FANTASTIC VOYAGES. Second Edition

Transcription

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2 FANTASTIC VOYAGES Second Edition

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4 SECOND EDITION FANTASTIC VOYAGES Learning Science Through Science Fiction Films Leroy W. Dubeck Suzanne E. Moshier Judith E. Boss 1 3

5 Leroy W. Dubeck Temple University, Philadelphia USA Judith E. Boss University of Nebraska at Omaha Omaha, Nebraska USA Suzanne E. Moshier University of Nebraska at Omaha Omaha, Nebraska USA Cover illustration: Photos from Photofest. Library of Congress Cataloging-in-Publication Data Dubeck, Leroy W., 1939 Fantastic voyages : learning science through science fiction films / Leroy W. Dubeck, Suzanne E. Moshier, Judith E. Boss. 2nd ed. p. cm. Includes bibliographical references and index. ISBN (alk. paper) 1. Physics Study and teaching Audio-visual aids. 2. Biology Study and teaching Audio-visual aids. 3. Science fiction films. I. Moshier, Suzanne E. II. Boss, Judith E. III. Title. QC30.D dc ISBN Printed on acid-free paper Springer-Verlag New York, Inc. 1994, first edition, AIP, Melville, NY. AIP Press is an imprint of Springer-Verlag New York, Inc. All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer-Verlag New York, Inc., 175 Fifth Avenue, New York, NY 10010, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed in the United States of America SPIN Springer-Verlag New York Berlin Heidelberg A member of BertelsmannSpringer Science Business Media GmbH

6 Contents ACKNOWLEDGMENTS... INTRODUCTION... xiii xv PHYSICS CHAPTER 1 SCIENCE... 3 A Brief History of Science... 3 Science, Religion, and Technology... 4 The Scientific Method... 4 Science and the Media... 5 The Andromeda Strain, 5 Measurement and Uncertainty... 5 Scientific Notation... 6 Units and Standards... 7 Changing Units... 8 Exercises... 8 CHAPTER 2 MECHANICS Speed and Velocity Frame of Reference Acceleration Newton s Laws of Motion Momentum The Day the Earth Caught Fire, 18 / Superman, 19 / 2010, 20 Energy Forbidden Planet, 23 / The Empire Strikes Back, 24 / Terminator 2: Judgment Day, 25 Rotational Motion : A Space Odyssey, 28 / 2010, 29 Gravity The Black Hole, 31 v

7 vi Contents Satellite Motion : A Space Odyssey, 34 / Aliens, 34 Exercises CHAPTER 3 ASTRONOMY The Solar System: The Planets The Sun The Moon , 42 / Total Recall, 42 / Aliens, 43 Meteors and Comets Meteor, 45 / Deep Impact, 46 The Galaxy and the Universe The Black Hole, 49 The Evolution of the Universe Intelligent Life Elsewhere Star Trek IV, 53 Ancient Astronauts : A Space Odyssey, 56 / Hangar 18, 56 Exercises CHAPTER 4 ELECTRICITY AND MAGNETISM Electrical Forces Electrical Charges Electric Currents Electric Power The Day the Earth Stood Still, 65 Magnetism Computers : A Space Odyssey, 71 / Colossus: The Forbin Project, 71 / Terminator 2: Judgment Day, 71 / Blade Runner, 71 Exercises CHAPTER 5 ATOMIC AND NUCLEAR PHYSICS The Atom Antimatter Atomic Spectra Star Trek IV: The Voyage Home, 76 / The Fly (1986 Version), 77 / The Adventures of Buckaroo Banzai, 77 / Terminator 2: Judgment Day, 77 The Nucleus Effects of Radiation... 80

8 Contents vii Radiation Detectors Nuclear Fission and Fusion The Three Mile Island Accident The Chernobyl Accident The China Syndrome, 85 Nuclear Terrorism The Peacemaker, 86 Forbidden Planet, 87 Aliens, 88 Elementary Particles Fantastic Voyage, 89 / Outer Limits: The Production and Decay of Strange Particles, 89 Exercises CHAPTER 6 RELATIVITY AND TIME Time Dilation Time Travel Star Trek IV: The Voyage Home, 98 / Superman: The Movie, 98 / Terminator 2: Judgment Day, 98 / The Time Machine, 98 Length Contraction Star Trek IV: The Voyage Home, 99 Increase of Mass with Speed Mass-Energy Transformation General Theory of Relativity Gravity and Time The Black Hole, 102 Exercises CHAPTER 7 THE STATES OF MATTER The Solid State Star Trek: Arena, 105 Density Size, Mass, and Strength Them!, 107 The Liquid State Pressure The Abyss, 109 Buoyancy Pascal s Principle Gases: Atmospheric Pressure

9 viii Contents The Gaseous State Equation of Continuity Bernoulli s Principle Star Wars, 115 / Blade Runner, 116 Diffusion Them!, 116 Exercises CHAPTER 8 HEAT, TEMPERATURE, AND THERMODYNAMICS Temperature Thermal Expansion Heat Specific Heat Heat Transfer Silent Running, 123 / The Empire Strikes Back, 123 / Phase 4, 123 / 2010, 124 Change of State Them! 125 / The Thing (1951 Version), 125 Thermodynamics First Law of Thermodynamics Second Law of Thermodynamics Zardoz, 128 Exercises CHAPTER 9 WAVE MOTION AND SOUND Waves Wave Speed Transverse Waves Longitudinal Waves Interference The Doppler Effect Sound Superman, 134 Speed of Sound The Abyss, 135 / The Day of the Triffids, 135 Resonance Loudness Shock Waves and the Sonic Boom The Day the Earth Stood Still, 136

10 Contents ix The Electromagnetic Spectrum The Day of the Triffids, 137 Light Polarization Holography Star Wars, 141 / Total Recall, 141 Exercises CHAPTER 10 GLOBAL WARMING AND THE GREENHOUSE EFFECT How the Greenhouse Effect Works Types of Greenhouse Gas Projections of the Effects of Global Warming Kyoto Protocol What Can Be Done to Reduce the Impact of the Greenhouse Effect Related Films Star Trek: The Next Generation, A Matter of Time, 149 / The Arrival, 150 Exercises BIOLOGY CHAPTER 11 CHARACTERISTICS OF LIVING THINGS The Cell Theory Cell Structure and Function Selected Organelles and Their Functions Cell Size Organisms Kingdoms of Organisms The Andromeda Strain Exercises CHAPTER 12 CELLULAR REPRODUCTION Diploid and Haploid Cells Fertilization and Meiosis Development Genes Mutations and Them! Exercises

11 x Contents CHAPTER 13 THE ENERGY NEEDS OF LIVING THINGS Work Requires Energy Organization Requires Energy Enzymes and Pathways Adenosine Triphosphate Hydrogen and Electron Carrier Molecules Photosynthesis Glycolysis Mitochondrial Pathways Silent Running Exercises CHAPTER 14 PLANTS AND ANIMALS COMPARED Differentiation Tissues of Animals Organs of Animals Organ Systems in Animals From Organs to Tissues in Plants The Day of the Triffids Exercises CHAPTER 15 MULTICELLULARITY AND IMMUNITY Multicellularity Cell Adhesion Molecules Histocompatibility Immunity Fantastic Voyage Exercises CHAPTER 16 EVOLUTION Environments and Prevailing Organisms Change Natural Selection by Survival of the Fittest Adaptation and Speciation Homologies, Development, and Vestigial Structures Planet of the Apes Extinction Biodiversity Jurassic Park Exercises

12 Contents xi FILM DESCRIPTIONS FILMS WITH LITERARY COMMENTARY : A Space Odyssey : The Year We Make Contact The Andromeda Strain Blade Runner Colossus: The Forbin Project Contact The Day of the Triffids The Day the Earth Caught Fire The Day the Earth Stood Still Fantastic Voyage Forbidden Planet Hangar Them! The Thing (1951 version) The Time Machine Total Recall FILMS WITHOUT LITERARY COMMENTARY The Abyss The Adventures of Buckaroo Banzai After the Warming Aliens Star Trek: Arena The Arrival The Black Hole The China Syndrome Deep Impact The Empire Strikes Back The Fly (1986) Version Independence Day Jurassic Park Meteor The Peacemaker Phase IV Planet of the Apes (1968) Version Planet of the Apes (2001) Version The Production and Decay of Strange Particles (The Outer Limits) Silent Running Star Trek: The Next Generation A Matter of Time Star Trek IV: The Voyage Home Star Wars Superman Terminator 2: Judgment Day Zardoz INDEX

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14 Acknowledgments The authors wish to thank Rose Tatlow and Jennifer Steinberg for writing a number of the film descriptions and for editorial assistance in preparing the final draft of the manuscript. The authors also are indebted to Marjorie Mendelson for manuscript typing and editing. Finally, the authors are grateful to Robert Singer for drawing all of the illustrations. The still photographs were provided by the Museum of Modern Art/Film Still Archives, and by Photofest, courtesy of Allied Artists Pictures, Columbia Pictures Live Entertainment, Paramount Pictures, Universal City Studios, Ladd Company, Metro-Goldwyn-Mayer, RKO, 20th Century Fox, Universal Pictures, Universal International, and Warner Brothers. The authors wish to thank Teachers College Press for permission to reprint the film descriptions of Forbidden Planet, The Day the Earth Caught Fire, The Day the Earth Stood Still, The Day of the Triffids, Them!, The Andromeda Strain, and Colossus: The Forbin Project. These film descriptions first appeared in Science in Cinema: Teaching Science Fact Through Science Fiction Films by Leroy W. Dubeck, Suzanne E. Moshier, and Judith E. Boss, published by Teachers College Press of Columbia University, New York, copyright All rights reserved. This material is based upon work supported by the National Science Foundation under Grant No. USE Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors are grateful to Temple University for providing support in establishing a Web site for Fantastic Voyages and for hosting the Web site. xiii

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16 Introduction Do you relish science fiction films but do not have quite the same feeling about science? If so, this book was written with you in mind. We, the authors, are college professors who also happen to love science fiction films. Because of our scientific expertise, we can get even more enjoyment from screening science fiction films than the average viewer because we understand what is possible or what is truly out of this world in the universes portrayed on film. After reading this book and working through the exercises at the end of each chapter, you will get more out of screening science fiction films you will have a deeper understanding of the scientific principles presented in the films and probably a new respect for those filmmakers who depict science fiction that is close to science fact. The goal of this book is to provide basic physics and biology instruction, using scenes from science fiction films as examples of the concepts discussed. Your instructor will most likely use clips from the films to illustrate a scientific principle, and you will probably find that seeing a portrayal of a scientific principle (or of a principle s violation) helps you to understand a concept better than more traditional methods of classroom instruction. Furthermore, by watching films you will get a better feel for how different fields of science interact rarely does a film deal with physics only and not for example, biology, astronomy, or the social sciences. We hope that you will come to enjoy both science and science fiction films as much as we do. (Even if you have to forgo the popcorn!) How to Use This Textbook In the Contents we list the page numbers of films discussed in the textbook. Films are also listed in the index. This book is divided into three sections. The first section discusses basic physics and astronomy for nonscience majors. The second is devoted to selected topics in biology. The third section of this book gives detailed plot descriptions of 42 films which are referenced in the physics and/or biology sections. The first 16 of these films also have sections describing relevant science fiction literature, which may be used in conjunction with a given film and the related physics, astronomy, or biology material. At each point in the physics/astronomy section at which a film is introduced to illustrate a concept or its violation, the running time is given at which the refxv

17 xvi Introduction erenced segment of that film begins. For example, in Chapter One, The Andromeda Strain is referenced. The introduction to the film segment describing the attempt to determine the size of the alien organism is followed by (69 min). This means that the film segment starts 69 min after the film commences. One can precisely locate the starting point of a given film segment by using a VCR or DVD player that indicates the running time of the film at any point on the tape. Alternatively, one can estimate the position on the tape at which the segment commences by taking the ratio of the running time at which the segment commences to the total running time of the film. For example, if the segment commences at 60 min and the running time of the entire film is 120 min, one needs to fast forward the tape until 50% of it has elapsed. In the biology section, the films utilized normally relate to a number of biological topics. These films are therefore introduced at the conclusion of each chapter rather than appearing throughout the chapter. Running times are usually not given for film segments since several segments of the film are often related to the material in the chapter. A number of exercises and discussion questions are presented at the end of each chapter. Many of the films are used in both the physics/astronomy section and the biology section. These films demonstrate the inherent interdisciplinary nature of science. Readers who are interested in any updates of the book for new films should periodically check the Springer Web catalog entry for the book.

18 PHYSICS

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20 Chapter One Science A Brief History of Science The goal of the sciences is the ordering of the universe detected by our senses. The nonscientist may think of the sciences as simply processes by which to collect facts and formulate theories. But science is more than that: it is a creative activity that, in many respects, resembles other creative, yet ordered, activities such as art, literature, and music. The body of knowledge that is incorporated under the heading of science had its beginnings before recorded history, when regularities in nature were first observed, such as when the rainy season started. From these regularities our ancestors began to make predictions that gave them some sense of control over nature. The field of science grew greatly during the Grecian expansion of more than 2,500 years ago and spread throughout the Mediterranean world. European scientific advances came to an abrupt halt, however, when the Roman empire collapsed in the fifth century A.D. Barbarian hordes ravaged Europe and ushered in the Dark Ages. Fortunately, science and mathematics flourished in China and the Arab nations during this period. Science, as practiced by the ancient Greeks, was reintroduced to Europe by Islamic peoples starting in the tenth century A.D. European universities emerged in the thirteenth century. The introduction of gun powder in the fourteenth century changed warfare, and thus provided a concrete example of the practical importance of scientific investigations. The advent of the printing press in the sixteenth century made scientific discoveries more widely known. During that century, the Polish astronomer Copernicus ( ) caused great controversy when he published a book proposing that the Sun was stationary and that the Earth revolved around it. This was in contradiction to Church teaching and Copernicus, fearful of the Church s reaction to his theory, published his book only in the final days of his life. A century later, the Copernican theory of the solar system was accepted. It is interesting to note that Copernicus Sun-centered theory of the solar system was no more accurate than the earlier Earth-centered theory of Ptolemy (second century A.D.) for predicting the motion of heavenly bodies. Copernicus theory had wider application, however, because it explained a greater range of phenomena than Ptolemy s theory. For example, Copernicus theory made possible a determination of the order and distance of the planets. It was also a simpler theory than that of Ptolemy, who assumed that heavenly bodies moved in circles that, in turn, moved around yet other circles. Wider applicability, sim- 3

21 4 Fantastic Voyages: Physics plicity, as well as quantitative agreement, play a major role in the acceptance of a scientific theory. Science, Religion, and Technology The human desire to explain the world around us has taken us on many different paths: one path is science and another is religion. Although both seek to explain their domains, they are different. Science is mainly engaged with discovering and understanding natural phenomena, while religion addresses the source, purpose, and meaning of life. Science is often confused with technology, but these fields, too, are very different. Science is concerned with discovering the relationships between observable phenomena and with organizing and describing these phenomena in terms of theories. Technology is concerned with the tools, techniques, and procedures for putting to use the discoveries of science. Another difference between science and technology is their impact on human beings. Unlike science, advances in technology must be measured in terms of their impact on humanity. In addition, one has the option of refusing to believe a scientific theory such as the planetary model of the atom. This is hardly the case once a theory is applied to technology: one does not have the option of living in an age without nuclear power plants and nuclear weapons. Some people, perhaps frustrated with the shortcomings of science, have turned to pseudoscience for answers. Pseudoscience may be defined as a belief in physical phenomena which is not supported by the scientific method. As an example, some people believe that there are individuals who can move things with their minds. As we shall see later, there is no convincing evidence that this ability exists, and overwhelming arguments that it does not. Yet the belief in this phenomenon continues on the part of millions of people. The Scientific Method The Italian physicist, Galileo Galilei ( ) was one of the principal founders of the scientific method. This method can be described as follows: 1. recognize that a scientific problem exists. 2. state a hypothesis, namely, make an educated guess about the problem. 3. predict the consequences of the hypothesis. 4. perform experiments to see if the predictions occur. 5. formulate the simplest general rule that organizes the hypothesis, predictions, and experimental results into a theory. A scientific theory is a synthesis of well-tested and verified hypotheses about some aspects of the world around us. For example, physicists work with the theory of the atom, and biologists work with the theory of cells. When a scientific hypothesis has been tested over and over again and has

22 1: Science 5 never been contradicted by experimental results, it may become known as a scientific law or scientific principle. A scientific fact may be defined as an agreement by competent observers of a series of observations of the same phenomena. Sometimes facts are revised by additional data about the world around us. For example, it is now a scientific fact that the Earth is round. It was once considered a fact that the Earth was flat. Scientists often employ a model in trying to understand a particular set of phenomena. A model is an analogy or mental image of the phenomena in terms with which we are familiar. For example, there is the planetary model of the atom in which scientists visualize the atom as a nucleus with electrons revolving about it, just as the planets revolve around the Sun. While this model is useful in understanding the atom, it is important to understand that it is an oversimplified description of an atom and thus does not predict some of its attributes. Science and the Media An extensive source of both science and pseudoscience for the public is the media. Throughout this book we shall employ science fiction films and science fiction television programs to illustrate scientific principles or their violation. For example, the film, The Andromeda Strain, describes the efforts of a team of scientists to deal with an extraterrestrial organism which is fatal to most humans. The organism apparently had been brought to Earth on a satellite which had crashed in a small town. All but two of the inhabitants died soon after the capsule was opened. The satellite s contents are carried to a top secret research installation at which scientists are faced with the problem of determining what the organism is and how to control it. Refer to the plot description for more details. The scientific method is well illustrated by the attempt in the film to determine the properties of the organism (59 min). The scientists form a hypothesis that the organism is airborne, which would explain why it quickly killed nearly everyone in town. They test this hypothesis by exposing a test animal to air that is in contact with the capsule. The animal s immediate death confirms the hypothesis that the organism is transmitted via the air. The scientists then try to determine the organism s size (69 min). Is it a gas, a virus, or something larger? The scientists put a series of filters between a sealed case containing the first test animal which had been exposed to the capsule and another test animal and gradually increase the size of the holes in the filter until the second animal dies. They thus determine that the size of the organism is between 1 and 2 m in diameter since it passes through 2- m-diam holes but not through 1- m-diam holes. (1 m is one-millionth of a meter.) Therefore, it is large enough to be a cell. Measurement and Uncertainty Science is quantitative because it involves the measurements of physical properties. Every measurement has a level of uncertainty associated with it. For example, if you used a centimeter (cm) ruler to measure the width of a book, the re-

23 6 Fantastic Voyages: Physics sult might be accurate to about 0.1 cm, the smallest division on the ruler. The reason for this claim of accuracy would be the difficulty in interpolating between the smallest divisions on the ruler. Whenever one gives the result of a measurement, it is good practice to state the precision, or estimated uncertainty, in the measurement. For example, the width of the book would be written as cm. The 0.1 represents the estimated uncertainty in the measurement so that the actual width of the book lies between 18.0 and 18.2 cm. The number of reliably known digits in a number is called the number of significant figures. There are three significant figures in the number 18.1 cm, but only two in the number cm, since the zeros in the latter are merely place holders. When making measurements or performing calculations, one should not keep more significant figures in the final answer than the number of significant figures in the least accurate factor in the calculation. For example, the calculation of the area of a rectangle which is 1.05 cm by 6.6 cm would yield 6.93 cm 2. But the answer is accurate to only two significant figures since one of the factors (6.6) is known to only two significant figures. Thus the correct answer is 6.9 cm 2. Scientific Notation Since the result of the measurements (or estimates) of certain physical quantities are either very large or very small numbers, scientists need a compact way of writing these numbers. These numbers are compressed by using powers of ten rather than a string of zeros following the number. For example, 2,000,000, The power of ten (i.e., the raised number to the upper right of ten) gives you the number of zeros following the number. Therefore ,000,000 since the number 6 means there are six zeros after the 3. Another way of looking at this is to consider 10 6 as , or 10 multiplied by itself 6 times. Larger numbers having more than one digit (excluding the zeros) are treated as follows. (1) Start with the number as given. Place the decimal point after the first digit. Then count the number of places that the decimal point has been moved to the left. This gives you the exponent of ten. Examples: 314, , 2,895,000, Note that one continues to write all of the nonzero numbers. You change only the position of the decimal point and replace zeros by a power of ten. This is the way scientists express large numbers such as the number of molecules in a room or the number of stars in a galaxy. What about very small numbers such as the size of a single molecule? These numbers can also be expressed as a power of ten. Here the decimal point moves to the right and is represented as a negative exponent of 10.

24 1: Science 7 Example: , since the decimal point was moved six places to the right. Once again, you continue to write all of the nonzero numbers. Another way of looking at negative numbers for exponents of 10 is to realize that , ,000,000 or one-millionth. Note that the number one is always implied; in other words, ,000,000. This notation will be used throughout this book. Go through the following additional examples: , , , ,000, , , Units and Standards The measurement of any physical quantity is made in terms of a particular standard or unit, and this unit must be specified along with the numerical value of the quantity. For example, length is measured in units such as inches, feet, miles, or meters. To specify the width of a book, you cannot write just Rather, you must write 18.1 cm. Several systems of units have been in use over the years. Today, the most important is the Systeme International (French for International System) (SI). In SI the standard base unit for length is the meter, the standard base unit for time is the second, and the standard base unit for mass is the kilogram. There are seven base units in the SI system: we will discuss some of the other four base units later in the book. Most readers will be more familiar with the British engineering system of units, which takes as its standards the foot for length, the pound for force, and the second for time. This book will use units from both systems. The SI standard unit of length, the meter, was originally chosen to be one ten-millionth of the distance from the Earth s equator to either pole. In 1960, the meter was redefined to be a certain number of wavelengths of a particular orange

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