results looked weird, to notice that they did look weird rather than just reporting the number and did not realize something was not quite right. In other words, I was more interesting in the doing of the experiments themselves rather than testing if the students understood the physics theory or idea that was being tested. I was more interested that the student acquire proper experimental skills. They can learn more effectively about the theory and principles in class. I wanted the lab session to be more "hands on" on how to think and conduct an experiment to measure something.
So already my philosophy in what an intro physics lab session should be was different than what I encountered during my undergraduate years. And after being in this profession for many years, and being an experimentalist, I am even more convinced that this is what such lab sessions should be.
Zz.
The problem here starts from the very beginning. When I was that freshman undergraduate, no instructor ever spent time explaining why the laboratory sessions are important, why it is crucial that we actually DO things, rather than just read or watch what is being done. No one was explaining to me the fact that the SKILLS that I could get out of the physics lab may turn out to be a rather important aspect of my education that transcends beyond just physics, but into other parts of my life. This means that it doesn't matter if you're a physics major or not, the physics labs can be quite beneficial as one progresses in one's education, career, and life. I strongly believe students should be made aware of this in no uncertain terms. The physics instructors must impress upon the students why doing these laboratory experiments is important, what kind of skills are being practiced, and why this is different than just sitting and reading. I would think that the students would at least become aware that there is a rational reason for forcing them to do such a thing, rather than just them being told that they need to do this for no valid reason.
When I was a lab TA years ago, I tried doing just the very thing. More than 3/4 of my students at that time were not physics majors, and I flat out told them that in the lab sessions, it was more important to pay attention to what they were doing, and reporting what they were doing, rather than the final "answer" or results that they were trying to measure. I was more interested in what they were thinking as they were doing the experiment, reporting accurately their observations, and if the results looked weird, to notice that they did look weird rather than just reporting the number and did not realize something was not quite right. In other words, I was more interesting in the doing of the experiments themselves rather than testing if the students understood the physics theory or idea that was being tested. I was more interested that the student acquire proper experimental skills. They can learn more effectively about the theory and principles in class. I wanted the lab session to be more "hands on" on how to think and conduct an experiment to measure something.
So already my philosophy in what an intro physics lab session should be was different than what I encountered during my undergraduate years. And after being in this profession for many years, and being an experimentalist, I am even more convinced that this is what such lab sessions should be.
Zz.
Sunday, February 24, 2008
Unitarian Physicist to Speak on Separation of Church, State
This is a piece of news announcing a speech by a physicist. It would have been a rather innocuous announcement, except for one, historically-important fact about the person delivering this speech.
I tell ya, even as a child, physicists can be a pain in people's butt, aren't they? Still, I'm proud to know that a physicist (or in this case, an eventual physicist) was the one responsible for this. :)
Zz.
Schempp, a Unitarian, was the subject of a 1963 Supreme Court case banning school-sponsored Bible readings in public schools. While a high school student in Abington Township, Pa., in 1956, he and fellow students were required by state law to read 10 Bible verses every day. He protested and was disciplined at school. He and his father, with the help of the American Civil Liberties Union, sued the school district.
I tell ya, even as a child, physicists can be a pain in people's butt, aren't they? Still, I'm proud to know that a physicist (or in this case, an eventual physicist) was the one responsible for this. :)
Zz.
Saturday, February 23, 2008
A Day In The Life Of Brian Cox
If you are ever curious to know the typical day of a well-known physicist working at CERN, you can't get any better than reading this about Brian Cox. Long periods of time away from home can some time be the less rewarding part of the job.
Still, this is a fascinating and amusing account of a day in his life.
Zz.
Still, this is a fascinating and amusing account of a day in his life.
Zz.
Leap Year Has a Long and Complicated History
This year, February will again have 29 days, making 2008 a leap year. This article describes the reason and history behind the leap year.
Zz.
“Everyone knows that the calendar year shows it is 365 days, but it really isn’t. Really, it is 365 and almost-one-fourth days.”
According to Infoplease.com, the actual time for Earth to travel around the sun is 365 days, 5 hours, 48 minutes, and 46 seconds, to be precise, marking a full year for us.
Zz.
Friday, February 22, 2008
Panel Picked to Review UK Physics
The health of physics in the United Kingdom will be the subject of this review by a panel appointed after the Science and Technology Facilities Council (STFC) budget shortfall.
I thought there has been a number of previous studies already on this issue. I suppose this study is to evaluate the future impact of the budget cuts that has been done to UK physics. Still....
Having a review and pledging support for basic physics are one thing. Not providing enough funding to pursue it is another. This can be said to the US physics budget situation as well.
Zz.
I thought there has been a number of previous studies already on this issue. I suppose this study is to evaluate the future impact of the budget cuts that has been done to UK physics. Still....
But some physicists are sceptical that the review will do anything to reverse the current situation in any case. “It is likely the review will just say that this shouldn’t happen again,” says Mark Lancaster, a particle physicist at University College London.
Having a review and pledging support for basic physics are one thing. Not providing enough funding to pursue it is another. This can be said to the US physics budget situation as well.
Zz.
A Deeper Look at Student Learning of Quantum Mechanics: the Case of Tunneling
This preprint, co-authored by Nobel Laureate Carl Wieman, looks at the difficulties that students had in understanding quantum tunneling.
Abstract: We report on a qualitative study of student learning of quantum tunneling in traditional and reformed modern physics courses. In the reformed courses, which were designed to address student difficulties found in previous research, students still struggle with many of the same issues found in other courses, but the reasons for these difficulties are more subtle, and many new issues are brought to the surface. By explicitly discussing how to build models of potential energy and relate these models to real physical systems, we have opened up a floodgate of deep and difficult questions as students struggle to make sense of these models. We conclude that the difficulties found in previous research are the tip of the iceberg, and the real issue at the heart of student difficulties in learning quantum tunneling is the struggle to build the complex models that are implicit in experts' understanding but often not discussed explicitly with students.
It's a lengthy paper, and I'm still reading it. But it is interesting that you get to learn quite a bit more about quantum tunneling in here, especially on aspects that are quite subtle.
Let me know what you think...
Zz.
Abstract: We report on a qualitative study of student learning of quantum tunneling in traditional and reformed modern physics courses. In the reformed courses, which were designed to address student difficulties found in previous research, students still struggle with many of the same issues found in other courses, but the reasons for these difficulties are more subtle, and many new issues are brought to the surface. By explicitly discussing how to build models of potential energy and relate these models to real physical systems, we have opened up a floodgate of deep and difficult questions as students struggle to make sense of these models. We conclude that the difficulties found in previous research are the tip of the iceberg, and the real issue at the heart of student difficulties in learning quantum tunneling is the struggle to build the complex models that are implicit in experts' understanding but often not discussed explicitly with students.
It's a lengthy paper, and I'm still reading it. But it is interesting that you get to learn quite a bit more about quantum tunneling in here, especially on aspects that are quite subtle.
Let me know what you think...
Zz.
Preparing for Your Post-Ph.D. Career
The Science Career webpage has another great article on preparing for life after getting a Ph.D. As I had mentioned in my "So You Want To Be A Physicist" essay, at some point, one has to prepare oneself with the reality that the traditional path of a physics career may either not be suitable, or not available to be pursued. And with the dwindling job opportunities in universities and research labs (especially after the recent budget cuts in the UK and US), other alternatives should seriously be considered.
Zz.
Zz.
Thursday, February 21, 2008
Lord Kelvin's Follies
Now I don't know if what has been quoted here as being from Lord Kelvin is accurate or even true. So let's get that out of the way first of all. Still, this webpage lists several erroneous statements that is attributed to Kelvin that obviously aren't true, or even accurate, anymore. Certainly the part about physics being a dead subject isn't true (if only he is alive today to see how that is so not true).
Still, how is that any different than the grandiose claim that some physicists have made regarding "The Theory of Everything", even when, admittedly, such a theory can't come up with a description of everything, such as many emergent phenomena.
Zz.
Still, how is that any different than the grandiose claim that some physicists have made regarding "The Theory of Everything", even when, admittedly, such a theory can't come up with a description of everything, such as many emergent phenomena.
Zz.
Wednesday, February 20, 2008
The Big Bang Implosion of Physics
This is a terrific essay that expresses what I've been saying all along on why research on basic physics is important enough not to be abandoned.
As physicists, we need to carefully list out ALL of the "applications" that came out of what was originally thought to be nothing more than "pure knowledge". This, to me, is the most effective means of countering the notion that pursuing basic knowledge for knowledge itself has no direct, beneficial outcome to human civilization. We should no longer talk about "spin offs" of science projects. We have to go right down to the nitty-gritty and use concrete example. That's the only way the general public and the politician can understand.
Zz.
In truth, fundamental research is a necessity, not a luxury. Most of the technological developments made in the past 100 years have been fuelled by fundamental research into science. Albert Einstein famously dismissed Enrico Fermi’s idea that massive amounts of energy could be released by splitting the atom. The unintended consequences of the theory of relativity gave us nuclear power. Similarly, from the esoteric beauty of the theory of quantum mechanics has emerged electronics, computing and laser optics, to name but a few developments.
We cannot foretell where research into the fundamental constituents of matter will take us, but to not travel down that path is to shut the door on the future. Our ability to understand and control nature is what gives us the capacity to carve out a different future not constrained by the fetters of the immediate problems of finite resources. It is our lack of vision and our preoccupation with the limitations of our society that holds us back from venturing further.
As physicists, we need to carefully list out ALL of the "applications" that came out of what was originally thought to be nothing more than "pure knowledge". This, to me, is the most effective means of countering the notion that pursuing basic knowledge for knowledge itself has no direct, beneficial outcome to human civilization. We should no longer talk about "spin offs" of science projects. We have to go right down to the nitty-gritty and use concrete example. That's the only way the general public and the politician can understand.
Zz.
Tuesday, February 19, 2008
UK Still Hopeful of Participating in Gemini Project
There is a glimmer of hope that the UK would not have to withdraw completely from the Gemini Project due to the recent budget constraints.
If this is true, it offers one very rare piece of good news, considering that a week ago, the STFC reaffirmed UK's withdrawal from the ILC collaboration, putting the whole effort into jeopardy of being abandoned.
Zz.
But last week it emerged that the council was now in discussions with the observatory about future collaboration.
Prof Michael Rowan-Robinson, president of the Royal Astronomical Society (RAS), welcomed the news that "the stand-off between the STFC and the board of the Gemini Observatory has been replaced by constructive discussion".
If this is true, it offers one very rare piece of good news, considering that a week ago, the STFC reaffirmed UK's withdrawal from the ILC collaboration, putting the whole effort into jeopardy of being abandoned.
Zz.
The Most Intense Laser in the Universe - So Far
This is where if anyone doesn't understand physics, or the language being used in laser optics, one could easily get misled by the title.
The people on HERCULES laser at the University of Michigan has claimed to have created the most intense laser pulse in the universe {link may be available for free only for a limited time}.
It will be nice if there's an immediate application for it.
Zz.
The people on HERCULES laser at the University of Michigan has claimed to have created the most intense laser pulse in the universe {link may be available for free only for a limited time}.
The intensity of a laser beam is the amount of energy it delivers per unit time per unit area. This record-breaking beam actually has very low energy — at just 20 joules, it is less than the 8,000 joules stored in a tic tac — but the energy is squeezed into a tiny spot (1.3 micrometres in diameter, about a hundred time thinner than a human hair) for a very short time, just 30 femtoseconds (10-15 seconds). So the beam has an intensity of 2 x 1022 watts per square centimetre: two orders of magnitude more intense than achieved before.
It will be nice if there's an immediate application for it.
Zz.
Monday, February 18, 2008
The Science of the Perfect Souffle
I'm always happy when I can combine things that I love into one, such as Disney and Physics, or food and Physics. This is the latter. It discusses on the chemistry and physics of making the perfect souffle.
I don't think this will make physics a requirement subject for anyone wishing to graduate from a culinary school, but it is still entertaining in the Elton Brown sort-of way.
Zz.
Science in the kitchen is largely the chemistry kind — the properties of two liquids mixing, the transformation of bread into toast, the breakdown of starches into sugars. But do you ever think about velocity or gravity in your cooking? It turns out, beating eggs is all about science — and it's physics and chemistry that make a souffle rise or fall.
I don't think this will make physics a requirement subject for anyone wishing to graduate from a culinary school, but it is still entertaining in the Elton Brown sort-of way.
Zz.
Presidential Campaigns Call for Big Boosts to Research Funding
At the AAAS annual meeting this past week, representatives from the Clinton and Obama campaign presented their candidates' views on science policy.
Still, what was glaring here is that not a single Republican candidate sent a representative.
Take that however you wish.
Zz.
Representatives of the two remaining major Democratic candidates for U.S. president both endorsed big budget increases for federally funded basic scientific research at a debate before hundreds of scientists today, with Senator Hillary Clinton's (D–NY) team offering decidedly more specifics on their plans.
Still, what was glaring here is that not a single Republican candidate sent a representative.
The presumptive Republican candidate, Senator John McCain (R–AZ), was invited but sent regrets, said Albert Teich of AAAS. "They apparently would have liked to come." Representative Ron Paul (R–TX) and former Arkansas Governor Mike Huckabee did not respond to AAAS's invitation.
Take that however you wish.
Zz.
Sunday, February 17, 2008
Snowmobiles Faster Than A Speeding Bullet, Maybe, But Not Light
I'm glad this writer spotted something fishy about the accident report.
The writer certainly questioned, and rightly so, the phrase "overdriving his headlights", because it implied that the snowmobile was moving faster than the headlights! Awful! :)
Still, this accident report is practicing what I wrote earlier about the propensity of news editors and other "official-type" reports of using the phrase "rate of speed", when all they meant was just "speed". If all they meant was that the vehicle was moving fast, then "rate of speed" is the wrong expression, because this is acceleration. An object could have an instantaneous speed of 0 and yet, still have the highest "rate of speed" it will have in its motion (example: oscillating mass on a spring).
More media writers need to have better physics education. Unfortunately, based on this news report, so do people in a Department of Inland Fisheries and Wildlife
Zz.
Mr. ... and his brother ....were traveling across (the) lake around 10:30 p.m. at an apparent high rate of speed when (they) came upon the shore and hit a maple tree ... 'He was overdriving his headlights. The shore came up too fast and he hit a maple tree
The writer certainly questioned, and rightly so, the phrase "overdriving his headlights", because it implied that the snowmobile was moving faster than the headlights! Awful! :)
Still, this accident report is practicing what I wrote earlier about the propensity of news editors and other "official-type" reports of using the phrase "rate of speed", when all they meant was just "speed". If all they meant was that the vehicle was moving fast, then "rate of speed" is the wrong expression, because this is acceleration. An object could have an instantaneous speed of 0 and yet, still have the highest "rate of speed" it will have in its motion (example: oscillating mass on a spring).
More media writers need to have better physics education. Unfortunately, based on this news report, so do people in a Department of Inland Fisheries and Wildlife
Zz.
Friday, February 15, 2008
Dark Energy and the Accelerating Universe
This resource letter has appeared online in the March issue of the American Journal of Physics[1]. It is written by one of the leading experts in this field, Eric Linder. If you don't have access to AJP, you can get the arXiv preprint of this paper here. Reading the abstract alone should be sufficient motivation on why anyone would want to keep a copy of this paper.
Abstract: This Resource Letter provides a guide to the literature on dark energy and the accelerating universe. It is intended to be of use to researchers, teachers, and students at several levels. Journal articles, books, and websites are cited for the following topics: Einstein's cosmological constant, quintessence or dynamical scalar fields, modified cosmic gravity, relations to high energy physics, cosmological probes and observations, terrestrial probes, calculational tools and parameter estimation, teaching strategies and educational resources, and the fate of the universe.
Zz.
[1] E. Linder, Am. J. Phys. v.76, p.197 (2008).
Abstract: This Resource Letter provides a guide to the literature on dark energy and the accelerating universe. It is intended to be of use to researchers, teachers, and students at several levels. Journal articles, books, and websites are cited for the following topics: Einstein's cosmological constant, quintessence or dynamical scalar fields, modified cosmic gravity, relations to high energy physics, cosmological probes and observations, terrestrial probes, calculational tools and parameter estimation, teaching strategies and educational resources, and the fate of the universe.
Zz.
[1] E. Linder, Am. J. Phys. v.76, p.197 (2008).
Shortchanging Science
This is an editorial in a Toledo newspaper that essentially echoes what have been said of the budget disaster that has befallen science funding.
I think the jokes that are often being made about politicians speaking from both sides of their mouth aren't that funny anymore when it reflects reality.
Zz.
LAMENTS in the scientific community about hundreds of millions of dollars in federal funding cuts for research highlight yet another example of government saying one thing and doing another.
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But for now, scientists rightfully feel betrayed over the ditching of the government pledge to boost funding for research, and they worry what will befall their most talented colleagues as government investment in their projects wanes. In Congress, Rep. Judy Biggert of Illinois predicts a sure brain drain among scientists if government continues to deliver only nominal support.
I think the jokes that are often being made about politicians speaking from both sides of their mouth aren't that funny anymore when it reflects reality.
Zz.
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