from the world's big
There is no dark matter. Instead, information has mass, physicist says
Is information the fifth form of matter?
- Researchers have been trying for over 60 years to detect dark matter.
- There are many theories about it, but none are supported by evidence.
- The mass-energy-information equivalence principle combines several theories to offer an alternative to dark matter.
The “discovery” of dark matter
We can tell how much matter is in the universe by the motions of the stars. In the1920s, physicists attempting to do so discovered a discrepancy and concluded that there must be more matter in the universe than is detectable. How can this be?
In 1933, Swiss astronomer Fritz Zwicky, while observing the motion of galaxies in the Coma Cluster, began wondering what kept them together. There wasn't enough mass to keep the galaxies from flying apart. Zwicky proposed that some kind of dark matter provided cohesion. But since he had no evidence, his theory was quickly dismissed.
Then, in 1968, astronomer Vera Rubin made a similar discovery. She was studying the Andromeda Galaxy at Kitt Peak Observatory in the mountains of southern Arizona when she came across something that puzzled her. Rubin was examining Andromeda's rotation curve, or the speed at which the stars around the center rotate, and realized that the stars on the outer edges moved at the exact same rate as those at the interior, violating Newton's laws of motion. This meant there was more matter in the galaxy than was detectable. Her punch card readouts are today considered the first evidence of the existence of dark matter.
Many other galaxies were studied throughout the '70s. In each case, the same phenomenon was observed. Today, dark matter is thought to comprise up to 27% of the universe. "Normal" or baryonic matter makes up just 5%. That's the stuff we can detect. Dark energy, which we can't detect either, makes up 68%.
Dark energy is what accounts for the Hubble Constant, or the rate at which the universe is expanding. Dark matter on the other hand, affects how "normal" matter clumps together. It stabilizes galaxy clusters. It also affects the shape of galaxies, their rotation curves, and how stars move within them. Dark matter even affects how galaxies influence one another.
Leading theories on dark matter
NASA writes: 'This graphic represents a slice of the spider-web-like structure of the universe, called the "cosmic web." These great filaments are made largely of dark matter located in the space between galaxies.'
Credit: NASA, ESA, and E. Hallman (University of Colorado, Boulder)
Since the '70s, astronomers and physicists have been unable to identify any evidence of dark matter. One theory is it's all tied up in space-bound objects called MACHOs (Massive Compact Halo Objects). These include black holes, supermassive black holes, brown dwarfs, and neutron stars.
Another theory is that dark matter is made up of a type of non-baryonic matter, called WIMPS (Weakly Interacting Massive Particles). Baryonic matter is the kind made up of baryons, such as protons and neutrons and everything composed of them, which is anything with an atomic nucleus. Electrons, neutrinos, muons, and tau particles aren't baryons, however, but a class of particles called leptons. Even though the (hypothetical) WIMPS would have ten to a hundred times the mass of a proton, their interactions with normal matter would be weak, making them hard to detect.
Then there are those aforementioned neutrinos. Did you know that giant streams of them pass from the Sun through the Earth each day, without us ever noticing? They're the focus of another theory that says that neutral neutrinos, that only interact with normal matter through gravity, are what dark matter is comprised of. Other candidates include two theoretical particles, the neutral axion and the uncharged photino.
Now, one theoretical physicist posits an even more radical notion. What if dark matter didn't exist at all? Dr. Melvin Vopson of the University of Portsmouth, in the UK, has a hypothesis he calls the mass-energy-information equivalence. It states that information is the fundamental building block of the universe, and it has mass. This accounts for the missing mass within galaxies, thus eliminating the hypothesis of dark matter entirely.
To be clear, the idea that information is an essential building block of the universe isn't new. Classical Information Theory was first posited by Claude Elwood Shannon, the "father of the digital age" in the mid-20th century. The mathematician and engineer, well-known in scientific circles—but not so much outside of them, had a stroke of genius back in 1940. He realized that Boolean algebra coincided perfectly with telephone switching circuits. Soon, he proved that mathematics could be employed to design electrical systems.
Shannon was hired at Bell Labs to figure out how to transfer information over a system of wires. He wrote the bible on using mathematics to set up communication systems, thereby laying the foundation for the digital age. Shannon was also the first to define one unit of information as a bit.
There was perhaps no greater proponent of information theory than another unsung paragon of science, John Archibald Wheeler. Wheeler was part of the Manhattan Project, worked out the "S-Matrix" with Niels Bohr and helped Einstein develop a unified theory of physics. In his later years, he proclaimed, "Everything is information." Then he went about exploring connections between quantum mechanics and information theory.
He also coined the phrase "it from bit" or that every particle in the universe emanates from the information locked inside it. At the Santa Fe Institute in 1989, Wheeler announced that everything, from particles to forces to the fabric of spacetime itself "… derives its function, its meaning, its very existence entirely … from the apparatus-elicited answers to yes-or-no questions, binary choices, bits."
Part Einstein, part Landauer
Vopson takes this notion one step further. He says that not only is information the essential unit of the universe but also that it is energy and has mass. To support this claim, he unifies and coordinates special relativity with the Landauer Principle. The latter is named after Rolf Landauer. In 1961, he predicted that erasing even one bit of information would release a tiny amount of heat, a figure which he calculated. Landauer said this proves information is more than just a mathematical quantity. This connects information to energy. Through experimental testing over the years, the Landauer Principle has held up.
Vopson says, "He [Landauer] first identified the link between thermodynamics and information by postulating that logical irreversibility of a computational process implies physical irreversibility." This indicates that information is physical, Vopson says, and demonstrates the link between information theory and thermodynamics.
In Vopson's theory, information, once created has "finite and quantifiable mass." It so far applies only to digital systems, but could very well apply to analogue and biological ones too, and even quantum or relativistic-moving systems. "Relativity and quantum mechanics are possible future directions of the mass-energy-information equivalence principle," he says.
In the paper published in the journal AIP Advances, Vopson outlines the mathematical basis for his hypothesis. "I am the first to propose the mechanism and the physics by which information acquires mass," he said, "as well as to formulate this powerful principle and to propose a possible experiment to test it."
The fifth state of matter
To measure the mass of digital information, you start with an empty data storage device. Next, you measure its total mass with a highly sensitive measuring apparatus. Then, you fill it and determine its mass. Next, you erase one file and evaluate it again. The trouble is, the "ultra-accurate mass measurement" device the paper describes doesn't exist yet. This would be an interferometer, something similar to LIGO. Or perhaps an ultrasensitive weighing machine akin to a Kibble balance.
"Currently, I am in the process of applying for a small grant, with the main objective of designing such an experiment, followed by calculations to check if detection of these small mass changes is even possible," Vopson says. "Assuming the grant is successful and the estimates are positive, then a larger international consortium could be formed to undertake the construction of the instrument." He added, "This is not a workbench laboratory experiment, and it would most likely be a large and costly facility." If eventually proved correct, Vopson will have discovered the fifth form of matter.
So, what's the connection to dark matter? Vopson says, "M.P. Gough published an article in 2008 in which he worked out … the number of bits of information that the visible universe would contain to make up all the missing dark matter. It appears that my estimates of information bit content of the universe are very close to his estimates."
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Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Check out these mysterious optical illusions that affect our visual perception.
- Troxler's effect or "fading" causes images to disappear from your field of vision.
- Scientists don't have a full understanding yet of how this works.
- The effect is linked to the way neurons are adapted by the visual system.
THE LILAC CHASER<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMDU1OTgyOC9vcmlnaW4uZ2lmIiwiZXhwaXJlc19hdCI6MTYyMjg0OTI5Mn0.Bha6hEz63mh7MzwjAz9uL0Sgk3xD9N7ALTk9acWjW5M/img.gif?width=980" id="94559" class="rm-shortcode" data-rm-shortcode-id="a6fa6ecc96de1cc55da7f3191c8fa086" data-rm-shortcode-name="rebelmouse-image" />
Look at the black cross at the center of the image and the spots in this "lilac chaser" illusion will fade away in a few seconds. A grey background and the cross will remain unless you are among those who will also see a moving blue-green spot. You might even notie a bunch of green spots when you move your eyes away after a while.
HOW DOES IT WORK?<p>Research indicates the effect is related to how neurons important for perceiving stimuli are adapted by the visual system. Unchanging stimuli will eventually disappear from our awareness while our mind will fill the areas where they used to be with the background information (or color). A <strong>"sensory fading" </strong>or<strong> "filling-in"</strong> is linked to <em><strong>saccades</strong></em> – involuntary eye movements that happen even when the gaze appears settled. If we fixate on a point, an unmoving image or scene would fade from view in a few seconds thanks to the "<em>local neural adaptation </em>of the <em>rods, cones</em> and <em>ganglion cells</em> in the retina," <a href="https://www.illusionsindex.org/i/troxler-effect" target="_blank">explains the Illusions Index.</a> </p><p>The effect is made stronger if the stimulus image is low contrast or blurred. </p><p>While <a href="https://linkinghub.elsevier.com/retrieve/pii/S0042698905006693" target="_blank">studies</a> showed the effect doesn't only occur in the eyes but partially in the brain, there's not yet a definitive explanation for everything involved in this unusual visual phenomenon. </p>
Another example image of the Troxler effect. Look at the center of the image for about 10 seconds.
And another fun example:<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="1c95efc4dbb1d807658af68ed6261020"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/c6j4ftoJzj8?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span>
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