At
The Massachusetts Institute of Technology
6.6.24
Jennifer Chu
Depiction of a primordial black hole forming amid a sea of hot, color-charged quarks and gluons, a tiny fraction of a second after the Big Bang. Credit: Image by Kaća Bradonjić
For every kilogram of matter that we can see — from the computer on your desk to distant stars and galaxies — there are 5 kilograms of invisible matter that suffuse our surroundings. This “dark matter” is a mysterious entity that evades all forms of direct observation yet makes its presence felt through its invisible pull on visible objects.
Fifty years ago, physicist Stephen Hawking offered one idea for what dark matter might be: a population of black holes, which might have formed very soon after the Big Bang. Such “primordial” black holes would not have been the goliaths that we detect today, but rather microscopic regions of ultradense matter that would have formed in the first quintillionth of a second following the Big Bang and then collapsed and scattered across the cosmos, tugging on surrounding space-time in ways that could explain the dark matter that we know today.
Now, MIT physicists have found that this primordial process also would have produced some unexpected companions: even smaller black holes with unprecedented amounts of a nuclear-physics property known as “color charge.”
These smallest, “super-charged” black holes would have been an entirely new state of matter, which likely evaporated a fraction of a second after they spawned. Yet they could still have influenced a key cosmological transition: the time when the first atomic nuclei were forged. The physicists postulate that the color-charged black holes could have affected the balance of fusing nuclei, in a way that astronomers might someday detect with future measurements. Such an observation would point convincingly to primordial black holes as the root of all dark matter today.
“Even though these short-lived, exotic creatures are not around today, they could have affected cosmic history in ways that could show up in subtle signals today,” says David Kaiser, the Germeshausen Professor of the History of Science and professor of physics at MIT. “Within the idea that all dark matter could be accounted for by black holes, this gives us new things to look for.”
Kaiser and his co-author, MIT graduate student Elba Alonso-Monsalve, have published their study today in the journal Physical Review Letters.
A time before stars
The black holes that we know and detect today are the product of stellar collapse, when the center of a massive star caves in on itself to form a region so dense that it can bend space-time such that anything — even light — gets trapped within. Such “astrophysical” black holes can be anywhere from a few times as massive as the sun to many billions of times more massive.
“Primordial” black holes, in contrast, can be much smaller and are thought to have formed in a time before stars. Before the universe had even cooked up the basic elements, let alone stars, scientists believe that pockets of ultradense, primordial matter could have accumulated and collapsed to form microscopic black holes that could have been so dense as to squeeze the mass of an asteroid into a region as small as a single atom. The gravitational pull from these tiny, invisible objects scattered throughout the universe could explain all the dark matter that we can’t see today.
If that were the case, then what would these primordial black holes have been made from? That’s the question Kaiser and Alonso-Monsalve took on with their new study.
“People have studied what the distribution of black hole masses would be during this early-universe production but never tied it to what kinds of stuff would have fallen into those black holes at the time when they were forming,” Kaiser explains.
Super-charged rhinos
The MIT physicists looked first through existing theories for the likely distribution of black hole masses as they were first forming in the early universe.
“Our realization was, there’s a direct correlation between when a primordial black hole forms and what mass it forms with,” Alonso-Monsalve says. “And that window of time is absurdly early.”
She and Kaiser calculated that primordial black holes must have formed within the first quintillionth of a second following the Big Bang. This flash of time would have produced “typical” microscopic black holes that were as massive as an asteroid and as small as an atom. It would have also yielded a small fraction of exponentially smaller black holes, with the mass of a rhino and a size much smaller than a single proton.
What would these primordial black holes have been made from? For that, they looked to studies exploring the composition of the early universe, and specifically, to the theory of quantum chromodynamics (QCD) — the study of how quarks and gluons interact.
Quarks and gluons are the fundamental building blocks of protons and neutrons — elementary particles that combined to forge the basic elements of the periodic table. Immediately following the Big Bang, physicists estimate, based on QCD, that the universe was an immensely hot plasma of quarks and gluons that then quickly cooled and combined to produce protons and neutrons.
The researchers found that, within the first quintillionth of a second, the universe would still have been a soup of free quarks and gluons that had yet to combine. Any black holes that formed in this time would have swallowed up the untethered particles, along with an exotic property known as “color charge” — a state of charge that only uncombined quarks and gluons carry.
“Once we figured out that these black holes form in a quark-gluon plasma, the most important thing we had to figure out was, how much color charge is contained in the blob of matter that will end up in a primordial black hole?” Alonso-Monsalve says.
Using QCD theory, they worked out the distribution of color charge that should have existed throughout the hot, early plasma. Then they compared that to the size of a region that would collapse to form a black hole in the first quintillionth of a second. It turns out there wouldn’t have been much color charge in most typical black holes at the time, as they would have formed by absorbing a huge number of regions that had a mix of charges, which would have ultimately added up to a “neutral” charge.
But the smallest black holes would have been packed with color charge. In fact, they would have contained the maximum amount of any type of charge allowed for a black hole, according to the fundamental laws of physics. Whereas such “extremal” black holes have been hypothesized for decades, until now no one had discovered a realistic process by which such oddities actually could have formed in our universe.
Professor Bernard Carr of Queen Mary University of London, an expert on the topic of primordial black holes who first worked on the topic with Stephen Hawking, describes the new work as “exciting.” Carr, who was not involved in the study, says the work “shows that there are circumstances in which a tiny fraction of the early universe can go into objects with an enormous amount of color charge (at least for a while), exponentially greater than what has been identified in previous studies of QCD.”
The super-charged black holes would have quickly evaporated, but possibly only after the time when the first atomic nuclei began to form. Scientists estimate that this process started around one second after the Big Bang, which would have given extremal black holes plenty of time to disrupt the equilibrium conditions that would have prevailed when the first nuclei began to form. Such disturbances could potentially affect how those earliest nuclei formed, in ways that might some day be observed.
“These objects might have left some exciting observational imprints,” Alonso-Monsalve muses. “They could have changed the balance of this versus that, and that’s the kind of thing that one can begin to wonder about.”
This research was supported, in part, by the U.S. Department of Energy. Alonso-Monsalve is also supported by a fellowship from the MIT Department of Physics.
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Dark Matter Background
Fritz Zwicky discovered Dark Matter in the 1930s when observing the movement of the Coma Cluster. Vera Rubin a Woman in STEM, denied the Nobel, some 30 years later, did most of the work on Dark Matter.
Thirty years later, astronomer Vera Rubin provided a huge piece of evidence for the existence of dark matter. She discovered that the centers of galaxies rotate at the same speed as their extremities, whereas, of course, they should rotate faster. Think of a vinyl LP on a record deck: its center rotates faster than its edge. That’s what logic dictates we should see in galaxies too. But we do not. The only way to explain this is if the whole galaxy is only the center of some much larger structure, as if it is only the label on the LP so to speak, causing the galaxy to have a consistent rotation speed from center to edge.
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Dark Matter Research
Another view of The LBNL LZ Dark Matter Experiment
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See the full article here .
Comments are invited and will be appreciated, especially if the reader finds any errors which I can correct.
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Please help promote STEM in your local schools.
The MIT School of Science is one of the five schools of the Massachusetts Institute of Technology. The School is composed of 6 academic departments who grant SB, SM, and PhD or ScD degrees; as well as a number of affiliated laboratories and centers.
Biology
Brain and Cognitive Sciences
Chemistry
Earth, Atmospheric and Planetary Sciences
Mathematics
Physics
With approximately 275 faculty members, 1100 graduate students, 700 undergraduate majors, 500 postdocs, and 400 research staff, the School is the second largest at MIT. Faculty members and alumni of the School have won Nobel Prizes.
The Massachusetts Institute of Technology is a private land-grant research university in Cambridge, Massachusetts. The institute has an urban campus that extends more than a mile (1.6 km) alongside the Charles River. The institute also encompasses a number of major off-campus facilities such as the MIT Lincoln Laboratory , the MIT Bates Research and Engineering Center , and the Haystack Observatory , as well as affiliated laboratories such as the Broad Institute of MIT and Harvard and Whitehead Institute.
Founded in 1861 in response to the increasing industrialization of the United States, Massachusetts Institute of Technology adopted a European polytechnic university model and stressed laboratory instruction in applied science and engineering. It has since played a key role in the development of many aspects of modern science, engineering, mathematics, and technology, and is widely known for its innovation and academic strength. It is frequently regarded as one of the most prestigious universities in the world.
Nobel laureates, Turing Award winners, and Fields Medalists have been affiliated with MIT as alumni, faculty members, or researchers. In addition, National Medal of Science recipients, National Medals of Technology and Innovation recipients, MacArthur Fellows, Marshall Scholars, Mitchell Scholars, Schwarzman Scholars, astronauts, and Chief Scientists of the U.S. Air Force have been affiliated with The Massachusetts Institute of Technology. The university also has a strong entrepreneurial culture and MIT alumni have founded or co-founded many notable companies. Massachusetts Institute of Technology is a member of the Association of American Universities.
Foundation and vision
In 1859, a proposal was submitted to the Massachusetts General Court to use newly filled lands in Back Bay, Boston for a “Conservatory of Art and Science”, but the proposal failed. A charter for the incorporation of the Massachusetts Institute of Technology, proposed by William Barton Rogers, was signed by John Albion Andrew, the governor of Massachusetts, on April 10, 1861.
Rogers, a professor from the University of Virginia , wanted to establish an institution to address rapid scientific and technological advances. He did not wish to found a professional school, but a combination with elements of both professional and liberal education, proposing that:
“The true and only practicable object of a polytechnic school is, as I conceive, the teaching, not of the minute details and manipulations of the arts, which can be done only in the workshop, but the inculcation of those scientific principles which form the basis and explanation of them, and along with this, a full and methodical review of all their leading processes and operations in connection with physical laws.”
The Rogers Plan reflected the German research university model, emphasizing an independent faculty engaged in research, as well as instruction oriented around seminars and laboratories.
Early developments
Two days after The Massachusetts Institute of Technology was chartered, the first battle of the Civil War broke out. After a long delay through the war years, MIT’s first classes were held in the Mercantile Building in Boston in 1865. The new institute was founded as part of the Morrill Land-Grant Colleges Act to fund institutions “to promote the liberal and practical education of the industrial classes” and was a land-grant school. In 1863 under the same act, the Commonwealth of Massachusetts founded the Massachusetts Agricultural College, which developed as the University of Massachusetts Amherst ). In 1866, the proceeds from land sales went toward new buildings in the Back Bay.
The Massachusetts Institute of Technology was informally called “Boston Tech”. The institute adopted the European polytechnic university model and emphasized laboratory instruction from an early date. Despite chronic financial problems, the institute saw growth in the last two decades of the 19th century under President Francis Amasa Walker. Programs in electrical, chemical, marine, and sanitary engineering were introduced, new buildings were built, and the size of the student body increased to more than one thousand.
The curriculum drifted to a vocational emphasis, with less focus on theoretical science. The fledgling school still suffered from chronic financial shortages which diverted the attention of the MIT leadership. During these “Boston Tech” years, Massachusetts Institute of Technology faculty and alumni rebuffed Harvard University president (and former MIT faculty) Charles W. Eliot’s repeated attempts to merge MIT with Harvard College’s Lawrence Scientific School. There would be at least six attempts to absorb MIT into Harvard. In its cramped Back Bay location, MIT could not afford to expand its overcrowded facilities, driving a desperate search for a new campus and funding. Eventually, the MIT Corporation approved a formal agreement to merge with Harvard, over the vehement objections of MIT faculty, students, and alumni. However, a 1917 decision by the Massachusetts Supreme Judicial Court effectively put an end to the merger scheme.
In 1916, The Massachusetts Institute of Technology administration and the MIT charter crossed the Charles River on the ceremonial barge Bucentaur built for the occasion, to signify MIT’s move to a spacious new campus largely consisting of filled land on a one-mile-long (1.6 km) tract along the Cambridge side of the Charles River. The neoclassical “New Technology” campus was designed by William W. Bosworth and had been funded largely by anonymous donations from a mysterious “Mr. Smith”, starting in 1912. In January 1920, the donor was revealed to be the industrialist George Eastman of Rochester, New York, who had invented methods of film production and processing, and founded Eastman Kodak. Between 1912 and 1920, Eastman donated $20 million ($236.6 million in 2015 dollars) in cash and Kodak stock to MIT.
Curricular reforms
In the 1930s, President Karl Taylor Compton and Vice-President (effectively Provost) Vannevar Bush emphasized the importance of pure sciences like physics and chemistry and reduced the vocational practice required in shops and drafting studios. The Compton reforms “renewed confidence in the ability of the Institute to develop leadership in science as well as in engineering”. Unlike Ivy League schools, Massachusetts Institute of Technology catered more to middle-class families, and depended more on tuition than on endowments or grants for its funding. The school was elected to the Association of American Universities in 1934.
Still, as late as 1949, the Lewis Committee lamented in its report on the state of education at The Massachusetts Institute of Technology that “the Institute is widely conceived as basically a vocational school”, a “partly unjustified” perception the committee sought to change. The report comprehensively reviewed the undergraduate curriculum, recommended offering a broader education, and warned against letting engineering and government-sponsored research detract from the sciences and humanities. The School of Humanities, Arts, and Social Sciences and the MIT Sloan School of Management were formed in 1950 to compete with the powerful Schools of Science and Engineering. Previously marginalized faculties in the areas of economics, management, political science, and linguistics emerged into cohesive and assertive departments by attracting respected professors and launching competitive graduate programs. The School of Humanities, Arts, and Social Sciences continued to develop under the successive terms of the more humanistically oriented presidents Howard W. Johnson and Jerome Wiesner between 1966 and 1980.
The Massachusetts Institute of Technology‘s involvement in military science surged during World War II. In 1941, Vannevar Bush was appointed head of the federal Office of Scientific Research and Development and directed funding to only a select group of universities, including MIT. Engineers and scientists from across the country gathered at Massachusetts Institute of Technology ‘s Radiation Laboratory, established in 1940 to assist the British military in developing microwave radar. The work done there significantly affected both the war and subsequent research in the area. Other defense projects included gyroscope-based and other complex control systems for gunsight, bombsight, and inertial navigation under Charles Stark Draper’s Instrumentation Laboratory; the development of a digital computer for flight simulations under Project Whirlwind; and high-speed and high-altitude photography under Harold Edgerton. By the end of the war, The Massachusetts Institute of Technology became the nation’s largest wartime R&D contractor (attracting some criticism of Bush), employing nearly 4000 in the Radiation Laboratory alone and receiving in excess of $100 million ($1.2 billion in 2015 dollars) before 1946. Work on defense projects continued even after then. Post-war government-sponsored research at MIT included SAGE and guidance systems for ballistic missiles and Project Apollo.
These activities affected The Massachusetts Institute of Technology profoundly. A 1949 report noted the lack of “any great slackening in the pace of life at the Institute” to match the return to peacetime, remembering the “academic tranquility of the prewar years”, though acknowledging the significant contributions of military research to the increased emphasis on graduate education and rapid growth of personnel and facilities. The faculty doubled and the graduate student body quintupled during the terms of Karl Taylor Compton, president of The Massachusetts Institute of Technology between 1930 and 1948; James Rhyne Killian, president from 1948 to 1957; and Julius Adams Stratton, chancellor from 1952 to 1957, whose institution-building strategies shaped the expanding university. By the 1950s, The Massachusetts Institute of Technology no longer simply benefited the industries with which it had worked for three decades, and it had developed closer working relationships with new patrons, philanthropic foundations and the federal government.
In late 1960s and early 1970s, student and faculty activists protested against the Vietnam War and The Massachusetts Institute of Technology ‘s defense research. In this period Massachusetts Institute of Technology’s various departments were researching helicopters, smart bombs and counterinsurgency techniques for the war in Vietnam as well as guidance systems for nuclear missiles. The Union of Concerned Scientists was founded on March 4, 1969 during a meeting of faculty members and students seeking to shift the emphasis on military research toward environmental and social problems. The Massachusetts Institute of Technology ultimately divested itself from the Instrumentation Laboratory and moved all classified research off-campus to the MIT Lincoln Laboratory facility in 1973 in response to the protests. The student body, faculty, and administration remained comparatively unpolarized during what was a tumultuous time for many other universities. Johnson was seen to be highly successful in leading his institution to “greater strength and unity” after these times of turmoil. However, six Massachusetts Institute of Technology students were sentenced to prison terms at this time and some former student leaders, such as Michael Albert and George Katsiaficas, are still indignant about MIT’s role in military research and its suppression of these protests. (Richard Leacock’s film, November Actions, records some of these tumultuous events.)
In the 1980s, there was more controversy at The Massachusetts Institute of Technology over its involvement in SDI (space weaponry) and CBW (chemical and biological warfare) research. More recently, The Massachusetts Institute of Technology’s research for the military has included work on robots, drones and ‘battle suits’.
Recent history
The Massachusetts Institute of Technology has kept pace with and helped to advance the digital age. In addition to developing the predecessors to modern computing and networking technologies, students, staff, and faculty members at Project MAC, the Artificial Intelligence Laboratory, and the Tech Model Railroad Club wrote some of the earliest interactive computer video games like Spacewar! and created much of modern hacker slang and culture. Several major computer-related organizations have originated at MIT since the 1980s: Richard Stallman’s GNU Project and the subsequent Free Software Foundation were founded in the mid-1980s at the AI Lab; the MIT Media Lab was founded in 1985 by Nicholas Negroponte and Jerome Wiesner to promote research into novel uses of computer technology; the World Wide Web Consortium standards organization was founded at the Laboratory for Computer Science in 1994 by Tim Berners-Lee; the MIT OpenCourseWare project has made course materials for over 2,000 Massachusetts Institute of Technology classes available online free of charge since 2002; and the One Laptop per Child initiative to expand computer education and connectivity to children worldwide was launched in 2005.
The Massachusetts Institute of Technology was named a sea-grant college in 1976 to support its programs in oceanography and marine sciences and was named a space-grant college in 1989 to support its aeronautics and astronautics programs. Despite diminishing government financial support over the past quarter century, MIT launched several successful development campaigns to significantly expand the campus: new dormitories and athletics buildings on west campus; the Tang Center for Management Education; several buildings in the northeast corner of campus supporting research into biology, brain and cognitive sciences, genomics, biotechnology, and cancer research; and a number of new “backlot” buildings on Vassar Street including the Stata Center. Construction on campus in the 2000s included expansions of the Media Lab, the Sloan School’s eastern campus, and graduate residences in the northwest. In 2006, President Hockfield launched the MIT Energy Research Council to investigate the interdisciplinary challenges posed by increasing global energy consumption.
In 2001, inspired by the open source and open access movements, The Massachusetts Institute of Technology launched “OpenCourseWare” to make the lecture notes, problem sets, syllabi, exams, and lectures from the great majority of its courses available online for no charge, though without any formal accreditation for coursework completed. While the cost of supporting and hosting the project is high, OCW expanded in 2005 to include other universities as a part of the OpenCourseWare Consortium, which currently includes more than 250 academic institutions with content available in at least six languages. In 2011, The Massachusetts Institute of Technology announced it would offer formal certification (but not credits or degrees) to online participants completing coursework in its “MITx” program, for a modest fee. The “edX” online platform supporting MITx was initially developed in partnership with Harvard and its analogous “Harvardx” initiative. The courseware platform is open source, and other universities have already joined and added their own course content. In March 2009 the Massachusetts Institute of Technology faculty adopted an open-access policy to make its scholarship publicly accessible online.
The Massachusetts Institute of Technology has its own police force. Three days after the Boston Marathon bombing of April 2013, MIT Police patrol officer Sean Collier was fatally shot by the suspects Dzhokhar and Tamerlan Tsarnaev, setting off a violent manhunt that shut down the campus and much of the Boston metropolitan area for a day. One week later, Collier’s memorial service was attended by more than 10,000 people, in a ceremony hosted by the Massachusetts Institute of Technology community with thousands of police officers from the New England region and Canada. On November 25, 2013, The Massachusetts Institute of Technology announced the creation of the Collier Medal, to be awarded annually to “an individual or group that embodies the character and qualities that Officer Collier exhibited as a member of The Massachusetts Institute of Technology community and in all aspects of his life”. The announcement further stated that “Future recipients of the award will include those whose contributions exceed the boundaries of their profession, those who have contributed to building bridges across the community, and those who consistently and selflessly perform acts of kindness”.
In September 2017, the school announced the creation of an artificial intelligence research lab called the MIT-IBM Watson AI Lab. IBM will spend $240 million over the next decade, and the lab will be staffed by MIT and IBM scientists. In October 2018 MIT announced that it would open a new Schwarzman College of Computing dedicated to the study of artificial intelligence, named after lead donor and The Blackstone Group CEO Stephen Schwarzman. The focus of the new college is to study not just AI, but interdisciplinary AI education, and how AI can be used in fields as diverse as history and biology. The cost of buildings and new faculty for the new college is expected to be $1 billion upon completion.
The Caltech/MIT Advanced aLIGO was designed and constructed by a team of scientists from California Institute of Technology , Massachusetts Institute of Technology, and industrial contractors, and funded by the National Science Foundation .
It was designed to open the field of gravitational-wave astronomy through the detection of gravitational waves predicted by general relativity. Gravitational waves were detected for the first time by the LIGO detector in 2015. For contributions to the LIGO detector and the observation of gravitational waves, two Caltech physicists, Kip Thorne and Barry Barish, and Massachusetts Institute of Technology physicist Rainer Weiss won the Nobel Prize in physics in 2017. Weiss, who is also a Massachusetts Institute of Technology graduate, designed the laser interferometric technique, which served as the essential blueprint for the LIGO.
The mission of The Massachusetts Institute of Technology is to advance knowledge and educate students in science, technology, and other areas of scholarship that will best serve the nation and the world in the twenty-first century. We seek to develop in each member of The Massachusetts Institute of Technology community the ability and passion to work wisely, creatively, and effectively for the betterment of humankind.
sciencesprings 