from the world's big
Hey Bill Nye! Why Don't Gas Giants Have Gas Moons?
A very small person asks a very big question: why aren't the moons of gaseous planets also made of gas?
Bill Nye, scientist, engineer, comedian, author, and inventor, is a man with a mission: to help foster a scientifically literate society, to help people everywhere understand and appreciate the science that makes our world work. Making science entertaining and accessible is something Bill has been doing most of his life.
In Seattle Nye began to combine his love of science with his flair for comedy, when he won the Steve Martin look-alike contest and developed dual careers as an engineer by day and a stand-up comic by night. Nye then quit his day engineering day job and made the transition to a night job as a comedy writer and performer on Seattle’s home-grown ensemble comedy show “Almost Live.” This is where “Bill Nye the Science Guy®” was born. The show appeared before Saturday Night Live and later on Comedy Central, originating at KING-TV, Seattle’s NBC affiliate.
While working on the Science Guy show, Nye won seven national Emmy Awards for writing, performing, and producing. The show won 18 Emmys in five years. In between creating the shows, he wrote five children’s books about science, including his latest title, “Bill Nye’s Great Big Book of Tiny Germs.”
Nye is the host of three currently-running television series. “The 100 Greatest Discoveries” airs on the Science Channel. “The Eyes of Nye” airs on PBS stations across the country.
Bill’s latest project is hosting a show on Planet Green called “Stuff Happens.” It’s about environmentally responsible choices that consumers can make as they go about their day and their shopping. Also, you’ll see Nye in his good-natured rivalry with his neighbor Ed Begley. They compete to see who can save the most energy and produce the smallest carbon footprint. Nye has 4,000 watts of solar power and a solar-boosted hot water system. There’s also the low water use garden and underground watering system. It’s fun for him; he’s an engineer with an energy conservation hobby.
Nye is currently the Executive Director of The Planetary Society, the world’s largest space interest organization.
Aria: Hi Bill Nye. My name is Aria. My question is where do all moons come from and why do gas giants not have gas moons?
Bill Nye: Wow. That is a great question Aria. Wow. First of all I was alive when people figured out or satisfied themselves as to where our moon came from. And it's generally agreed that our moon was created when the earth was hit with another pretty big thing, another asteroid. And the impact was very hard and the energy of the smashing was converted to heat and both the earth and the moon were hot and molten and they both cooled off and here we are with this other separate thing in orbit around us. Now why do gas giants not have gas moons is a great question and the answer is almost certainly because of gravity.
So when you have these little things that spun off of, let's say Jupiter or Saturn, they were too small to sustain themselves as just balls of gas. The gas shrunk down, gravity pulled it down and formed a solid thing. Whereas on Jupiter and Saturn there's so much spin, so much heat created that these are held in the gaseous state or what we call gaseous state by the energy that's coming out of them, where as the smaller ones cooled off so much that they turned solid. It is just a fantastic question, Aria. And astrophysicists or planetary scientists speculate about this all the time, but what a fantastic thing that you made this observation. The moons of Jupiter, the big ones Io, Callisto, Europa and Ganymede those big moons are cooled off. They're not gaseous like Jupiter, what they orbit. That is fantastic. Wow. And maybe more will be learned about this.
And I gotta tell you, Aria, it's very reasonable that in your lifetime we will send the right spacecraft to Europa and the moon of Saturn, Enceladus and Titan, and look for signs of life. Instead of being a gas giant, in this one example, Europa is the moon of Jupiter that has twice as much seawater as the earth and that water is under a layer of ice. And I mention it because it's evidence of how things cool off when they're in space and they're small – or relatively small. The ice forms because the heat of creation, things smash together and that heat is radiated into space so there's a crust of ice, but the water underneath is kept liquid by the gravitational exercising of its orbit around Jupiter. It's amazing. What an observation. Aria, you're making my day. I hope you will be involved in missions to Europa and you will look for signs of life below the ice. I mean who knows if you have an ocean for four and a half billion years things are going to happen. There could be living things there. There could be Europanians out there, fish people that you'll interact with. Keep us posted. Thank you.
It took a very small person to ask a big question, one that planetary scientists pondered for a long time. There are four gas giants in our solar system – Jupiter, Saturn, Uranus and Neptune – but why are their moons not made of gas? They’re solid, unlike the planets they orbit.
As always, Bill Nye is on standby to explain the workings of the world and universe around us. The widely accepted theory on how Earth’s moon was created is known as the Giant Impact Hypothesisis. It states that a very young proto-Earth was struck by an asteroid, and in that collision both Earth and the debris that chipped off it became molten. They both cooled off, and now we have a moon; nicely spherical (although not perfectly) and solid, in orbit around us.
So why don’t gas giants have gas moons? The simple answer: gravity. When Jupiter or Saturn have undergone similar collisions or events that resulted in a fragment being spun off into their orbits, those new moons were too small to sustain themselves in a gaseous state. Gravity pulled the gas down until it formed a solid sphere. A gas giant, on the other hand, stays gaseous because of its size; there is so much heat generated from its spin that it cannot cool down into a solid state. Jupiter, for example, has 67 known moons and even the bigger ones like Io, Callisto, Europa and Ganymede, have cooled off – they're non-gaseous, unlike Jupiter itself.
Much can be learned after we know the state of moons; we now know that Europa has twice as much seawater as Earth, but that the water is under a crust of ice. One day, we may find life in those oceans – they’ve been around for 4.5 billion years, so it’s likely Europanians may be living there, says Nye.
Bill Nye's most recent book is Unstoppable: Harnessing Science to Change the World.
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>
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Manly Bands wanted to improve on mens' wedding bands. Mission accomplished.
- Manly Bands was founded in 2016 to provide better options and customer service in men's wedding bands.
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