At cosmic noon, puffy galaxies make stars for longer

Galaxies with extended disks maintain productivity, research reveals

Massive galaxies with extra-large extended "puffy" disks produced stars for longer than their more compact cousins, new modelling reveals.

In a paper published in the Astrophysical Journal, researchers led by Dr Anshu Gupta and Associate Professor Kim-Vy Tran from Australia's ARC Centre of Excellence in All Sky Astrophysics in 3 Dimensions (ASTRO 3D), show that the sheer size of a galaxy influences when it stops making new stars. An ensemble of twenty-five disk galaxies. The view on the left shows light emitted in the H-alpha line from interstellar gas as a result of ongoing star-formation, while the panels on the right shows the optical light emitted by a mix of young (bluer) and old (redder) stars. Each galaxy can be seen rotated edge-on below its face-on view.  CREDIT TNG Collaboration

{module INSIDE STORY} "There's a period in the life of the Universe known as the 'cosmic noon', which occurred about 10 billion years ago," said Dr Gupta.

"That was when star formation in massive galaxies was at its peak. After that, gas in most of these galaxies grew hot - in part because of the black holes in the middle of them - and they stopped forming stars.

"In galaxies that are really, really stretched out, however, we found that things didn't heat up as much and the black holes didn't exert such a great influence, so stars kept getting made over a longer period."

Dr Gupta and Dr Tran, both of whom are based at the University of NSW, Sydney, found that they could predict the end of star formation based on the size of a galaxy's disk - the flat, circular region surrounding its centre, comprising stars, hydrogen gas and dust.

"Where the stars in the disk are widely distributed - you could call it 'puffy' - the gas stays cooler, so continues to coalesce under gravity and form new stars," said Dr Gupta.

"In galaxies with more compact disks, the gas heats up quite quickly and is soon too energetic to mash together, so the formation of stars finishes by just after cosmic noon. Puffy disks keep going much longer, say as far as cosmic afternoon tea."

To make their findings, the researchers, with colleagues from Melbourne, Germany, Mexico and the United States, used cosmological galaxy formation simulations from an international collaboration known as the IllustrisTNG project.

This was integrated with deep observations from an Australian-led project known as the Multi-Object Spectroscopic Emission Line (MOSEL) Survey.

"The IllustrisTNG simulations required millions of hours of supercomputer time," said Dr Tran.

"And the MOSEL survey needs both the WM Keck Observatory in Hawai'i and the Hubble Space Telescope.

"The results mean that for the first time we've been able to establish a relationship between disk size and star-making. So now astronomers will be able to look at any galaxy in the Universe and accurately predict when it will stop making stars - just after lunch, or later in the cosmic afternoon."

The Milky Way, incidentally, is a massive galaxy that is still making stars. That's because it was something of a cosmic late-starter. When cosmic noon arrived it was very small - containing only one-tenth of the star mass it hosts today - and did not attain 'massive' status until much, much later.

As a result, the gas and dust within it has not yet warmed up enough to quench the star-making process.

It is not, however, an extended puffy galaxy, so it will quench, relatively speaking, sooner rather than later.

"Cosmic noon was a long time ago," said Dr Gupta. "I'd say that by now the Universe has reached cosmic evening. It's not night-time yet, but things have definitely slowed down."

 

UTEP researchers make discoveries to better understand SARS-CoV-2 virus

An effort led by Lin Li, Ph.D., assistant professor of physics at The University of Texas at El Paso, in collaboration with students and faculty from Howard University, has identified key variants that help explain the differences between the viruses that cause COVID-19 and Severe Acute Respiratory Syndrome (SARS).

A team comprised of researchers from UTEP and the historically Black research university in Washington, D.C., discovered valuable data in comparing the fundamental mechanisms of Severe Acute Respiratory Syndrome Coronavirus (SARS-CoV) and SARS-CoV-2 -- also known as COVID-19 -- to better understand how these viruses attack the human body. Their findings are published in an article titled "Spike Proteins of SARS-CoV and SARS-CoV-2 Utilize Different Mechanisms to Bind with Human ACE2" that recently appeared in the scientific journal Frontiers in Molecular Biosciences.

"We are very excited and interested in the timely work that Dr. Li and his collaborators have reported," said Robert Kirken, Ph.D., dean of UTEP's College of Science. "As the SARS-COV2 continues to evolve through its passage by infected humans, the rapid identification and assessment of these mutants using the research and testing approaches they have established will be critically important for the development of new vaccines and therapeutics." Lin Li, Ph.D., assistant professor of physics at The University of Texas at El Paso, discovered valuable data in comparing the fundamental mechanisms of Severe Acute Respiratory Syndrome Coronavirus (SARS-CoV) and SARS-CoV-2 -- also known as COVID-19 -- to better understand how these viruses attack the human body. His research was published in the scientific journal Frontiers in Molecular Biosciences.  CREDIT Courtesy: Lin Li, Ph.D{module INSIDE STORY}

In comparing the viruses, researchers found that both are very similar in sequence and almost identical in structure. Using supercomputational approaches, they were also able to identify mutations of SARS-CoV that make SARS-CoV-2 significantly more contagious and prone to cause serious infections.

"We found that because of mutations, the binding from SARS-CoV-2 to the human cell is much stronger compared with SARS-CoV," Li said. "This might be one of the reasons why SARS-CoV-2 is spreading much faster and is difficult to control. SARS-CoV-2 also uses a much smarter strategy to attack the human cell than SARS-CoV. For example, when SARS-CoV infects or binds to the human cell, it uses several key residues or amino acids to do so, while SARS-CoV-2 uses more residues, making it more robust and easier to completely hijack the human cell.

"We identified the most important residues for SARS-CoV-2 to bind to the human cell. This type of data is key for drug development to cure or treat infections caused by these types of viruses. These fundamental rules and features can also be used for future disease control when perhaps 10 years from now, there's a SARS-CoV-3 or 4."

Researchers from both universities focused on examining one of the virus' four main proteins, known as the spike protein, that initiates infection to the human body. They discovered that from SARS-CoV to SARS-CoV-2 there is an interesting change in mechanism of the binding domain of the spike protein.

"The binding domain needs to flip out so that it can bind to the human cell, but we found some strange mutations that happened. Like the hinge of a door, the binding domain may affect the flip mechanism of SARS-CoV-2. It may be more flexible, making it easier to bind to the human cell," Li said.

The team included an interdisciplinary mix of undergraduate and graduate students, postdoctoral researchers and faculty from both UTEP and Howard University. Yixin Xie, a UTEP graduate student and research assistant, served as the paper's first author, and led the calculation and analysis portions of the project while working closely with other UTEP and Howard University students remotely due to the pandemic.

In the future, the goal of the team is to expand their research to study the mechanisms of all four proteins to better understand the inner workings of these viruses even more to help combat COVID-19 and related viruses.

MU's eMINTS National Center wins grant to help advance STEM education in underserved Missouri school districts

Ninety-seven percent of children and adolescents play at least one hour of video games each day, according to the American Psychological Association. Meeting children where they are to encourage interests in science, technology, engineering and mathematics (STEM) may be the key to prepare students for potential STEM careers in the modern workforce.

To teach one of the most crucial skills needed for STEM careers--computer coding--the Enhancing Missouri's Instructional Networked Teaching Strategies (eMINTS) National Center will use a $3.9 million grant to help rural Missouri school districts teach 5th grade students how to create video games that teach computer coding skills at the same time.  Tad Brinkerhoff is the director of the eMINTS National Center.{module INSIDE STORY}

"Not only is STEM education a big push in the educational landscape right now, but we also need to figure out how to motivate and excite students to want to learn more about these topics," said Carla Chaffin, the grant's primary investigator and instructional consultant with the eMINTS National Center, which is housed in MU's College of Education. "This grant will allow students to create their own video games and simulations that align with math and science curriculum while teaching computer coding skills."

The project will partner with 47 schools throughout rural Missouri in school districts with high percentages of students on free and reduced lunch programs. Coaching and technological support will be provided by eMINTS to teachers at the partner schools, and computers will be provided by Kansas City Audio-Visual.

"Our overall goal is to use technology appropriately to help students learn more effectively," said Tad Brinkerhoff, director of the eMINTS National Center. "However, the technology is just a tool, and the instructional model we use is the real key. If we can teach students a transferrable skill, we can spark their interest in STEM topics while allowing them to have fun and enjoy school at the same time."

Chaffin added teaching young students to be problem solvers and develop critical thinking skills will benefit them as they mature and eventually enter the workforce.

"By exposing students to these opportunities to create and learn, hopefully they will be excited about potentially pursuing careers in STEM later down the road," Chaffin said. "We want them to enjoy coming to school and to be engaged so their motivation for learning continues during the course of their lifetime."