The basis of interstellar theoryThe following are some of the theoretical basis for interstellar travel:
###1. The theoretical basis for using the "rogue" planet
1. ** The response to the planetary destruction event **
- From the perspective of stellar evolution, stars would go through different stages. For example, the sun would leave the main sequence and become a red giant in the next billions of years, which could cause planets such as Earth to be swallowed and destroyed. The scientists speculated that other extraterrestrial civilizations might have faced similar planetary destruction events (star deaths, etc.), so the migrating extraterrestrial civilization might use the "rogue" planet as an organic spacecraft to travel in the universe.
2. ** Limitations of existing interstellar travel technology **
- Interstellar travel required technology that surpassed the speed of light or a spacecraft large enough to carry multiple generations of people for long-term transportation. However, due to the limited space technology, these two options would be difficult to achieve in the next few centuries. Therefore, using the "rogue" planets for interstellar travel became a theoretical direction.
###2. The theoretical basis for deducing the relationship between the distance of galaxies and the speed of retreat based on Hubble's law
1. ** Homogeneous and Isotropism Hypothesis of the Universe **
- If the universe was assumed to be uniform and Isotropics, then the distance of galaxies was proportional to its speed of retreat. This was Hubble's law. By observing the redshift of the galaxy to determine the speed of retreat, combined with Hubble's law, the distance of the galaxy could be known. This provided a theoretical basis for interstellar travel research, and it was helpful for planning interstellar travel routes.
2. ** Inferring the age of the universe **
- The unit of Hubble's constant was 1/time, and its inverse could be used to calculate the age of the universe (the current best estimate of Hubble's constant calculated the age of the universe to be about 14 billion years old). Understanding the age of the universe is important for studying the possibility of interstellar travel, the development stage of the universe, and exploring the potential of interstellar travel at different stages of the universe.
###3. Based on the theory of spacecraft motion
1. ** Spaceship Acceleration Theory in Space without Resistance **
- There was almost no resistance in space, and theoretically, the spacecraft could continue to accelerate. This theory provided a certain ideal model for interstellar travel. Despite the existence of many practical obstacles such as relativistic restrictions, it showed that in an ideal situation, the spacecraft's motion in the universe had the potential to continuously accelerate.
2. ** Relativistic theory **
- Einstein's theory of relativity revealed that the speed of light was the speed limit of the universe. Although this limited the speed of the spacecraft (as the speed of the spacecraft approached the speed of light, the mass tended to be infinitely large, and the energy required increased infinitely), it was also the basis of interstellar travel theory research, prompting scientists to think about how to explore the possibility of interstellar travel under the framework of relativity. For example, to find theoretical methods to surpass the speed of light (such as the concept of negative mass, quantum entanglement effect in interstellar travel research, etc.).
Notes on the theoretical basisThe following is the relevant content of the theoretical basis notes:
* * I. Steps to Review Questions **
1. * * Confirm question type **
- * * General Question **: In the question, there should be a summary, induction, refinement, summary, analysis…reason; point out…problem/performance, characteristics, difficulties, key points, title; revelation, lesson, experience, learning, reference, and other words. The outline, outline, and introduction should be treated as a general question with a title below 300 words.
- * * Comprehensive analysis question **: It contains terms such as understanding, understanding, interpretation, view, opinion, explanation, meaning, evaluation, etc.
- * * Countermeasure question **: Propose…countermeasures (suggestions, measures, methods, opinions, etc.).
- * * Official document writing **
- * * Complete format **: The style is publicity, a letter, a proposal, a proposal, a notice, etc. The title, title, and signature are included in the question, and the word count is greater than or equal to 400 words.
- * * Incomplete format **: Essay, short commentary, report, report, briefing, speech, explanation, speech, speech, etc.
- * * Essay **: Usually the last question, an argumentative essay or essay. If you encounter an uncertain question, answer whatever you ask and find the answer from the materials.
2. * * Confirm the answer direction **
- Focus on determining the main body of the question and the elements targeted by the main body. Don't be too picky with the words when examining the question. For example, the new changes in Xiao Zhang's hometown, the changes in the parents 'people, things, and things were all changes; the performance of the question, whether it was the question itself or the performance of the question, could be written into the answer; the tense did not matter.
3. * * Confirm the position of the answer in the material **
- * * Directional Reading **
- When there are words such as "basis, basis, combination, reference, surrounding, comprehensive, etc.+ given material number", or "given material number to number","given material number and number", or when there are specific names of people or places, pronoun, etc. in the question, it is used.
- * * Comprehensive reading **: There are no restrictive words in the question stem. It only says "how much of the given information" or "read the given material". You may need to combine the question stem and the material to read the material as a whole to find the answer. It may also involve materials other than the given material.
4. * * Confirm answer level **
- Different types of questions had different levels. For example, there were usually two levels for strategy questions and three levels for analysis and understanding questions. Pay attention to the parallel words in the question stem (and, etc.), the parallel expressions in the first paragraph of the material, and the parallel expressions similar to the question stem, which can be used as the basis for the level division of the answer.
5. * * Confirm the standard length of the answers **
- The standard answer sheet consisted of 25 squares. In the past, when there were extra squares in the exam, they would still be given points if the answer exceeded the word limit. However, in the recent two years, the national examination and many provinces would not give extra squares.
* * 2. Reading Rules **
1. * * True Word Prompt **
- * * Noun **
- * * Original Word Reappearance **: When the proper name in the question is exactly the same as the corresponding name in the material, the material group near the name is the main source of information for the answer.
- * * Synonymous Substitution **: You can use similar words to replace the element you want to find.
- * * Pronoun **: The essay focuses on the demonicative pronoun (this, these, that, those, this, is, etc.). When reading the material, pay attention to the first and last sentences where the pronoun appears.
2. * * Reminder of related words **
- * * Changing relationship **
- * * Weak Turn **: In fact, in fact, in fact, of course, otherwise.
- * * Strong twist **: But, but, instead, but, but.
- * * Parallel relationship **
- * * Dominant coordination **: also, also, again, in addition, at the same time, and, in addition, at the same time, plus, side by side.
- * * Invisible coordination **: Except for A,…B is like A, B…(A is often a summary of the previous text, B is often a summary of the following text).
- * * Advancing relationship **
- * * Step by step **: Not only A but also B, not only A but also B, not only A but also B.
- * * Two levels of progression **: Not only A but also B, the most important is C, not only A but also B, the most important is C.
- * * Causality **
- * * Regular structure **: Because A is B, because A is B.
- * * Invert structure **: The reason why B is ultimately A (A is the cause, B is the result).
- * * Relationship conclusion **
- [Obvious conclusion: Therefore, therefore, therefore, visible, therefore.]
- * * Hidden conclusion **: Cause, cause, cause, cause.
- * * Condition relationship **
- * * Dominant Prerequisite **: Only A is B, without A, there is no B, and A is indispensable to B.
- [Prerequisite for invisibility: A is B's foundation/guarantee/prerequisite, B must be A.]
- * * Assuming relationship **
- * * Dominant hypothesis **: If A then B, if A then B.
- [Hidden hypothesis: Hope A,…] B。
3. * * Punctuation Marks **
- Ellipses (...): A structure that indicates the total. The answer is usually after the symbol.
* * 3. Other key points related to the application **
1. * * Reading Principle **: Points are given according to points.
2. * * Two thoughts **: The thoughts of the person who sets the question and the thoughts of the person who reads the paper.
3. * * Two reading methods **: intensive reading method and rough reading method.
4. * * Three ways to answer **: copy/push/make up.
5. * * Four elements **: Problem and performance/reason/influence/countermeasure.
6. * * Four steps **: Examining the questions, reading the materials, thinking, and writing the answers.
7. * * Five types of questions **: summary questions/analysis questions/countermeasure questions/practical essay/essay (can also be divided into "subjective questions","objective questions "/"single questions","comprehensive questions", the type of questions doesn't matter), objective questions (summary questions/analysis questions/countermeasure questions/practical essay) pay more attention to the original words of the materials.
8. * * Five Abilities **: Reading Comprehension Ability/Comprehensive Analysis Ability/Execution Ability/Propose and Solve Problems Ability/Writing Ability (Ability to interweave and connect with each other)
9. * * Common grading rules **
- For example, 15 points/5 points/3 points per point (points given by point).
- Each point was given 1 - 3 points based on the accuracy and clarity of the expression.
- A reasonable answer would be given a score of 1 - 2.
- 1 point deducted for 3 typos.
- If the word count did not match, one point would be deducted.
10. * * Answer train of thought **
- Simple answer line of thought: find-copy; improve answer line of thought: examine clearly-find accurately-straighten out-copy skillfully.
11. [Reading Skills: Look at the topic first, then read the material (specify which floor you are going to)] Whom?) Use the bell for five minutes to remember what to ask.
12. * * Writing Requirement **: Write well. The handwriting on the paper may affect the score.
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