marcus said:
Ah. This is where your personal attitude comes in. I remember in another thread you were urging that students not be exposed to the spatially curved versions of the model. You are campaigning for a kind of educational reform, in effect. Cosmology textbooks and curriculum should not WASTE STUDENT'S TIME by introducing the slightly curved case, or cases. It is "unnecessary complication"
Precisely. For some reason, you seem to disagree, though I can give you countless examples where we do precisely that in virtually every textbook, with no less justification. Let me choose a random example for illustrative purposes. A textbook wants to calculate the effect of the Moon on Earth tides. It's first step will be to choose a model for the Moon's gravity. Will the textbook:
a) cite a look-up table of precise measurements of the mass distribution of the Moon, or
b) treat the Moon as a sphere.
Seriously, I'm asking you-- which do you think that book is going to do? Surely you must be appalled if they choose (b), if they do it because they fear it would
waste the student's time by using approach (a), right? You must say we cannot use a model that treats the Moon as a sphere, that would be blocking out of our minds any other possibility, while leaving our students incapable of understanding anything but spheres.
But it's just exactly the same issue with a model of cosmology. So why is everyone so happy to see a model of the Moon as just that (a model of the Moon), but suddenly when it's a cosmology model, we invoke some kind of religious devotion to the model? Such that it would be some kind of awful oversight to simply recognize that it's silly to do a bunch of extraneous math when a much simpler calculation will give us results well within the observational error bars? That's what I would like to know.
The course outline, in effect, should focus exclusively on the flat case.
Of course it should. The course outline is going to focus exclusively on the case where the speed of light is a constant in a vacuum, will it not? But that would be terrible, the idea that it would just
waste the student's time to consider all the other possible ways that c might vary that are perfectly consistent with the observational constraints on the actual precision to which we can claim that c is constant in a vacuum.
Yes, I'm being a bit sarcastic, in response to yours, to demonstrate why your criticism is baseless. You simply put cosmology on a kind of pedastol for different treatment from every other subject you have ever seen in physics, when of course all we ever have
anywhere in physics is observational constraints that are
consistent with the idealizations in our models. Yet we make no apologies for not
wasting student's time by including all those other possibilities in the course. But doing the exact same thing in cosmology, that would just be awful, you are saying.
Indeed to illustrate, in a central paper like the 2010 WMAP5 report by Komatsu et al they were keeping their options open and calculated up front with THREE versions of LCDM showing their results already on page 3 as I recall, Table 2, I think. A central paper with a dozen big name cosmologists reporting on a flagship project.
And what of it? It's hardly surprising that the flatness simplification must be examined closely before it is adopted, but it is inevitable that it will as the precision narrows more and more, as soon as we get tired of carrying around what is starting to seem like more and more useless baggage. We're already close enough that even if curvature is detected, the most commonly used model won't even use it, just as the most common treatments of gravity in astronomy still treat objects as spheres even when we have detected deviations. This is because models are designed to be simplifications, and they only need to be tailored to a reasonable accuracy target, never claims on the reality.
You are advocating a curriculum reform, to save "overhead", which would render students incapable of undertanding the options being kept open by core top professionals in the field.
And you see that as such a terrible thing? Why? Don't you realize we already do that all over the map? When is the last time you saw a cosmology book include the overhead of a
rotating cosmology? Does that mean you think the observations have constrained the rotation of the universe to be
zero? Of course not, it's exactly the same issue-- our observations are consistent with no rotation, so nobody bothers to
waste the student's time by putting in all kinds of rotating cosmologies because they just have no reason to include all that unnecessary mathematical overhead. So you must be arguing this is a
terrible choice that is rendering our students "incapable of understanding the options being kept open" by core top professionals who are working hard to observationally constrain the upper bounds on the rotation of our universe! So it's fine for rotation, but a terrible oversight for curvature? I have a good idea why you think that-- because curvature is ingrained in our cosmological upbringing, and rotation is not, by purely happenstance historical reasons. The ultimate irony would be if we never detect any curvature, but do someday detect a tiny rotation, and all the old cosmology textbooks get thrown in the garbage for spending all that time on curvature and completely ignoring rotation.
It seems to have no logical basis, since we do not KNOW curvature is zero, and we may in future discover that it is on the positive or negative side of today's rather broad 95% confidence interval.
It's not that broad, really it isn't.
There is no logical basis for you to insist on this change in the course outline. It seems to have more to do with PERSONAL AESTHETIC.
There is nothing "personal" in the aesthetic of removing extraneous mathematical baggage from our models, this is quite central to every chapter of every physics book everywhere in the world.
I'll go get that confidence interval for Ω
k Just google "komatsu wmap 7" and you get
http://arxiv.org/abs/1001.4538 and page 3 says:
−0.0133 < Ω
k < 0.0084
which means:
0.9916 < Ω < 1.0133
Like I say, really not that broad at all.