SDAI Scientific Discovery Investigative Report 102209

SCIENTIFIC DISCOVERY INVESTIGATIVE REPORT

Black Hole Discovered that is 12 Billion Times Bigger than the Sun

Part 1

Identify the scientific discovery and explain the concepts which form the basis of

knowledge associated with the scientific discovery.

Scientists in 2015 announced the discovery of a black hole twelve billion times the size of the
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sun, which dates back to within 1 billion years after the creation of the universe. Although not the
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biggest black hole identified, its age is a shock to scientific theorists as so-called super-massive black
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holes were believed to only grow in a slow, gradual process “by vacuuming up gas and even stars that
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venture too close” (Gigantic Black Hole Discovered From the Dawn of Time, 2015).
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A black hole is formed by manner being so tightly compressed that all other forces yield to
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the all-powerful gravitational force causing it to shrink into singularity (OasisHDChannel, 2013).
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These mystifying dark cavities that remain elusive elements of our universe seem to be mostly formed
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out of the explosive death of a big star – known as a supernova. Predicted by Albert Einstein in his
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theory of general relativity, black holes are so strong that, as the name suggests, nothing can escape.
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Not even light. As such, for decades they became difficult objects to spot in the universe. However,
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scientists can infer a black hole’s presence by its effects on nearby objects – drawing in matter in a

process called accretion. Astronomers have found reasonable evidence to infer that a super-massive

black hole (like that discovered in 2015) exists at the centre of essentially every galaxy in the

universe, as is true of our own Milky Way galaxy.

Black holes famously emit jet beams of energy across space as they pull in matter nearby.

These objects are called quasars. Quasars are jets of radiation which emanate from the centre of

galaxies. They create huge amounts of gas which become the necessary material for the birth of a star.

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The discovery of the quasar which pointed to the presence of this very old black hole, is

named SDSS J010013.02+280225.8 and has been labelled by its finders to be “ultraluminous” (Wu et

al., 2015, p.512) emitting a luminosity the equivalent of 420 trillion of Earth’s sun. Its brightness

accompanied by the size of the black hole contradict current scientific theory regarding its formation

so early in the universe.

The joint discovery internationally undertaken originally by astronomers from Peking

University, China and later by astronomers from the University of Arizona, has forced scientists all

around the world to go back to the drawing board regarding black hole theory as they attempt to

uncover why such a super-massive black hole formed in a time from which only 6% of the entire
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universe comes.
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Part 2

Assess the significance of the scientific discovery in regards to its impact on

contemporary society.

The significance of the discovery of this early black hole, as well as the

accompanying discovery of the ultraluminous quasar is best described in the article published

by the Peking University astronomers who uncovered the baffling dark cavity (Wu et al.

2015). In their introduction, Wu et al. (2015) self-proclaim the problem the object causes in

that “the existence of such black holes when the Universe was less than one billion years old
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presents substantial challenges to theories of the formation and growth of black holes and the
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coevolution of black holes and galaxies” (p.512). In essence, the finding forces a new theory
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for the formation of super-massive black holes which disregards or places less stress on the
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time it takes to form – scientists, as of yet, simply don’t have an answer. The astronomers
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continue, claiming that the quasar will help to determine the evolutionary process of weak-
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line quasars (Wu et al., 2015, p.513). In a final vindictive statement, the discoverers declare
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that its existence aids the belief that early supermassive black holes grew at a much faster rate
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than the galaxies which host their existence (Wu et al., 2015, p.514). The discovery has also
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been argued by head author and astrophysicist Xue-Bing Wu to educate us on the process of
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formation of stars in the early universe, saying “this quasar … like a lighthouse, will provide

us chances … to study the cosmic structure of the dark, distant universe” (Monster quasar

shines 429 trillion times brighter than the sun, 2015). Whatever the case, it is apparent that the

discovery will become a “unique resource for the future study of … black holes at the end of

the epoch of cosmic reionization” (Wu et al., 2015, p.514), cementing it as one of the most

pivotal space discoveries not just within the past century but, indeed, in all of time.

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Part 3

In demonstrating your understanding of concepts associated with the scientific

discovery chosen you will undertake a small investigation or inquiry that gives you first-

hand knowledge and understanding of one or more key concepts associated with the

scientific discovery.

Two activities constitute for this inquiry into black holes. The first is an activity modelling the
formation of a black hole and the second models the action of a black hole and in particular focusses
on its gravitational pull. Both activities are modelled off Science In School, Issue 27: ‘Peering into the
darkness: modelling black holes in primary school.’
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ACTIVITY 1: BLACK HOLE BALLOON

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This activity shows the formation of a black hole as a result of the collapse of a massive star
by demonstrating how the star gives in to the weight of the gas which surrounds it.
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Materials:


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Balloon
 Aluminium foil (enough to completely cover balloon)
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 Flexible measuring tape

 Scales
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 Pin
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Method:
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1. Inflate balloon and tie off.

2. Wrap balloon in many layers of aluminium foil so that there is no
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part of the balloon to be seen.

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Discuss: You have now created the model star. The layers of foil
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represent gas layers of the star. The balloon gives them their shape.
At the core, thermonuclear fusion creates heat, exerting pressure on
the gas layers, keeping them from collapsing.
3. Measure the size of the balloon and record the weight.
4. Gently squeeze the balloon.
Discuss: Here you are simulating gravity. The balloon resists
squeezing as the air pressure disallows it from deflating. Likewise,
the star refuses to collapse on itself as the pressure of the core
refuses it to do so.
5. Pop the balloon with the pin and squeeze the foil down to make
the aluminium foil into a ball.

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Discuss: At the end of a star’s life, it runs out of fuel in the core and loses the ability to hold
up its gas layers, losing all resistance and thus imploding. A black hole is formed.
6. Once again, measure the size of the balloon and record the weight.
Discuss: Notice that although the size of the ball has decreased the mass has stayed the same.
This simulates that when a star collapses into a black hole it simply gets denser.
Questions:
With more gasses (represented by aluminium foil) would the star, and therefore the black
hole, be bigger?
With more gas a star becomes significantly larger and as the star reaches the end of its life it
produces a black hole of the same (mega) proportion.
Does the black hole or the star have higher density?
The star and black hole have the same mass as they are made from the same amount of
material. But as the black hole is smaller it has more material contained in less volume meaning it
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has higher density.

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ACTIVITY 2: BLACK HOLE BANDAGE

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This activity models the action of a black hole, visualising the way black holes ‘bend’ space-
time and the impact they have on their surroundings.
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Materials:
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 Large, light elastic bandage

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 Small marble
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Very heavy ball

 Pair of sharp scissors
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Method:
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1. Cut elastic bandage 40cm long.

2. Two people must stretch bandage horizontally until taut.
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Discuss: This bandage represents two-dimensional space.

3. Place marble on bandage. Make it roll across surface of
bandage.
Discuss: The marble’s path should be a straight line. This
represents a light ray travelling through space.
4. Place heavy ball on bandage.
Discuss: The heavy item deforms the fabric of space. Space curved
around the heavy mass.
5. Make the marble roll close to heavy mass.
Discuss: The marble’s trajectory should alter according to the
deformation of space (bandage). This represents light passing
close to a massive object deforming the space surrounding it. The

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heavier the large ball, the more curved the bandage. This represents increased depth of
‘gravitational well’. When the marble passes close to the heavy mass, it revolves around the
‘black hole’, eventually falling in. This represents how easily things fall into a black hole and
cannot escape as gravity deforms space in such a way as makes escape from a black hole for
light impossible.
Questions:
What happens if the marble speed increases?
When given enough speed, the marble is able to gain enough energy to escape the black
hole’s gravity.
Will using heavier objects make it harder to escape the black hole?
Yes. The heavier the object (whether it is a heavier large ball, representing the black hole, or
a heavier marble, representing light) the harder the marble must be thrown in order to escape the
gravitational pull of the black hole.
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Can you tell where a black hole is?

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If big enough, a black hole will trap stars in its gravitational field forcing them to orbit the
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black hole. Astronomers look for stars orbiting the same central point and if there is no visible object
as this central point it is presumed that a black hole is evidently there.
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Part 4

Analyse the scientific merits of a science fiction film or novel that explore ideas

associated with the scientific discovery.

Interstellar is a film directed by internationally-acclaimed director Christopher Nolan.

The movie follows man’s search for a new home as a crop blight devastates planet Earth,

forcing ex-NASA pilot Joseph Cooper to join a team of scientists and robots as they embark

on, what is later revealed to be, a one-way mission to find a new world for humankind. The

film explores many concepts of theoretical physics including that of black holes and relativity
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and, according to California Institute of Technology renowned theoretical physicist,

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executive producer, scientific consultant and leading inspiration for the film Kip Thorne,
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although the film is science fiction it refuses to breach established laws of physics – a facet
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which has allowed the film to boast among “a compelling storyline and dazzling special
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effects … an impeccable scientific pedigree” (Clery, 2014, p.800).

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Although the film avoids inaccuracies in all areas of physics, it is the CGI animation
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of the black hole Gargantua which has captured the headlines as not only the first attempted
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depiction of a black hole in a Hollywood movie (James et al., 2015) but more importantly, as
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a beautiful portrayal of a black hole distorting its surrounds as it is approached (‘Interstellar':

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Neil deGrasse Tyson on the Film’s Science, 2014). Although much of the accolades for such a

feat are given to the visual effects company Double Negative Visual Effects, it was the

mathematics of theoretical physicist Thorne who collaborated with the team to develop a

code called Double Negative Gravitational Renderer (DNGR) “to solve the equations for ray-

bundle propagation through the curved space-time of a spinning (Kerr) black hole, and to

render IMAX-quality, rapidly changing images” (James et al., 2015) as described in an article

written by the executive producer (among other authors) to inform physicists of his findings.

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Such findings included the realisation that a camera within close proximity of a

rapidly spinning black hole reveals that caustics create “more than a dozen images of

individual stars and of the thin, bright plane of the galaxy in which the black hole lives”

(‘Interstellar’ technology throws light on spinning black holes, 2015). Further investigation

affirmed that this only occurred when the black hole was spinning at a very fast rate near

where whirling space moved towards the camera. The deduction was therefore made that

such multiple images of stars also occurred on the further side of the black hole but that “the

whirl of space compressed them inward” (‘Interstellar’ technology throws light on spinning black

holes, 2015) falling behind the hole’s shadow and rendering them invisible in the simulations.
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This discovery enabled Interstellar to not only stun the box office but to make equally lasting
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impressions on the field of science and theoretical physics. Whilst not a new discovery, the
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film also delivered in the area of relativity, ensuring the correct result of reaching close
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proximity of a black hole. Primarily, that the person closer to the hole would experience time
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at a much slower rate than the person on Earth (in this case Connor’s daughter Murphy).
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The determined nature with which director Christopher Nolan and screenplay writer
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(and brother) Jonathan Nolan produce a high-quality box-office science-fiction hit whilst still
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obeying every law of physics, has led to Interstellar being hailed “one of the most realistic
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science fiction films ever” ("Interstellar" science explained by Neil deGrasse Tyson, 2014). The
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film seeks to take viewers on a journey as man endeavours to find a new place to live, facing

dangerous uncharted forces of nature such as wormholes, black holes and new worlds, and to

create a little bit of scientific history on its way.

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http://science.nasa.gov/astrophysics/focus-areas/black-holes/.

Choi, C. Q. (2015, February 26). Monster quasar shines 429 trillion times brighter than the sun.

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quasar-shines-429-trillion-times-brighter-than-the-sun.
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Clery, D. (2014, November 13). The theoretical physicist behind Interstellar. Science, 346(6211), 800-

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Condie, B. (2015, February 26). Astronomers spot a quasar 12 billion times the size of the Sun.
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