Written by Jennifer Chu, MIT News Office
CAMBRIDGE, Mass. — Astronomers at MIT and elsewhere have discovered a new multiplanet system within our galactic neighborhood that lies just 10 parsecs, or about 33 light-years, from Earth, making it one of the closest known multiplanet systems to our own.
At the heart of the system lies a small and cool M-dwarf star, named HD 260655, and astronomers have found that it hosts at least two terrestrial, Earth-sized planets. The rocky worlds are likely not habitable, as their orbits are relatively tight, exposing the planets to temperatures that are too high to sustain liquid surface water.
Nevertheless, scientists are excited about this system because the proximity and brightness of its star will give them a closer look at the properties of the planets and signs of any atmosphere they might hold.
“Both planets in this system are each considered among the best targets for atmospheric study because of the brightness of their star,” says Michelle Kunimoto, a postdoc in MIT’s Kavli Institute for Astrophysics and Space Research and one of the discovery’s lead scientists. “Is there a volatile-rich atmosphere around these planets? And are there signs of water or carbon-based species? These planets are fantastic test beds for those explorations.”
The team will present its discovery today at the meeting of the American Astronomical Society in Pasadena, California. Team members at MIT include Katharine Hesse, George Ricker, Sara Seager, Avi Shporer, Roland Vanderspek, and Joel Villaseñor, along with collaborators from institutions around the world.
The new planetary system was initially identified by NASA’s Transiting Exoplanet Survey Satellite (TESS), an MIT-led mission that is designed to observe the nearest and brightest stars, and detect periodic dips in light that could signal a passing planet.
In October 2021, Kunimoto, a member of MIT’s TESS science team, was monitoring the satellite’s incoming data when she noticed a pair of periodic dips in starlight, or transits, from the star HD 260655.
She ran the detections through the mission’s science inspection pipeline, and the signals were soon classified as two TESS Objects of Interest, or TOIs — objects that are flagged as potential planets. The same signals were also found independently by the Science Processing Operations Center (SPOC), the official TESS planet search pipeline based at NASA Ames. Scientists typically plan to follow up with other telescopes to confirm that the objects are indeed planets.
The process of classifying and subsequently confirming new planets can often take several years. For HD 260655, that process was shortened significantly with the help of archival data.
Soon after Kunimoto identified the two potential planets around HD 260655, Shporer looked to see whether the star was observed previously by other telescopes. As luck would have it, HD 260655 was listed in a survey of stars taken by the High Resolution Echelle Spectrometer (HIRES), an instrument that operates as part of the Keck Observatory in Hawaii. HIRES had been monitoring the star, along with a host of other stars, since 1998, and the researchers were able to access the survey’s publicly available data.
HD 260655 was also listed as part of another independent survey by CARMENES, an instrument that operates as part of the Calar Alto Observatory in Spain. As these data were private, the team reached out to members of both HIRES and CARMENES with the goal of combining their data power.
“These negotiations are sometimes quite delicate,” Shporer notes. “Luckily, the teams agreed to work together. This human interaction is almost as important in getting the data [as the actual observations].”
In the end, this collaborative effort quickly confirmed the presence of two planets around HD 260655 in about six months.
To confirm that the signals from TESS were indeed from two orbiting planets, the researchers looked through both HIRES and CARMENES data of the star. Both surveys measure a star’s gravitational wobble, also known as its radial velocity.
“Every planet orbiting a star is going to have a little gravitational pull on its star,” Kunimoto explains. “What we’re looking for is any slight movement of that star that could indicate a planetary-mass object is tugging on it.”
From both sets of archival data, the researchers found statistically significant signs that the signals detected by TESS were indeed two orbiting planets.
“Then we knew we had something very exciting,” Shporer says.
The team then looked more closely at TESS data to pin down properties of both planets, including their orbital period and size. They determined that the inner planet, dubbed HD 260655b, orbits the star every 2.8 days and is about 1.2 times as big as the Earth. The second outer planet, HD 260655c, orbits every 5.7 days and is 1.5 times as big as the Earth.
From the radial-velocity data from HIRES and CARMENES, the researchers were able to calculate the planets’ mass, which is directly related to the amplitude by which each planet tugs on its star. They found the inner planet is about twice as massive as the Earth, while the outer planet is about three Earth masses. From their size and mass, the team estimated each planet’s density. The inner, smaller planet is slightly denser than the Earth, while the outer, larger planet is a bit less dense. Both planets, based on their density, are likely terrestrial, or rocky in composition.
The researchers also estimate, based on their short orbits, that the surface of the inner planet is a roasting 710 kelvins (818 degrees Fahrenheit), while the outer planet is around 560 K (548 F).
“We consider that range outside the habitable zone, too hot for liquid water to exist on the surface,” Kunimoto says.
“But there might be more planets in the system,” Shporer adds. “There are many multiplanet systems hosting five or six planets, especially around small stars like this one. Hopefully we will find more, and one might be in the habitable zone. That’s optimistic thinking.”
This research was supported, in part, by NASA, the Max-Planck-Gesellschaft, the Consejo Superior de Investigaciones Científicas, the Ministerio de Economía y Competitividad, and the European Regional Development Fund.
Campus 365 provides cloud-based seamless solutions to educational institutions
With its ERP software and pioneering technological innovation, Campus 365 is disrupting the education sector and making education more effective and accessible
Just as technology, and particularly the digital era, has disrupted and improved most major segments of India’s economy, education and training is also undergoing a tech revolution. Education Technology, more commonly known as EdTech, possesses the power to bridge the learning gap thanks to technology’s ability to eliminate geographical barriers. As much as digital adoption is the need of the hour, it is critical to retain a few unparalleled benefits of a traditional classroom setup such as group discussion, personalised support from educators and creating opportunities to work on peer collaborative assignments.
Armed with a mission to empower schools with tools that serve people in the most human, helpful way, Campus 365- an ed-tech start-up incubated by NASSCOM 10000 startup based out of Gurgaon, is providing cloud-based solutions to schools and colleges to manage and track their daily activities seamlessly. With user-friendly mobile apps to help students, parents, and teachers maintain the academic cycle, Campus 365 provides a 360-degree outlook to stakeholders assisting them in making productive decisions to escalate their progress.
“We all know that the introduction of EdTech is transforming the learning process in schools. Initially, technological abilities were not needed for students but these skills are now of much importance. Today, students should have good knowledge of online communication to attend classes, check emails, and submit assignments online and our school ERP gives our students a dedicated platform for this to make them future-ready. We at Campus 365 believe that technology is a powerful instrument that can elevate education to an advanced level, allowing students to learn and collaborate in new ways and we are constantly working towards it” said Mayank Singh Co- Founder and CEO of Campus 365.
Campus 365 is India’s largest all-in-one app for teachers, schools, and coaching institutes to manage their online and offline classrooms in one place. This online teaching and institute management app helps users create tests & quizzes, share study material & homework, chat with students, take live online classes, record live lectures, teach using digital whiteboard, automate attendance, and much more.
Empowering 1000+ institutes globally, Campus 365’s mission is to enhance student learning by bringing innovation to education. Campus 365 partners with schools and colleges across the country to provide students with a holistic learning experience that makes them future-ready. The company offers a high-quality, end-to-end solution for every stakeholder involved in a child’s learning journey. Campus 365 tackles some of the most critical aspects of School management and reduces school staff workload. By doing so, the company ensures that school teachers nurture the young minds of tomorrow and that the school support staff enjoys using the Campus 365 School ERP engine’s superior apps. Campus 365’s innovative school management software solutions are aimed at providing the best of School ERP features and safety measures to school-going children.
Campus 365’s team is founded with a deep-rooted passion toward delivering value to not just schools, but to parents and teachers as well, who ensure that children are always walking on the path of constant innovation. Today, Campus 365 is used by schools around the world – from kindergarten to higher studies schools and non-profit schools.
Campus 365 has simplified the managing of day-to-day activities such as attendance marking, alerts through mobile applications, fees payment reminders, parent-teacher notifications, and holiday schedules. Every team member in Team Campus 365 has some experience in School and College Management Process and it is also one of the reasons why the company puts concerted efforts into optimising the School and College Management Software. Breaking complex software and making them user-friendly is the top priority of Team Campus 365.
Study Australia successfully concludes the Study Australia Entrepreneurship Challenge
The winners of the SAEC 2022 are – Team Econominds of MITWPU University, Pune
The Australian Trade and Investment Commission (Austrade- Australian Government agency) successfully concluded its Study Australia Entrepreneurship Challenge (SAEC-2022) in Delhi on September 23, 2022.
The winners of the SAEC 2022 are – Team Econominds of MITWPU University, Pune. The all-girls team has won a Student Tour to Australia, which will take place in March 2023.
Their theme was Circular Economy and Challenge question was – ‘How might we ensure that the clothing we wear is more sustainable’. The members of the team are Nishita Bhattad, Jasmine Mehta, Samiksha Joshi, Shweta Karthik and Muskan Kashyap.
The award is sponsored by Study Adelaide.
During this tour the winners will get a glimpse of the Australian lifestyle and will get the chance to visit and learn more about Australian education institutions and Australian entrepreneurship ecosystem and start-up culture.
The first runners-up of SAEC 2022 are Team Ekta from NMIMS, Mumbai. They have won a $2000 scholarship each, sponsored by Study New South Wales – which the students will be able to use towards the tuition fee for a full-time postgraduate degree program at any NSW education provider.
The second runners-up of SAEC 2022 are Team Glovis Rise from Lovely Professional University, Punjab who bagged a cash prize of $500 each, sponsored by Study Queensland.
Ms. Melissa Bank, Head of International Education Centre of Excellence, Austrade said, “Australia has always been a preferred destination for Indian students when it comes to higher education. We are seeing an increase in the number of Indian students applying to Australian universities every year. With the re-opening of borders after the pandemic, we are witnessing a constant surge in number of students arriving in Australia. The Australian government is committed to provide them the best-in-class education while also equipping them with necessary skills to facilitate their dream of becoming global citizens. Our goal behind setting up this competition was to help students learn about Australian entrepreneurship eco-system and its institutions. I am glad that all the participants were highly involved with this programme and we have been able to highlight the key differential factor that can make them an entrepreneur.”
The Study Australia Entrepreneurship Challenge was an initiative to engage highly-skilled students from the Indian higher education institutes who participated in a series of hybrid events, which were based on Ted X-meets-Hackathon. The participants formed multidisciplinary teams and participated in a two-week program showcasing the opportunities of Australia’s education sector and the Australian entrepreneurial and start-up ecosystems.
As part of the challenge, the teams created a 3-minute pitch video idea on the following challenge themes – Cybersecurity, Circular Economy, Digital Health, and Creative Industries. The participating teams also had access to mentors from Australian academia and industry who guided them in the development of their video pitches. They got in-depth understanding of their chosen topic during academic spotlights that were delivered by Australian academic experts, as well. The jury panel for the contest included Ms. Melissa Bank, Head of International Education Centre of Excellence, Austrade and Mr Sukhmeet Singh, Co-founder, A2P Energy.
In recent years, Australia has been a leading destination for Indian students seeking to study abroad, and it has progressively emerged as a preferred choice for many. Since the border re-opening in mid-December 2021 until 22 July 2022, over 260,000 student visa holders reached Australia.
Furthermore, the Australian Trade and Investment Commission’s “The Study Australia Industry Experience Program (SAIEP)” was launched for current Indian and other international students at Australian universities to enhance their employability skills.
More information about Study Australia and the support for Indian students is available at https://www.studyaustralia.gov.au/india
University of Essex Online invites applications for PG Cert Global Mental Health and Wellbeing
University of Essex Online courses are delivered by Kaplan Open Learning in partnership with the University of Essex
The University of Essex Online is inviting applications for the October intake of the PG Cert Global Mental Health and Wellbeing. The course deals with a wide range of topics, including identifying and processing challenges which impact global mental health, as well as interpreting and understanding ethical policies for an international framework.
This course is designed with a specific focus on the critical perspectives of global mental health policy and practices. Students will gain the skills and experience required to pursue a career as a mentor, coach, manager, mental health lead or wellbeing adviser. With further training, one could also become a specialist nurse, specialist mental health practitioner or health service manager.
Upon successful completion of the course, students will be awarded a certificate from the University of Essex – one of the UK’s top 40 universities (Complete University Guide 2023).
Course duration and delivery: This is a 100% online part-time course with an indicative study duration of eight months.
Course content is delivered through a cutting-edge virtual learning environment (VLE), giving students 24/7 access to study materials, such as lecturecasts. This offers a contemporary and accessible way to interact with multimedia content and check understanding via engaging and interactive activities.
Application deadline: 20 October 2022
· For the academic entry route, students must have an undergraduate degree from an approved institution, equivalent to a UK Honours degree, or a relevant professional qualification.
· For the work experience entry route, students must have at least three years of work experience (voluntary or paid) within a relevant field, supported by two appropriate references.
· As part of the application process, applicants will be asked to take a short aptitude test which is designed to evaluate their ability to handle the intellectual and practical demands of the course.
· If English isn’t your first language, your ability should be equivalent to an IELTS (Academic) score of 6.5. If you don’t hold an IELTS or equivalent qualification, the University offers a free online English test.
How to apply:
Please visit: https://online.essex.ac.uk/apply/
Tuition fee: £3,945
Scholarship: Merit-based scholarships are available based on prior academic achievements and work experience.
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