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    January 31

    My public star parties.

    For years now, I have set up telescopes for public viewing events. I first started doing this in graduate school. I was a TA teaching astronomy labs, so I had access to the observatory. It was in this capacity that I met (let's call her) Emily, who was president of the astronomy club. I really liked her, so anytime she wanted to get one of the club telescopes from the observatory, I'd drop whatever I was doing to go get it for her. She also wanted to do public star parties, and I went along with convincing the other club members to go along with her idea. Well, naturally, this meant more work for me and Emily than anyone else, but it was fun. Anyway, she went her way, and left me to still do the public events. So, I went off to another university to do doctoral work, and a year or two after I got there, there was some astronomical event (a lunar eclipse, or something), and I organized a public night at the observatory to observe it. A year or two after that, there was a deep partial solar eclipse. I again organized a public viewing for that. This was at the beginning of the summer, and I thought that it would be nice to do some evening public observing nights at the observatory. So, I set observing nights for the next three months on the Saturday night following the New Moon. During one of these events, I overheard two visitors talking about how much they enjoyed these events. One told the other that we were doing this on the first Saturday of the month. Well, that seemed to actually be a good idea. So, I managed to make that a permanent event. After leaving there, I was teaching as an adjunct at a community college that had a planetarium and several active amateur astronomers that put on a couple of free planetarium shows each month. I suggested public star parties, and we started doing them along with another free planetarium show on the first Friday of each month. Then, I got hooked up with another adjunct astronomy instructor at another college who had been doing informal star parties now and then in the area. He had recently hooked up with a couple of contacts with the state Department of Parks and Wildlife. He and a few friends were doing star parties in various state parks in the area. One of these days, most of his friends were occupied, so he asked if I could help. So, I did. Then, I helped again, and again. Eventually, we got to doing these regularly. And then, he got a bit busy, so I wound up taking over and doing star parties nearly once per month for the state parks. In addition, after getting my full time faculty position, I have worked with a couple of area cities to do star parties at their libraries or parks, and we have done star parties on our campus for special events. All told, this works out to probably about 15 or more per year. I kind of got talked into doing star parties, but I really enjoy them, even thought they are a lot of work.

    -Astroprof

    January 30

    Seeing the young crescent moon.

    OK, before I begin, I want to say that I REALLY hate our network on campus.  OK, that is sort of out of my system.  I have been trying to post this all afternoon and evening from my office, but the network was doing something (I don't know what) that kept giving me an error message and eating my post when I tried.  Anyway, I am home now (I taught my night classes), so I can post finally.

    A couple of days ago was the New Moon.  This is when the Moon is between the Earth and the Sun, so the side towards us is dark.  Well, actually, it is approximtely lined up.  Only a couple times per year do the orbits really line up.  If you get a New Moon at about that time, they you get a solar eclipse.  The rest of the time, they are close to lined up, but not perfectly so. 

    It takes about 29.5 days for the Moon to go through a complete cycle of its phases.  So, in close to two weeks, it will be Full Moon.  At that time, the Moon will be on the opposite side of the Earth from the Sun, so it will rise at sunset and set at sunrise.  Next weekend, it will be First Quarter Moon.  That will rise at Noon, set at Midnight, and be very high in the southern sky at sunset.  Each night for the next two weeks the Moon will be a little farther to the East in the sky, and a little more full.  The time since the last New Moon is called the age of the Moon.  The First Quarter Moon is just barely over two weeks old.  The Moon tonight is a couple days old.  In some calendars, such as the Islamic calendar, the first sighting of the Moon after New Moon is the beginning of the Month.  However, when can you first see the Moon?  The closer it is to the Sun, the harder it is to see.  The earliest moon that you can see is a little under 20 hours old.  That, though, assumes perfect sky conditions (low humidity, no pollution or clouds or haze, and a clear view of the western horizon).  For most of us in the city, with all sorts of pollution, the moon has to be nearly two days old in order to see the tiny crescent.  Tonight it was quite clear. 

    So, over the next few nights, to out at a little after sunset and look for the Moon.  The next few nights, it will be low to the west.  By the end of the week, it will be higher in the southwest, and over the weekend it will be high in the southern sky.

    -Astroprof
    January 29

    Hyperdimensional portal in the washing machine.

    That's right.  I seem to have a special washing machine right out of the twilight zone.  It must contain a portal into another universe or something.  One again, I have done laundry over the past couple days, and again I have an odd number of unmatched socks.  I am still at a loss to explain this.  I wear socks all week.  I have two feet.  Each has a sock on it.  This means that I should have worn an even number of socks, right?  I then wash said even number of socks, and so I should have an even number coming out of the wash.  That is not what I observed after the first load.  OK, I thought.  I've gotten a bit behind in laundry, so I had a lot of clothes to wash, and so there were multiple loads.  The missing socks must be in the second load.  Well, there were two orphan socks in the second load, but only one matched a sock from the first load.  This leaves me with three unmatched socks.  Now, first of all, I must have an even number, given an even number of feet.  Second, I had this problem not too long ago, so I've been extra careful to make sure that I don't put on unmatched socks while I am half asleep in the mornings.  Even if I did, then they should be pretty close to matching or I'd notice either putting them on or taking them off.  Well, these weren't even particularly close to one another.  So, the only thing that I can think of is that my washing machine contains a portal into another universe.  Either that, or a miniture black hole that just eats socks once in a while.  The portal seems more likely, since I occasionally get an extra sock.  Black holes are one way, but a portal (at least in the sci fi stories) works both ways.  Hmm.  A washing machine from the twilight zone ...

    This might also expain how a shirt with no holes in it going into the wash comes out with a small clean hole in it.  Silly me.  I had just thought that I must have dripped a drop of acid onto it.

    -Astroprof
    January 28

    Challenger requiem

    OK, so this one will show my age somewhat.

    Twenty years ago today, a group of graduate student friends were heading to lunch. We had met in church. One was a chemist, one a soil scientist, one a biochemist, and one a physics student. I had known that there was a shuttle mission schedule for the day. However, in those days, very little press attention went to spaceflight. NASA had a dream of making spaceflight so common that it was no big deal. They had almost succeeded, with a record number of shuttle flights going up. As I was growing up, every space mission was greated with a copious amount of news coverage. The launches preempted hours of TV, if not most of the day. Eventually, it got to where a launch got only two to three hours of live news coverage. But so many shuttles were being launched that it was no longer news. Eventually, networks only broke into regular programming about 30 to 60 seconds before launch, and then returned to regular programming within a couple minutes of launch --- hardly more than a commercial break. By 1986, though, shuttle missions didn't normally even rate that. Rather, you might get a 30 second spot on the evening news showing the launch. The missions were very routine, and nothing unusual ever happened. I had thought that this mission might be different, given that they were doing a major PR thing: a teacher was going into space to conduct lessons from orbit. She was not the first person not connected to the actual mission to ride along into space aboard a shuttle. Earlier a congressman went into space. At a cost of over $10,000 per pound to put something into orbit, it was a rather expensive luxury. Alas, before heading to meet my friends for lunch, I stopped off at the lab prep area to see if there was any news coverage. No. Nothing.

    So, I met my friends and we walked over to a place near campus called the Universal Grocery. Nominally, it was a convenience store run by Asian immigrants, with a lot of specialty food items in addition to the normal convenience store things. However, at mid-day, they had a lunch special. It was Chinese food. You got rice, an entree, an eggroll, and a drink for about $3, as I recall. It was pretty decent, and a lot of students went there around lunch time. Anyway, as we walked in, the owner and his workers, rather than manning the lunch line and cash register, were clustered around the TV over the dining area. All the diners were glued to the TV. No one was saying much except in whispers. We asked what was wrong. Someone said that something had gone wrong with the Space Shuttle. They had had a major malfunction. Not knowing yet what had happened, I was imagining various plans that NASA had for launch aborts. A failure during initial ascent was followed by the shuttle swinging back to the landing facility at KSC immediately after solid rocket separation. This was dangerous, because you would have to land on the landing strip as you came in, regardless of wind direction. So, there were wind restrictions placed on launch. A main engine failure later resulted in the shuttle making an emergency reentry and landing at a backup facility in Spain. An engine failure later would result in the shuttle continuing into orbit, but into a much lower than planned orbit. This could have resulted in too low of an orbit for the mission, and the shuttle would then land at the first opportunity that it again passed over either Edwards AFB or KSC. Very soon, I realized to my horror that none of those options were available. The shuttle had blown up, and pieces were raining down into the Atlantic off Florida.

    Later, it was determined that a seal on one of the solid rocket boosters had burned through, allowing a stream of flame to penetrate the external fuel tank. This tank was filled with two parts hydrogen and one part oxygen. It blew up. Ironically, the shuttle Challenger likely survived that event. However, the bottom of the orbiter was violently thrown to the side, and aerodynamic stresses then ripped the orbiter to bits. The crew compartment remained intact, with the astronauts still alive inside. Some minutes later, they died when the crew compartment slammed into the water.

    An investigation into the accident found several contributing factors. The design of the solid rockets was not as robust as it could have been. The seals were then redesigned. Also, the launch criteria were not met, but the shuttle was launched anyway. Stated guidelines prohibitted launch if the ambient temperature were too low, which it was that fateful January morning, yet a decision was made to go ahead with the launch. How could that be? The investigation determined that the decision to launch was basically made under pressure from higher ups to keep the shuttle flights on schedule to avoid a backlog of missions. This was due in part to bureacrats and politicians calling the shots at NASA rather than scientists and engineeers. Ironically, this was almost the same sort of indictment handed down by the investigation following the fatal Apollo 1 accident nearly two decades earlier. After that accident, things were cleaned up, but apparently the typical government agency climate had returned. After the Challenger accident, things improved, and safety was a major factor at NASA again.

    Sadly, in a few days, we will be at the three year anniversary of another Shuttle accident. The Columbia was launched under pressure from administrators to keep the shuttle missions on schedule in order to avoid a backlog of missions that would delay construction of the Interntional Space Station. This was despite severe concerns among NASA engineers about large chunks of foam coming off of the external tank in recent missions. In fact, two missions before, a large chunk of foam had fallen off and done significant damage to a solid rocket coupling. This very nearly resulted in a catastropic launch failure that would have been very reminiscant of the Challenger accident. However, as with Challenger, the decision to launch was made anyway. Then, the government agency culture that had evolved again at NASA worked to keep effective discussion or exchange of information from engineers who might have come up with a way to deal with the damage caused to the Columbia by foam falling from the external tank during launch. February 1, 2003, another shuttle was lost.

    This is a tough time of the year for NASA. January 27, 1967, the launch pad fire killed the three crew members of Apollo 1. Challenger was destroyed January 28, 1986. Columbia was destroyed upon reentry February 1, 2003.

    -Astroprof

    January 26

    Happy Birthday, Crawler-Transporters!

     

    Forty years ago, the Crawler-Transporters at Kennedy Space Center entered service.  Originally designed for the Apollo missions to the Moon, they remain in service today, having had very minor modifications in all that time.  The Saturn V, the rocket that launched the Apollo missions to the Moon, was the largest operational rocket ever constructed.  Earlier missions, such as Mercury and Gemini, had rockets that were assembled at the launch site.  Small rockets can be assembled horizontally and then raised into position.  Larger rockets, such as the Titan rockets for Gemini were assembled at the pad in launch position.  However, the Saturn V was huge.  Standing nearly as tall as a 40 story building and weighing millions of pounds, it was much too big to assemble horizontally and raise into position.  Furthermore, there were no cranes that could lift the upper components onto the top of the rocket.  And if that weren't enough, it was so complicated that it took a long time to build.  There was real danger of severe weather happening during construction.  Such a large rocket could not be  protected sitting at the launch pad.  So, a decision was made to assemble the rocket inside a building, the Vehicle Assembly Building, and then transport the rocket to the launch site.  The Vehicle Assembly Building, when constructed, was the largest building on Earth (by volume, not heigth).  To protect the building form the exhaust of the rocket, it had to be situated away from the actual launch pad.  Furthermore, the Saturn V, carried so much fuel that a catastropic failure (as had happened on several unmanned flights for smaller rockets) would result in an explosion about as powerful as an atomic bomb.  Thus, the Vehicle Assembly Building and the firing rooms for Launch Control were built miles away from the actual launch pads.  Somehow, this monstrous rocket had to be carried from the Vehicle Assembly Building to either Launch Complex 39A or Launch Complex 39B (the two heavy launch pads at Kennedy Space Center).  This is where the Crawler-Transporters came in.  The Saturn V was assembled in the Vehicle Assembly Building sitting on a Mobile Launcher Platform.  The crawler would then move under the platform, raise itself up a few inches,and then carried the gigantic rocket the several miles to the launch pad.  The crawlers moved along at about 1 mph.  The trip typically took about 10 hours.  Once at the pad, the crawler would gently lower the Mobile Launcher Platform, and then it would go pick up a service gantry building and carry this back to the launch pad.  This lightly constructed shelter, over 40 stories tall, provided platforms and access for final launch preparations.  Shortly before launch, the crawler carried the service gantry away, leaving only the launch gantry standing beside the rocket.  After launch (and the platform had cooled down!), the crawler carried the Mobile Launcher Platform back to the Vehicle Assembly Building to be refurbished and readied for the next launch.  After the end of the Apollo program, the Vehicle Assembly Building, the Mobile Launcher Platforms, and Launch Complexes 39A and 39B were modified to handle the Space Shuttle.  The two Crawler-Transporters, though, required almost no changes.  They have continued in operation, carrying Space Shuttles to the launch pads, and returning with the Mobile Launcher Platforms.  All told, they have crawled far enough to make it to the Moon and back several times.  They are truly remarkable machines.  Happy Birthday, Crawler-Transporters!

     

    -Astroprof

     

    "My" table

    I taught my morning class, and now I don't have any scheduled obligations until 5pm, when I need to get back to campus for the evening round.  So, I decided to head home for a few hours, where I can work in a bit more comfort than in my office, and with fewer interruptions.  On the way, I stopped at the Italian place near home.  It is a smallish place, family owned and operated.  They started near campus, and this is their second location.  They have a really nice lunch special --- inexpensive, and VERY good.  Anyway, they opened up this one a couple years ago, but I had never gone to this location near home until early this past summer.  Well, I loved it, so I go back on a regular basis.  Well, today, they were a bit more crowded than normal, so when I walked in, the waiter was already showing someone to a table.  He saw me, waved me to a corner table, and said to go ahead and have a seat, that my table was free.  I got to thinking that I have been going here every week or two since the summer!  I just love the place.  Frequently, I take a book or something to work on with me, and they have always sat me at a table in the corner under a lamp so there is light to work with.  The waiter then came and brought my tea and salad and asked if I needed a menu.  The lunch special always comes with a salad, and I always get the house dressing and tea.  In fact, I did already know what I wanted (there are about a dozen or so lunch entrees to choose from, and I have had just about all of them, and they are all great!).  Anyway, I have "my" table there.  I had actually known for some time that I was getting preferential treatment.  After all, I am one of their more regular customers, I usually pay cash (easy), and always leave a decent tip.  Does this make me boring?  I don't normall get quite this predictable about eating places, but I REALLY love this place. 

    -Astroprof
    January 24

    Student expectations

     

    A common discussion topic around campus with the faculty is in the area of student expectations in their classes.  We, as faculty, expect the students to pay attention, read the materials, do the homework, and put their best effort into the class.  When I was a student, I expected the professor to clearly lay out what was expected in the class, explain the material clearly, grade fairly, and not to expect more than would be reasonable work for the class.   The students today would likely say the same, but their expectations are vastly different from mine.

     

    For example, I expected the professor to clearly lay out what was expected.  That meant tell me that we are doing homework, papers, etc, and what format these were to be done in.  I did not expect a sample paper, a list of every homework problem for the semester and due dates, or even every test date.  I did not expect to be reminded.  If the prof did give test dates and homework due dates in the syllabus, I did not expect to be routinely reminded.  I had been told that in college the prof tells you something once, and that is it.  You will be told this and that are due in one month, but not reminded.  You just turn it in when it is due.  You will be told that a test will be given on such and such a date, but no review, no reminder, or anything.  Rather the professor lectures the day before, without mentioning the test, and then walks in the next period and passes it out.  If you didn’t keep track of when it was happening … tough.  And, I actually had profs who did class in this manner.  Some did not have test dates listed.  Rather, one day in class they’d say that they thought that we’d covered enough for a test so there will be one next class period. That was OK be me, as long as I understood that was how it worked.  My students, though expect me to keep reminding them, to lay out whole semester day by day in the syllabus, and so forth.  They get upset if different professors have different requirements or formats for work.

     

    I expected the professor to clearly explain the material.  I did not care if this was with overheads, chalkboard, computers (this was before powerpoint, of course, but there were other ways of showing things in my computer classes), sitting on the desk in front of the room talking, etc.  The format didn’t matter, as long as it was appropriate to the class.  For a history class, literature class, etc, sitting at the front of the class leading discussion was fine.  For math, the blackboard was expected.  I did NOT expect the professor to read the book to us.  In fact, though I wanted the lectures to be related to the textbook, I preferred if they were different (not saying something contrary, that is, but adding to the text or saying it in a different way).  That way the lectures were an aid to learning.  The students today seem upset if you say something in a different way than the textbook, cover material in a different order, or use a different symbol in an equation ( like “x” instead of “y”, or “phi” instead of “theta”).  In fact, I distinctly get the impression that some of the students would just like me to read the book to them.  As a student, I was distinctly aware that a college professor was someone who was supposed to be very knowledgeable in the field, much more so than a school teacher.  They were professors, and referred to as such.  You never said anything like “my math teacher”, it was always “my math professor”.  

     

    This gets to the point of respect.  I always addressed to my professors as “Professor Soandso” or “Dr. Soandso.”  I would NEVER try to address them by first name.  Not so with my current students.

     

    I expected to be graded fairly.  By that, I meant graded consistently and everyone in the class graded in the same manner.  I obviously would have liked for the grading to be a bit more lenient at times, but I never expected grades to be given to me.  Grading tough was OK, as long as it was consistent and not unreasonable.  I did not mind high standards being set.  My students seem to be upset if I take off points for anything being wrong, or not complete.  They are looking for an easy A without doing work.

     

    This brings up the idea of workload.  I expected college to be tough.  I expected to work my tail off, and my expectations were met.  I had never worked so hard in my life.  Then, graduate school set another higher standard for hard work.  Now, I seem to work even harder than that at times!  My students don’t seem to be willing to lift a finger.  They don’t want to work at all.  I expected homework.  I expected to have to spend hours and hours studying for any class.  My students seem put out if I assign anything to take home.  This is a general statement for non-majors.  At least the science majors expect homework, but they don’t seem to expect much.  The non-majors seem to think that they are supposed to cover everything in class.

     

    I never expected the professor to review or prep us for a test.  I figured that was my job as a student.  Today’s students expect their faculty to review and go over the test before giving it.

     

    Oh, and I also took classes seriously enough to bother to find out where they were located BEFORE walking from one to another.  Every first week of the semester, I have students drifting in all during class with the excuse that they couldn’t find the room or the building or whatever.  Likewise, I’d never just get up and walk out.  I would think to use the restroom before class.  If I didn’t then I’d do my best to hold it until the end.  Sometimes that didn’t work, but it was rare.  Today’s students expect to get up, go get a drink of water, go take a smoke, go to the restroom, take phone calls, make phone calls, and who knows what else.  No wonder they don’t do well --- they are never in class!

     

    Also, I would check to see if a class that I wanted to take had a prerequisite.  For example, if quantum physics required electrodynamics first, then I took electrodynamics first.  If advanced mechanics required differential equations and calculus III, then I took differential equations and calculus III first.  Well, my students seem surprised when they sign up for Physics II and I expect them to know things from Physics I and Calculus II (both listed prerequisites) and they have not had either.  Physics for non-majors does not require calculus, but it does require algebra and trigonometry.  I have students sign up while they are taking remedial math, and of course they can not pass the class.  I expect ALL students to be able to multiply, divide, do ratios, raise to powers, do logarithms, etc.  This is just high school math, but many of my astronomy students can’t do this.  They don’t even look at the prerequisites.  They are shocked to find math in astronomy, even though the textbook has equations just about every chapter.

    Of course, they also seem to think that astronomy class will tell them how to cast horoscopes, but we won’t go there. 

     

    So why are today’s students so different from those of years ago?  At least here, a large part of it is the educational system.  We reward school districts, and even teachers, by how well their students do on the state standardized tests.  So, that is ALL that they teach in school.  They even have class periods dedicated to testing strategies for the standardized tests.  We sometimes do teacher workshops, and many teachers say that they are not even allowed to teach things that are not on the tests.  So, students are coming to college being experts on how to take those tests, but not having any of the skills or knowledge base needed to do well in college.  It is no wonder that our drop rates are increasing.  The administrators talk retention, but that will only happen if nearly every student takes remedial courses so that they are ready for college.  Every now and then, I see a glimmer of hope that things are improving, but they are usually dashed by the next thing that comes from the state.  Always, they judge the effectiveness of any new educational program by how well the students do on some test.  Eventually, all they teach is that test.

     

    So, does anyone have any comments?

     

    -Astroprof

     

     

     

     

    January 23

    What time is it?

    I was thinking of what to blog about, and I had a couple of ideas floating around while I was eating breakfast.  Gordon's comment to my last post had me thinking about blogging about astronomy student expectations when the sign up for the class.  Then, I heard a loud noise outside and the whole house began shaking a little.  What was this?  An earthquake?  No, it was a giant road eating machine rolling past the house digesting the street.  OK, I think that it is really called a driving surface milling machine, or some such, but I think of it as a road eater.  It chews up the road surface and then spits it out the back on a long conveyor belt into a dump truck following behind it.  The city is repaving my street.  They had been working further down the street where the pavement was in pretty bad shape.  They had done a bit of work at the entrance to the subdivision, since the road needed work there, too.  Nothing had happened in front of my house other than the machine going back and forth to where theywere working.  Since the road surface there was actually good, I figured that they'd leave it alone.  Then, I got a notice from the city stuck to my front door last week saying that they were doing more work Friday and again Monday.  This work was supposed to start after 9:00am, and since the road would be temporarily closed off and on during the work, we should either be gone by then or parking a couple blocks away where they weren't working.  Hmm.  I looked at my clock.  It was 8:25am.  By my figuring that was before 9:00am, unless they meant 23 hours and 25 minutes after 9:00am the previous day.  Or perhaps they were working with Eastern time, even though we are in the Central Time Zone.  So, this got me to thinking about time.   We were all taught how to tell time in elementary school, and we've been doing that our whole lives, so we know how to tell time, right?  Well, ...
     
    This is actually a topic in my intro astronomy class:  telling time.  It turns out that it is nowhere as simple as most people tend to think.  There are multiple systems of telling time.  I won't go into all of them, since that would be the subject of a book!  I will hit a few, though.
     
    The first is Solar Time.  Basically, this is how time started.  It is based upon the position of the Sun in the sky.  When the Sun is on the meridian (an imaginary line running from north to south through the zenith), it is noon.  High noon, in fact.  Before noon the Sun is before the meridian (ante meridian), and after noon the Sun is past the meridian (post meridian).  Hence AM and PM relate to before or after noon.  It is interesting to note that the Romans counted down from midnight to noon, so 2am would be two hours before noon (what today we'd call 10 am).  Maybe this was what the city road crews meant by 9am.  I guess I am thankful that they waited, since that would have been 3am on my clock!
     
    Since the Earth rotates to the East, places east of us get noon before we do.  That is why the clock in Memphis, for example, is an hour ahead of the clock in Las Vegas.  Oh, but wait a minute.  Memphis is also east of Dallas, so shouldn't the time be different between these two cities, too?  As a matter of fact, the Sun does reach the meridian in Memphis just under a half hour before it does so in Dallas. The Sun is on the meridian a minute or so earlier in Minneapolis than it is in St. Paul.  Why do these two cities have the same time?  At one time, every city did indeed have their own time.  However, with railroads running between cities on a schedule, it became very inconvenient to have the time different everywhere the train stopped.  So, each train had its own time, and eventually every town along the line adjusted their time to the train's.  Eventually, this evolved into time zones.  So, everyone in the Eastern Time Zone would set their clocks to noon when the Sun was on the meridian at 75 degrees west longitude, and everyone in the Central Time Zone would set their clocks to noon when the Sun was on the meridian at 90 degrees west longitude.  This was eventually adopted mostly world wide, with the temporal collures spaced 15 degrees apart.  Some nations have their clocks set to other than the standard temporal collures, and a couple don't do this at all --- their cities and towns still keep time the old way with noon being when the Sun is on the meridian (meaning that the time is different for any two locations differing by more than 0.25 degrees longitude).   
     
    But, the Sun rises earlier in the summer than it does in the winter (anywhere but the tropics).  The American inventor and statesman Benjamin Franklin had the idea that you should get up as soon as it was light, but city life was set to a clock, not to the Sun.  So, he came up with an idea of just saying that it was later than it really was to get people to get up earlier.  It seemed a dumb idea, so no one bothered with it until World War I, when energy shortages came.  Then, they adopted this procedure, and it evolved to what here in the USA we call Daylight Saving Time. 
     
    Oh, but it gets more complicated!  It turns out that the length of the day is governed not only by the rotation of the Earth, but also its orbital motion.  The Earth moves as it rotates, so it actually takes a little more than one rotation for the Sun to go from noon to noon (just under 361 degrees).  The actual rotation period of the Earth is just over 23 hours 56 minutes and 4 seconds.  But, due to Earth's orbital motion, it takes a bit longer to go from noon to noon, so the clock day is longer than the rotational period (The rotational period is called a sidereal day).  Well, to complicate matters more, the Earth speeds up and slows down as it orbits the Sun, so the length of the solar day changes over the course of the year!  Rather than clocks speed up and slow down, it makes sense to use the average length of the day as our definition of 24 hours.  So, how do you find the average length of the day?  Well, that is where astronomers come it.  Most of the observatories build in the nineteenth century and before were charged with keeping track of time.  This is especially true of the major national observatories, such as the Royal Observatory in Greenwich, or the United States Naval Observatory (USNO), in Washington, D.C.  In fact, there is a time link at the USNO web page where you can get the official time in the United States.  In the old days, they would keep careful watch of the sky, keeping time, and then when noon approached, they'd hoist a heavy metal ball high on a pole, and then drop it at precisely noon.  These time balls were the way that people in the area set their clocks.  There's a picture of the USNO time ball on their web home page.  That would have been the official United States time ball.  (Actually, the USNO involvement here reminded me of a question that Fly Girl had asked me about that very facility!).
     
    Since many astronomical events happen at paritcular moments, astronomers want to keep a single time rather than the multitude of local civil times everywhere on the planet.  So, we define something called Universal Time (UT for short).  Basically, this is the local mean solar time at the prime meridian.  The British call this GMT.  To convert in the USA, then add 5 hours to Eastern Standard Time, 6 hours to Central Standard Time, 7 hours to Mountain Standard Time, and 8 hours to Pacific Standard Time to get the UT.  Add one hour less when we are on Daylight Saving Time.  Naturally, it gets more complicated, requiring more astronomical aid.  Eventually, clocks became more and more precise, with atomic clocks being amazingly precise an running at a constant well defined rate.  But, astronomical observations did not go away as playing a role in timekeeping.  You see, the Earth's rotation does not stay constant.  It is gradually slowing down as a result of the tidal effects of the Moon, and it shifts randomly due to tectonic activity.  The end result is that if you don't adjust your ultra-precise atomic clock now and then, you will have noon occuring early or late.  Eventually, this could add up (if you waited millenia) to clock noon happening near sunrise or sunset.  So, we adjust the clocks now and then to keep the local solar noon within one second of the clock noon.  Thus, we add a second to the official clocks now and then.  The most recent of these "leap seconds" was on December 31, 2005.  On that day the official day lasted 24 hours and 1 second.  This is UTC, or Coordinated Universal Time.  It is atually to UTC that all of our time zones are referenced.  The National Institute of Standards and Technology broadcasts on shortwave radio the UTC, as kept by the US government, from its facility in Boulder, Colorado.  They even have a program that you can download to sync your computer up with the official time.
     
    I could keep going on, but this is already a long post, and I don't want to overdo it with too much technical stuff.  Besides, I have to go to class now.  Of course, if y'all want more on time, let me know!
     
    -Astroprof
     
    January 21

    The comet ferret

     

    Hmm.  I can’t think about what to blog about.  I suppose that I could blog about my new waffle maker, but that seems silly.  So, I decided to do something simple for those of y’all who don’t know the terminology of astronomy.  That is actually one of the tougher things for my students at first:  the jargon.  Astronomy is one of the most ancient sciences, we have developed our own language to describe things.  The first week or two we are just covering new terms that the students need to know.

     

    You may have heard astronomers using letters and numbers to refer to certain astronomical objects.  For example, there is a massive cluster of stars in the constellation Hercules called M 13.  M 13 is a roughly spherical mass of perhaps a hundred thousand stars orbiting around the rest of our galaxy.  It is about 25,000 lightlyears away.  So, why call it M 13?  Why not some other name?

     

    M 13 isn’t the only one of these objects.  The great nebula in Orion is called M 42, and the Andromeda Galaxy is also known as M 31.  So, what is all this M stuff about? 

     

    It goes back to a fellow named Charles Messier.  Born in France in 1730, he became interested in astronomy at age 14 when a rather bright and impressive comet was visible.  He became an astronomer and began working at an observatory.  Halley’s Comet was to return, as it does every 76 years, when Messier was about 29 years old.  He set out to be the first person to find it as it came by that time.  Unfortunately, someone else found it first, but Messier was hooked on hunting for comets.  That became his life’s work.  In face, he found so many comets that he was nicknamed the “ferret of comets.”  Whenever I think of calling someone a ferret, the character of Major Burns from the TV show M*A*S*H comes to mind.  Hawkeye was always calling him “ferret face.”  Well, I guess if you are going to be called a ferret, then being a ferret of comets isn’t so bad.

     

    However, in Messier’s search for comets, he found many other objects in the sky.  You see, most comets don’t look like the bright head with a long tail.  Even those that do look like that start off as tiny little fuzz balls in the sky.  Many never look like anything more than fuzz balls.  So, Messier started to make a list of the fuzzy things that were not comets.  That way, whenever he found a fuzzy thing, he could look at the list to see if it were already there.  Other astronomers hunted for comets, too, and so Messier published his catalog of non-cometary objects.  Most of these objects he found himself, though a few were found by others.  In the telescopes of the day, many objects that are clearly groups of stars could be mistaken as fuzzy things, so objects such as the Pleiades are on the list (the Pleiades are M 45, short for Messier number 45). 

     

    Though Messier’s life work was comets, he is most well known for his catalog of non-comets.  Many of the brighter and more spectacular celestial objects are in his catalog, and they are known by their entry number in Messier’s catalog.  For example, the Andromeda Galaxy is entry number 31, so it is M 31.  The Crab Nebula is the first object in the catalog, so it is M 1. 

     

    Later, William Herschel produced the General Catalog of non-stellar objects.  Then, in the late 19th Century, J. L. E. Dreyer published the New General Catalog.  Objects in this catalog are identified by the prefix NGC.  So, for example, another globular cluster, one the farthest ones from us, is called NGC 7006. 

     

    So, that is what we mean by these letters and numbers when we talk about galaxies, nebulae, etc.  So, since I am having trouble thinking of what to write about, do any of you have any suggestions?

     

    -Astroprof

    January 20

    A parking place!

    Wow.  This morning, I got to campus, and lo and behold --- an empty parking space in faculty parking.  In fact, there were three of them.  And then, miracle of miracles, the student cars in faculty parking had tickets on them!!!! 
     
    Now, I'll explain my surprise at all of this.   We actually have plenty of parking here.  Yeah, yeah, the students complain of not finding a parking space.  But, what they really mean is that they could not find a parking space near the buildings or in the close parking lots.  The farther lots always have spaces available, but it is a bit more of a walk.  I have been a lot of places where there simply were not enough parking spaces.  The university would sell more parking permits than parking spaces, sometimes up to four times more.  The rationale that they gave was that only 1/4 of the student body was in class at any one time.  Well, that may be true, but students arrive before class, when other classes are in progress, then stay afterwards, and when they have several classes during the day, they come to campus and stay until the end, even during the periods when they don't have class.  Then, some come to use the library, gym, etc.  And, don't forget the graduate students:  they are on campus much more than just during class.  Many practically live on campus.  So, selling four times more parking permits than parking spaces means that there are more cars trying to park than there are parking spaces.  This inevitably leads to problems.   We don't have this problem, though.  We have more parking spaces than are needed at any one time.  I still wouldn't work if ALL students arrived at once, but that doesn't happen.
     
    Also, parking is free here.  Some places in the area charge up to $75 for a parking permit that doesn't even guarantee that you will find a place to park.  Our students can pick up a permit for free.  Now, we do separate student parking from faculty/staff parking.  There actually is a bit of a shortage for faculty/staff parking if everyone shows up at once.  Part of this is due to the fact that we have a greater reliance on part-time faculty.  Rather than three classes being taught by a full time faculty member, we hire three part time people.  That is three cars as opposed to one.  They have not increased the number of faculty parking spaces with the increased reliance on part time faculty.  Also, our enrollment has increased by almost 40% in the last decade, necessitating the hiring of more faculty, but no more parking spaces.  What is amazing is that back when we had the money to do so, the administrators had the foresight to build extra parking lots that were underutilized until enrollment caught up.  Now, we have about the right amount of parking.  Of course, if enrollment continues to increase, ... 
     
    Back to my surprise, though.  Normally, all of the near parking is full.  So, students park in the faculty parking instead of the next parking lot out.  Some are just lazy and park in faculty parking even if there are plenty of student parking spots just 100 feet farther away.  The college police don't ticket nearly as regularly as the colleges where I was a student.  At one, you could expect a ticket even before your engine cooled off!  Also, tickets here have been a joke.  For ages, parking in faculty parking was only a $3 fine.  Students could park for weeks before they got a ticket.  At that rate, they were paying less in fines than their friends paid for a permit at the major universities near here.  Two years ago, they raised fines to $5, but that had only a small effect.  This year, at the urging of the faculty, fines are now $20.  Maybe that will have an effect, but only if they actually ticket people parking where they shouldn't.  Today was the first day that I saw tickets on any cars, though. 
     
    Anyway, I didn't have to hike in from the remote lot today, and that was a nice surprise.  On the other hand, the exercise has probably been good for me, and the weather has been very nice.
     
    So, this wasn't a very astronomical topic today, but parking is one of those things that seems an issue at just about every college or university that I know about, so I thought that some of my colleagues might find it interesting.
     
    -Astroprof
     
    January 18

    Real stories

    I haven't done a dumb questions thing in a long time.  With the semester beginning, I am getting a few. 
     
    I have now met with all but one class (and I'll see them tonight).  This is our first week of classes.  One of my classes is the second semester of a physics that I taught last semester, so I know most of the students in there (some had someone else for first semester), but all have survived and know what to expect.  I like teaching the second semester class because of that.  I typically have very few students drop in that class (unlike the first semester when the class is decimated by the end). 
     
    The introductory astronomy classes that I am teaching have a preferred order, but students don't have to take the first one before the second one, so I have some of the same students and some new ones in one class.  The final class has all but two students that are new to me.  Already, I can pick out a few that are going to do well, and some that are already in over their head.
     
    But, now let's get to the dumb questions.  Yesterday, I had this student walk into my class about 15 minutes after I had begun.  I recognized her as a student from last semester.  I could have sworn that she had taken the same class then (and passed), but then I began to doubt myself.  After all, I was teaching several classes, and sometimes a physics student signs up for the astronomy class, so I was trying to think if she were one of them.  At the end of the class, she comes up to me and asks if she is in the right class.  I asked what did she register for.  She pulled out her printout, and sure enough she was in the class that she registered for.  But, it turns out that she HAD been in the class the semester before (real quiet, and the quiet ones I tend to get confused, so I wasn't sure which class I had her for).  She didn't realize that to take the second semester she had to sign up for a different course number.  So, perhaps I will see her again tonight for the correct class.
     
    This reminds me of several years ago when a student walks into class three weeks into the semester and asks "Is this astronomy?"  I said, Yes."  He then asks for a syllabus.  I ask him where he has been for three weeks.  Well, he says that he registered late, as if that explained all.  I told him that late registration ended two and a half weeks before, so where had he been for two and a half weeks.  Then he explains that because he registered late he had read the room number on the printout wrong (so how does registering late lead to that?).  Anyway, he had been in another class and didn't realize that it was the wrong class, since he missed the syllabus being passed out (he didn't go ask for one) andl just that week when the professor handed out something in class and he saw that it was the wrong class on the handout.  I asked what class it was (how could he not know that he wasn't in an astronomy class?).  Well, it turns out that the class that he mistook for astronomy was a biology class.  Now, completely baffled, I asked him HOW he could sit for two and a half weeks in biology and not notice that the professor was not talking about astronomy?!?!?!  He seemed strange, but he thought that it would all tie in somehow.  Completely incredulous, I asked him if it wasn't a hint that something were wrong since everyone else had a different textbook than he did.  He said that he hadn't bought the book yet (three weeks into the semeter).  He stayed in my class for about two weeks and then dropped.
     
    Then as I was leaving the science building, I ran into another professor going in, and we stopped and chatted a bit.  Then, this student walks up to us and asks if this was the fine arts building.  We were standing in front of the door that had a big sign over it reading "Laboratory Science Building." 
     
    Well, at least most of my students this semester seem to be with it.
     
    -Astroprof
    January 17

    RTGs

    The New Horizons spacecraft (see two posts ago) is about to launch to Pluto. Launch was delayed a day because of high winds at the Florida launch site. There have been a lot of protests about the launch of the spacecraft. There are the usual kooks who are saying that somehow the spacecraft will disturb aliens living there, and there are other kooks who think that the spacecraft will somehow alter the astrological impact of Pluto. Give me a break! But, there are a few who are protesting the power source for New Horizons.

    Like all spacecraft sent to the outer solar system, New Horizons is powered by radioisotope thermoelectric generators (or RTGs for short). Some of the more gloomy and doom oriented protestors are arguing that if the rocket blows up on launch then the RTG will burst and kill us all, or something like that. Though well meaning, they are missing out on a lot of facts. So, I thought that I'd say a few things about RTGs.

    First of all, what are they? RTGs are a way of getting electric power from certain radioactive materials. They are not really nuclear reactors. They work in an entirely different manner. Nuclear reactors use elements with fissionable nuclei. As the nuclei split, they release energy. This energy is then aborbed by coolant in the reactor, and the hot coolant exits the reactor, carrying the heat with it. Then, you do whatever you would otherwise do with something hot to power something. Often you make electricity. Well, RTGs are a bit different. If you have a sample of radioactive material, there are always nuclei that are spitting out energetic particles to become some other nucleus. There are specific rules for how this works, but that is beyond the scope of the blog. (I will be covering this, though, towards the end of my Physics II class this semester). Anyway, if you have something that is radioactive enough, and the particles emitted are non-penetrating, so they don't go very far, then the energy carried by these particles is deposited either inside or near the radioactive sample. This has the effect of heating the area. There exists a type of semiconductor device called a thermocouple that produces an electric voltage when heated just right. So, mating a thermocouple with a suitable sample of radioactive material can be used to produce electricity for as long as the sample is radioactive. This is the basic idea of an RTG. The RTG used by New Horizons utilizes Plutonium-238 as its radioactive source.

    OK, here is the first place that people freak out. They hear plutonium. They know that plutonium is used in nuclear weapons. So, is there any chance something can go wrong and the spacecraft might blow up? No!!!!! It is physically not possible for the RTG to blow up. First of all, it uses a different isotope of plutonium. 238-Pu is used in the RTG because it is fairly radioactive, but has a half life long enough for the RTG to continue to produce electricity for a long time. 238-Pu, though, is VERY hard to fission. A different isotope, 239-Pu, is used in nuclear weapons, and in some nuclear reactors. Yeah, it is both plutonium, but the two types give off energy in entirely different manners. It is interesting to note, though, that 239-Pu, the type used in nuclear weapons, is actually less radioactive than 238-Pu. So, the RTG can not explode like a bomb. In fact, it is even less able to explode than an automobile battery, and wouldn't even make as big of an explosion as the battery even if something did go wrong.

    The second argument is that if something goes wrong, then the RTG might break apart, or reenter the atmosphere, burn up, and distribute plutonium all over the place. Then we all die, at least according to the gloomiest protestors. Well, no. That is a bit off, too. First of all, there isn't really all that much plutonium in the RTG. The averge person actually gets more radioactive material from table salt that you would if the RTG were to rupture. Also, a typical commercial aircraft flies high enough that the passengers and crew are exposed to cosmic rays. A typical long flight (transcontinental or transoceanic) generally subjects the passengers and crew to more radiation exposure during the flight than people at Cape Canaveral would get if the rocket lifted off, exploded and showered plutonium all over the cape. Actually, as a footnote, pilots and flight attendants regularly get as much or more radiation exposure than workers in nuclear power plants, but that would be the subject of another blog. Furthermore, the idea that a ruptured RTG would kill us all off has empirical evidence to the contrary. RTGs are not new to this mission. Many other spacecraft have used them, and a number of those have crashed or reentered. At least two of the early ones reentered and the RTGs did burn up and disperse the plutonium in them. This was over 40 years ago, and since I am still alive, and my cat who is trying to walk across my keyboard is still alive, then this argues that the plutonium exposure due to the RTG accidents did not kill everyone. Later RTGs were redesigned with containers designed to withstand reentry. There have been at least three accidents since that time, including a launch failure and two reentries, in which the RTGs were recovered intact, with no leakage of plutonium. One RTG aboard the Apollo 13 lunar module is sitting on the Pacific Ocean floor, too deep to recover, but water tests of the area show that the RTG appears to have survived reentry and decades of corrosive seawater without leaking. So, this seems to argue for the safety of the devices.

    But, why use an RTG in the first place? They are rather expensive, and they are a public relations nightmare for NASA, what with all the protestors. Well, the answer is simply that they are a reliable way of providing power. Solar collectors only provide power when the Sun is shining on them. Thus, many military satellites have used RTGs, as well as the lunar modules for Apollo. But for the outer solar system, there is no other option. The farther that you are from the Sun, the dimmer the sunlight. At Jupiter, solar collectors have to be 25 times larger than they would on a satellite in Earth orbit just to provide the same electrical power, and then only if the sunlight hit the solar panels just right. At Saturn, the solar panels need to be about 100 times larger than needed for Earth orbit. And at Pluto, the solar panels would need to nearly 1600 times larger. That would be too big to even get off the ground, even if you could do it! So, this leaves RTGs as the best, and safest, way of powering spacecraft to the outer solar system.

    -Astroprof

    January 16

    So, just what /is/ a planet anyway?

    Seeking Solace and Sciencewoman asked questions pertaining to the definition of a planet (as in the new object discovered beyond Pluto) --- a topic that came up on Tom’s page, too.  Fly Girl asked me for a beginner’s topic for those of my readers who aren't astronomers.  So, I figured that a good topic might be defining a planet.  However, this will be a long post, I am afraid.

     

    Defining a planet seems a simple task.  After all, we all know what a planet is, right?  Well, maybe it isn’t so simple.  So, I looked in a dictionary, and it said that a planet is “a large non-luminous body orbiting the Sun, as in the nine planets of the Solar System.”  Great.  We define a planet as something that is a planet.  That is real useful.  So, how do we know if the new object announced last summer is a planet or not based on this definition?

     

    So, let’s go back.  The word planet comes to us from the Greek, and it means “wanderer.”  The ancients noticed that most of the stars stayed put, and so they made patterns in the sky that stayed the same for as long as anyone could remember.  There were five exceptions, though.  These stars appeared to wander through the constellations.  They were Mercury, Venus, Mars, Jupiter, and Saturn.  These were the planets.  Sometimes included on the list is the Moon, since it is also in different constellations on different days.  Even the Sun moves around in the sky, sometimes being high in the sky, and sometimes low.  So, that gives seven objects that move around.  We have seven days of the week.  Saturn’s day, the Sun’s day, the Moon’s day, and so forth.  The others are named after non-Roman gods, but in Latin, French, or Spanish, we see that Tuesday is Mars’ day, Wednesday is Mercury’s day, Thursday is Jupiter’s day, and Friday is Venus’ day.

     

    OK, this is nice, but doesn’t help our quandary.  Copernicus’s idea that the planets and the Earth all orbit the Sun led Giordano Bruno to presume that meant that Earth was a planet and that the planets were worlds like Earth.  When Hershel discovered Uranus, there was little doubt that he had found a new planet.  But, comets had been known since ancient times, and no one really argued that they counted as planets.  Then, Ceres, Vesta, and other small objects were found with orbits between those of Mars and Jupiter.  They became popularly called “asteroids”, though astronomers refer to them as “minor planets.”  The largest asteroid is only a tiny fraction of the size of a planet … not quite a thousand miles across, so they seemed to be surely a different class of object from a planet.  Then Pluto was discovered.  At first, it was mistakenly thought to be larger than Mars, and thus clearly a planet.  Eventually, though, we found it only a bit larger than the largest asteroid.  But, it was on the list by that point, and there was nothing between the size of the largest asteroid and Pluto.  Then, we found other Kuiper Belt Objects (see my previous two posts).  Some of these were nearly half the size of Pluto.  This raised a question as to how big does something have to be to be a planet.  Eventually, we found objects such as Quaoar, which were over half the size of Pluto, and then Sedna, nearly 80% the size of Pluto.  Finally, we found an object, provisionally designated 2003UB313 which is actually a bit larger than Pluto.  So, is it a planet?  Is Pluto a planet?  Hmm.  We are back to our lousy definition of a planet.

     

    So, perhaps we can look at another definition.  Since asteroids are too small to be planets, then perhaps size is the key.  But what size do we use?  Is it fair to pick an arbitrary size, say Pluto sized or larger, so that Pluto and 2003UB313 are planets, but Sedna isn’t?  What about an object 97% the size of Pluto, and the same composition and structure.  Is it a planet?  How about 93% the size of Pluto, or 88%, or 75%?  Where do we draw the line?  What about saying that a planet has to be bigger than our Moon to count?  That leaves both Pluto and 2003UB313 off the list?  Is it fair to pick an arbitrary size and make that the definition?  Probably not.

     

    OK, then perhaps some other size should be picked. The larger an object is, the more gravity it has.  Small objects have low gravity.  With low enough gravity, then the tidal forces in the Solar System will pull an object apart.  If we define a planet as something whose on gravity holds it together, then the Solar System has several million planets, including all the asteroids and comets.  OK, that is too generous.  Most of these small objects, are irregular in shape.  It takes a certain amount of gravity to pull protrusions down and to make an object more or less spherical.  This process is called isostasy.  So, do we define a planet as being large enough for isostasy to cause the body to be spherical?  Using this definition, nor only are Pluto and 2003UB313 planets, but so are Sedna, Quaoar, Ceres, etc.  There are well over a dozen such objects.

     

    To make it even more confusing, what do we do with the Moon, or the major moons of Jupiter and Saturn?  They are larger than Pluto, and they have been pulled into spherical shapes.  Furthermore, Io and Europa have volcanism, there is rain on Titan (granted its methane, not water), Triton has geysers, and there is something that looks a lot like plate tectonics going on with Ganymede and perhaps Enceladus.  Titan and Ganymede are even larger than the planet Mercury, and Callisto and Triton are only slightly smaller.  Do these count?  Is it fair that they meet all criteria for a planet except that they orbit another planet?  How about Charon, Pluto’s moon?  It is over half the size of Pluto?  Is this a planet and moon, or a binary planet?  Furthermore, our own Moon is only slightly smaller than Mercury.  It would surely count as a planet if it were in orbit around the Sun.  Why does the Earth-Moon system count as a planet and moon rather than a double planet?  If Pluto counts because of its size, then the Moon should, too, right?  The Moon is still significantly larger than 2003UB313.

     

    So, perhaps another definition should be used.  We know that Earth is rocky, as are Mercury, Venus, and Mars.  Pluto, though, is composed mostly of ices (we think), with rock being a small percentage of the planet.  So perhaps, we should say that a planet is a large chunk of rock.  Well, that still leaves the Moon on the list, but leaves Jupiter, Saturn, Uranus, and Neptune (the four largest objects in the Solar System other than the Sun, itself) off of the list!  These bodies are called gas giants because hydrogen and helium compose a major part of the planet’s mass.  In fact, these planets don’t even have solid surfaces.  The deeper you get into the planet, the higher the pressure, until hydrogen is compressed into a liquid.  Hmm. Maybe, some other definition would help.

     

    How about we consider how planets form?  There are two models, nebular condensation and accretion.  Under nebular condensation, the planets start forming when the Sun is forming.  The final stages of the Sun’s formation consist of a vast disk of material swirling around feeding the forming Sun.  This is called an accretion disk.  If planets are forming in the disk, it is a proplyd.  Nebular condensation says that instabilities cause portions of the disk to get thick, and then the gravity of those thicker patches pulls in more material until you have a planet.  The accretion model says that small pieces of material in the proplyd come together to form small bodies loosely held together.  Some of these run into each other, forming larger objects called planetessimals.  The planetessimals collide to form planets.  Close to the forming Sun, it is too warm for ice to be stable, so the small objects are mostly rocky.  Farther from the Sun, you get a mixture of rock and ice.  Water is very common in the universe, so there would be perhaps more stuff in the outer Solar System to make planets with, and so they would be bigger.  If the planet is big enough, then it has the gravity to hold onto hydrogen and helium, the two most common elements in the universe.  Cool.  This model seems to fit what we see.  However, when you work through the mathematics, you see that Jupiter and Saturn are too big for this model.  So perhaps Jupiter and Saturn formed through nebular condensation and the Uranus, Neptune, and the inner planets formed through accretion.  Doing a bit more computation, you find that as Uranus and Neptune get bigger, their gravity interacts with one another, and they migrate farther outward in the Solar System, throwing vast amounts of material and smaller bodies even farther out, where they are too thinly distributed to ever come together to form anything larger.  This populates the Kuiper Belt.  Studies of asteroids and comets to date show that many, if not most, of these bodies are very loose collections of material, barely held together.  This fits with the accretion model.  However, some asteroids seem to come from larger bodies, perhaps as large as planetessimals that collided destroying one another.  Under this model, Pluto and 2003UB313 would simply be a couple of these icy things tossed out by the migration of Uranus and Neptune. 

     

    So, if accretion is how you define a planet, then Jupiter and Saturn are again off the list, but you might argue that Ceres and perhaps Vesta (two very large asteroids)  should be on the list.  We don’t really know the structure of these bodies, but they may be closer to planetessimals than aggregates like Ida, Mathilda. or Eros, three asteroids that we have recently sent unmanned spacecraft to study.  Even more problematic is that the moon systems of Jupiter and Saturn probably formed from accretion during the formation of those bodies, so that means that Titan, Ganymede, and several others should be on the list of planets.  If you say that nebular condensation makes a planet, then only Jupiter and Saturn make the list!    Then, you have another issue.  Jupiter basically has the same composition as the Sun.  If it were much larger, then Jupiter would have enough mass to compress its interior to the point that nuclear fusion starts and it would be a star.  But, if a star has too little mass, it won’t fuse hydrogen.  Such a failed star is called a brown dwarf.  At what point do you differentiate a small brown dwarf from a very large planet?  We have found planets and brown dwarfs around other stars.  Nearly 150 planets have been found around other stars, and many dozens of brown dwarfs have been identified.  So far, we have found planets no more than tens of times the mass of Jupiter, and brown dwarfs nearly 100 times the mass of Jupiter, but we can easily imagine objects in between in size.  Are they planets or brown dwarfs?

     

    So, have I cleared things up?  Yeah, right.  Sadly, astronomy, one of the oldest sciences, has never really developed a definition of “planet.”  We are working on this, and hope to have one soon, but whatever definition is picked will surely upset somebody.

     

    Personally, I don’t think of Pluto as really a planet.  It is a giant comet nucleus-type-thingy.  That leaves 8 other objects that are clearly planets.  But, I tend to think of the Moon, Io, Europa, Ganymede, Callisto, Titan, and Triton as being planetary in nature, due to their size and structure.  Triton may be a bit of a stretch, since, though it is nearly the size of Mercury, it seems to be a giant version of Pluto itself.  It has a bizarre orbit around Neptune, too, indicating that it may be a captured object.

     

    So, you asked.  By the way, this will be part of my first lecture tomorrow in my planetary astronomy class.  I wish that I could have had a better answer for y’all, but unfortunately the term “planet” seems to be an artificial designation that does not really apply in nature.  There is a continuum of objects in the Solar System from very small to very large.  In other star systems, objects even larger still exist.  Even the dividing line between planets and stars begins to get hazy. 

     

    -Astroprof 

     

    January 15

    On to Pluto!

    The Stardust mission has apparently succesfully returned its sample collection capsule to Earth.  It was recovered in the Utah desert earlier today.  This should bring  exciting  findings about comets. 
     
    However, the comet studied, Wild-2, is in the inner Solar System, where the spacecraft could easily reach the comet and return.  The whole point of studying comets is that they are a sort of deep freeze preserving information from the formation of the Solar System.  However, the material sampled had been unfrozen and ejected from the comet.  It this really primordeal material?  The best way of studying this material is to go look at it in its native environment.  That is what the New Horizons spacecraft is designed to do.  This unmanned space probe is set to launch in just a couple days to go to Pluto, and then continue beyond to the Kuiper belt. 
     
    The mission is set to launch January 17 from Launch Complex 41 at the Cape Canaveral Air Force Station atop an Atlas V Rocket.  This is not the same Atlas rocket that launched John Glenn into orbit so many years ago, though it is derived from that type rocket.  The core booster is essentially a significantly updated version of the rocket, but it has a Centaur rocket on top of it as an upper stage and a bundle of solid rockets strapped to its bottom.  This is the latest and most powerful of the Atlas family of rockets.  It will deliver New Horizons to Pluto in record time (using a gravitational sling shot assist from Jupiter).  The spacecraft will arrive at Pluto in 2015, after 9.5 years --- a record to reach that far from the Sun!  The spacecraft will study Pluto (quickly) and continue on into the Kuiper Belt to study other bodies.
     
    Pluto itself is most likely a giant Kuiper Belt object.  It is made of ice, rock, frozen gasses, organic molecules, etc, just like comets and Kuipter Belt objects.  In fact, it only has a thin atmosphere at its closest approach to the Sun.  Its very elliptical orbit takes it so far from the Sun that its atmosphere spends a couple hundred years frozen before it is warmed enough to sublimate again.  This is comet behavior.  We think that Pluto formed like a comet, and just got bigger than most.  It is very small, not 1500 miles across (that is like from the Arizona-New Mexico line to the Texas-Louisiana line).  If it were discovered today, no one would call such a small thing a planet.  It got on the list by mistake.
     
    Pluto was discovered by accident by Clyde Tombaugh.  Now, to be fair, he was looking for a planet.  Many astronomers, including the famed Henry Norris Russell and the lesser known William Pickering, believed that there was another planet beyond Neptune.  The planet Neptune, itself, had been discovered by obseving a small distortion in the orbit of Uranus.  Through what is an interesting story in its own right, Neptune was discovered right where mathematicians had calculated that it should be.  However, Russell and Pickering were using bad data.  Early measurements of Neptune's position were using a slightly different coordinate system, and they had not make the corrections.  Russell eventually realized this, and found that when corrrected, there was no distortion in Neptune's orbit.  In the mean time, however, Tombaugh, working at the Lowell observatory, discovered a small dot in his photographs that became known as Pluto.  Given the mass needed to distort Neptune's orbit, Pluto was assumed to be fairly massive.  Since, at that time, the only known types of planets were rock planets (such as the inner Solar System planets) and gas giants of the outer Solar System, and Pluto was obviously not a gas giant, they assumed that it was small and rocky.  Knowing that rock does not reflect light well, they figured that Pluto must be somewhere between Earth and Mars in size in order to be as bright as they saw it.  Later, we found that Pluto is icy, and of course since ice reflects more light than rock, Pluto is smaller in order to be as bright.  In 1978, Pluto was found to have a moon, which was named Charon.  Mutual eclipses of Pluto and Charon during the 1980's permitted a final determination of the size and masses of each.  Pluto is far too small to have had any impact on Neptune's orbit, so Pickering and Tombaugh had just gotten lucky that there was something in the general area that they were looking.
     
    In fact, Pluto is a large Kuiper Belt object.  Recently, an even larger object, with the provisional designation 2003 UB313 was found, raising the question as to what the definition of a planet should be.  We expect other large Kuiper Belt objects out there, with several others of this size.  These objects, though, are the truly frozen ones that have not essentially changed since their formation 5 billion years ago.  Studying these objects is the goal of New Horizons.
     
    Good Luck New Horizons!
     
    -Astroprof
     
     
    January 14

    Sampling a comet

    Looking at my last post, it seemed to ramble a bit.  It is interesting that I seem to be able to write much more coherently about astronomy topics than I do about such intangible things as I did on the last post.  Hmm.  Perhaps that is why I went into the sciences in the first place.  On the other hand, it could have just been a response to the turn of conversation that happened over dinner with a group of friends earlier.  Some topics just leave me sort of on edge for some time thereafter.

     

    Six years ago, a Delta rocket lifted off from the Cape Canaveral Air Force Station (located adjacent to the Kennedy Space Center, in Florida) carrying the Stardust space probe.  The goal of the Stardust mission is to bring back to Earth a sample of cometary material.  Using a gravitational boost from Earth, the spacecraft was in a position to capture this material  from Comet Wild-2 two years ago.  It is now returning to Earth in a matter of hours. 

     

    The rocket used to launch Stardust did not have the capability of launching it directly to the comet, so it launched it into an orbit that brought it past Earth again three years after launch.  As it passed Earth, its orbit was such that Earth’s gravity pulled on the spacecraft speeding it up.  This had the effect of putting the spacecraft into an orbit that carried it farther from the Sun, just as if a much larger rocket had been used to launch it.  This sort of gravitational boost is sometimes called the “slingshot effect,” and it has been used for numerous other space missions, including Mariner-10 to Mercury, and both Voyager missions to the outer Solar System.

     

    Comets are composed of ices such as water ice, dry ice, frozen methane, frozen ammonia, various organic molecules and silicates, and some rock.  Comets are interesting objects because they form in the outermost portions of the Solar System, where the cold keeps them in a deep freeze until something disturbs their orbits so that they fall closer to the Sun.  The frozen gasses and ices then melt (or sublimate, actually) and spew out, where they are pushed away from the Sun to give a pretty (but often dim) blue tail.  The dust is also spewed out, and it curves away from the comet to give a bright yellow tail.   Since the comets are effectively in a deep freeze since their formation billions of years ago, they are expected to hold clues to the formation of the Solar System.  It has also been speculated that the organic material of comets hitting Earth early in its history provided the seeds that were needed for life to begin on our planet.

     

    Stardust is the first mission to return material from a comet to study in laboratories here on Earth.  Two years ago, on January 2, 2004, it was in position to collect samples of Comet Wild-2.  Actually the comet was moving much faster than the spacecraft, so it was positioned in the path of the comet, and the comet overshot the spacecraft, passing within 150 miles of Stardust.  The spacecraft had deployed a collector looking like an overgrown tennis racket to collect some of the dust and gas particles spewed out by the comet.  Interestingly, the same collector had been used previously to capture some other interesting samples from space.  The back side of the collector was deployed to collect samples of an interstellar particle stream that is passing through the Solar System.  This interstellar stream was discovered shortly before the completion of the Stardust craft, and its orbit was to take it through the stream.  The samples collected at that time will be the very first samples ever to return to the Earth from outside of the Solar System, and astronomers await a study of the interstellar particles as much as they do the comet particles.

     

    The sample return capsule will enter Earth’s atmosphere and will land near Salt Lake City, in Utah.  This is a similar sample return as that used by the ill-fated Genesis spacecraft which collected samples of the solar wind to return to Earth.  After reentry, though, the parachutes did not open on the sample return capsule, and the capsule plunged to Earth, breaking open, and contaminating the samples.  It is believed that this was an isolated incident, and that the same thing will not happen to the Stardust sample return capsule.

     

    I could keep going on, but I don’t want to bore you with all the details.  I did, however, think that it might be interesting to blog a bit about this historic event.

     

    Good luck Stardust!

     

    -Astroprof

     

    January 13

    Being a professor

     

    A few days ago, Fly Girl posted some answers to questions she has received about being a flight attendant.  This was right on the heals of PowerProf posting a response to the idea that being a professor isn’t really work.  So, these two posts coming so close together got me to thinking that perhaps I should post on work, too.

     

    As I have said in an earlier posting, what I do is mostly fun.  I really like being a professor.  Heck, even when I was a kid watching Gilligan’s Island, the professor was my favorite character.  Furthermore, I have always liked astronomy, so it is a dream job to be paid to be an astronomy professor.

     

    OK, there are a lot of things about the job that are not much fun:  going to endless meetings, grading papers, making exams, dealing with students who don’t care, dealing with students who have attitude problems, etc.  Still, I get to study what I want to on company time.  That is fun. 

     

    This brings up the idea of just what do professors actually do.  This is something that even my mother does not seem to understand.  She was a middle school teacher, and she does not get that what I do is a lot more than just go teach from a textbook.  Frequently college and university administrators have no idea what faculty actually do.  At state institutions such as mine, we have to justify our existence to the state higher education commission and to the legislature.  They look at us, and what they see is that we are in class only a few hours per week, but still take home the pay of someone working 40 hours per week.  Now, you can argue that there is also making exams and grading papers, and so forth, that takes up time outside of class.  And of course, there are the endless meetings.  And, there is also the whole thing about keeping on top of your field.  Unlike school teachers, college faculty are expected to be ahead of the textbook.  We spend a lot of time studying our field to stay current.  This alone is a major part of our time outside of class.  Just because I am no longer a student does not mean that I no longer am studying new material in my field.  Since much of what I do is thinking related, I don’t stop it when I go home.  I am always an astronomy professor.  Neighbors, doctors, people at church, etc, who know what I do for a living are always asking me questions.   And, of course, anytime I pick up a magazine or watch something on television that has to do with my field, I absorb it and generally research the topic more.  I am always learning.  It is really good that I truly love what I do!  Alone, this amounts to more than 40 hours per week for me.

     

    But, colleges and universities are not just teaching institutions.  This is true even for community colleges such as mine.  The college faculty are repositories of information.  When there is some newsworthy event, and the media need someone quick to interview who knows something relevant, then they can go ask a college professor.  Granted, in astronomy they can run to the local planetarium and ask one of the volunteers there, but they generally are much less current or informed than the college faculty, and their information is often less accurate.

     

    But, then you toss in research, and that just confuses everything.  At a community college, like my present institution, research is not a major emphasis, but a great many of our faculty do, in fact, do some research.  It is natural for us to do this.  The reason that we went into our field is that we like to study the subject matter.  This means seeking out new knowledge.  At the universities, research is a major part of the faculty member’s job.  This means learning new things that no one else has learned.  This is the German model of the university --- it is a knowledge factory.  It is a place where new knowledge is created and shared with others. 

     

    So college professors do really work, though I grant that it may be hard for someone outside of academia to really see how much we work.

     

    -Astroprof

    January 12

    An observatory on the Moon

    I’ve been neglecting the blog for the last couple of days.  This week is the week of meetings before classes begin, so I’ve been pretty busy.  There is always so much to do!

     

    A few days ago, Tom wrote about an Italian plan to construct an observatory on the surface of the Moon.  I thought that I’d say a few things about this.

     

    The idea of putting an observatory on the surface of the Moon dates back to a suggestion to do just this made by Lyman Spitzer in 1946.   The idea was to get a telescope outside of Earth’s atmosphere.  Only a small fraction of the light from distant objects makes it through our atmosphere.  A telescope outside of the atmosphere would be able to collect data using these wavelengths of light.  Furthermore, even the light that does pass through the atmosphere is distorted and attenuated, and a telescope outside of Earth’s atmosphere would not have to deal with these problems, either.  Spitzer regarded the Moon as a logical place for a telescope.  Remember that the way data was collected in the middle of the 20th Century was by astronomers working at a telescope reading dials or changing film plates.  Automated computerized instruments were not technologically possible, and even science fiction writers seldom dreamed of such things.  So, Spitzer presumed that any such telescope must be at a manned observatory.  A moonbase would seem a logical place for such an observatory.  Orbiting telescopes seemed totally out of the question as any observations would require time exposures, necessitating keeping a telescope trained on an object for an extended time.  At that time, it seemed impossible for an orbiting satellite to maintain such stability.

     

    However, the Hubble Telescope proves that it is indeed possible to have an automated instrument on an orbiting satellite.  The technology that made HST is now even more advanced, so any new space telescope could be made even better.  A telescope in low orbit would be much cheaper than one on the Moon, so why would anyone today still think of a lunar observatory?  Well, one advantage is that it would be easier to build a telescope on the Moon than to build it in orbit.  This means that such a telescope would not be limited to the maximum size that a complete instrument could be launched into orbit.  The individual pieces could be launched and then assembled on site.  This would permit a larger telescope.  Construction of the International Space Station, though, has allowed some perfection of weightless construction techniques, so perhaps this is less of a concern than it used to be.

     

    So, besides cost, what else might make a lunar observatory less attractive?  Well, there are two major limitations for a lunar observatory.  First, a lunar surface observatory would have half of the sky blocked off by the Moon itself.  An orbiting telescope can swing and point in any direction, so more of the sky could be viewed at any time.  A much more serious problem, though, would be moon dust.  This is actually a serious issue.  The moon dust picks up a static charge from the solar wind, and it sticks to everything.  The Apollo astronauts had a terrible time with moon dust getting all over the place and it was very hard to clean up, since it stuck to everything.  Even worse, you don’t have to stir up the moon dust in order for it to be a problem.  The static charges cause the moon dust particles to repel each other.  Dust particles then levitate above the surface of the Moon up to a height of several meters.  So, the telescope’s mirror would gradually become coated in a dust that would be very hard to get rid of.  This would seem to make putting an observatory on the Moon a problem.  Now, if we ever go back to the Moon and set up a permanent, or semi-permanent, base of operations, then it may not be such a bad idea to have some astronomy capability at the moon base, but that should not be the primary goal of such a base.

     

    So, I’ve given some of the problems with a lunar observatory.  What might be unique advantages over orbiting platforms?  For Lyman Spitzer, the stability of the lunar surface was a primary advantage.  As we have seen, though, modern technology makes that much less of an issue.  However, one of the disadvantages of a lunar observatory can be made into an advantage.  Remember that the Moon itself blocks half of the sky as seen from the surface of the Moon.  The Moon always keeps one side towards the Earth, so the other side is always facing away from the Earth.  A telescope on that side of the Moon is shielded from Earth.  Now, we don’t really worry about sunlight reflected from Earth, because in space there is no atmosphere to scatter light, so that is not an issue.  You just look away from the Sun and Earth, and the sky is black.  There is no advantage to put the telescope on the far side of the Moon if you are just interesting in blocking light from Earth.  However, there is an advantage to the far side of the Moon if you want to block radio signals.  Humans produce an enormous amount of radio signals, and these can (and do) interfere with radio astronomy.  This interference is only getting worse.  A radio telescope on the far side of the Moon would have all of this manmade radio noise blocked.

     

    So, it would seem that the surface of the Moon would not have any advantages for situating any but a radio telescope on the lunar far side.  This makes the Italian proposal, if it is true, somewhat surprising and confusing.  For those who know me, you’ll find that this is a reversal of my position on a lunar observatory from 10 years ago, when I argued that the Moon would be a great place for an observatory.  The technology, though, has advanced to the point that an orbital telescope would likely be much better, with the exception of perhaps a lunar radio telescope, or perhaps a VERY large telescope that would be too large to manage as an orbital instrument.  This is not the Italian proposal, though.

     

    As a footnote, though, it is interesting to note that there actually has been a telescope on the Moon.  In 1972, Apollo 16 astronauts set up a small 3 inch ultraviolet telescope which was used to observe several celestial objects.  To date, this was the only astronomical telescope to be used on the Moon, and it was used for such a short period of time that moon dust was not a major issue.

     

    -Astroprof

    January 10

    Orion, the Constellation

    A while back, I did a blog entry on the Orion spacecraft program.  Now, I figured that I'd say a few things about the constellation itself.  Todd Lean has a nice web page showing a very good photograph of Orion, with star designations. 
     
    Orion is portrayed as a great hunter.  You can see Orion in the East after sunset, by about 10pm it is high in the southern sky, and it sets a bit before dawn.  Orion is an ancient constellation, and is even mentioned in the Bible in the book of Job, as well as in Amos.
     
    Orion is one of the most easily recognized constellations because of the three stars across his middle that represent his belt.  These stars, in order from left to right, are Alnitak, Alnilam, and Mintaka.  Collectively, these three stars are called Alnijad (meaning "belt") or Alnasak (meaning "line").  These are all Arabic names, as you might can tell. 
     
    The brightest star in Orion is Rigel, located in the lower right corner of the stick figure that we often use to portray the constellation.  Rigel is a monster star that is very bright.  It is one of the most distant stars that you can see in the sky, but it is still one of the dozen brightest.  Rigel means "foot", and represents the foot of Orion.  However, since Rigel means foot, there are more Rigels in the sky than just this one!  Most any of the constellations that have a bright star near where the foot is normally supposed to be have that star named Rigel.  However, only two of these stars are very bright, so it is generally assumed that you mean one of those two if you talk about the star named Rigel.  The other one is in Centaurus, and we often designate it Rigel Kentaurus, or just Rigel Kent, to differentiate it from the Rigel of Orion.  To further remove confusion, Rigel Kent is normally referred to by its Bayer designation of Alpha Centauri.
     
    The star in Orion's upper left quadrant is called Betelgeuse, which means "armpit."  Don't blame me!  I didn't name these things!  Betelgeuse is a red supergiant star.  If you were to set it where the Sun is, the outer surface of the star would be from the center of the star nearly five times the distance between the Sun and the Earth!  Everything inside the orbit of Jupiter in our solar system would be inside Betelgeuse!  Despite its great size, Betelgeuse only has a mass dozens of times the mass of the Sun, so it is very thin and tenuous.  It is also a variable star, and it pulsates somewhat, but in an irregular fashion.
     
    Coming down from the belt is a line of dim stars that we refer to as Orion's sword.  Near the bottom of the sword you can see (with good eyes and dark skies) a faint fuzzy patch.  It is obvious in binoculars, and beautiful in a telescope.  This fuzzy patch is called the Orion Nebula.  It is number 42 on Charles Messier's list of fuzzy things that are not comets.   I have often wonderred how such an obvious thing got to be so far down on the list.  There are some indications that it is currently brighter than it was a couple hundred years ago, but not by so much, I'd think.  The Orion Nebula is a region of gas and dust (about 90% hydrogen by number of atoms, and just under 10% helium, with just under 1% other stuff).  This gas and dust is collapsing to form new stars.  In fact, the Hubble Telescope has shown several solar systems in this nebula that are in the process of forming.  The first stars that form out of such a nebula are the biggest, brightest, and hottest stars, which produce a huge amount of ultraviolet light.  The UV light then can ionize the gas in the vicinity of these stars.  As electrons recombine with the protons to form neutral hydrogen again, then the hydrogen emits light.  Much of this light is reddish, so color photographs of the Orion Nebula often show pretty red and pink colors.  Don't expect to see the color in a small telescope though.  The cones in your eye (the color receptors) need a minimum intensity to fire, but the rods (black and white) detect light at far lower intensities.  So, unless you are looking through a VERY large telescope, you'll see the nebula in black and white.  However, even rather small amateur telescopes can be used with cameras taking time exposures to produce these colors.  To illustrate how big and bright the nebula is, just think that you are seeing it with the naked eye (dark skies) from over 1500 lightyears away!
     
    I could keep going on about Orion, but I don't want to bore y'all.  I figured, though, that I'd say one more thing.  Orion the hunter comes to us from Greek and Roman traditions.  Obviously this constellation is prominent in the night sky, so other people have seen it and thought of it as something other than a hunter.  For example, the MesoAmerican people thought of it as two triangular cooking hearths with a woman standing between them.  The nebula made a fuzzy patch in the middle of one of the hearths, so that was a loaf of bread cooking.  I am having trouble attaching an illustration of this, but I might add one tomorrow.
     
    -Astroprof
     
     
     
     
    January 09

    Stupid meetings.

    OK, so the meetings today are done.  They can be so tiring.  One interesting thing, though, was that I took second place in the best lecturer award.  It seems that math and natural science people never win these things around here, so that was great!

    Then, we had a speaker talking about generational differences in our students.  The talk started out OK, with a description of characteristics of the different generations.  Then, it became apparent that she had a generic talk that she gave rather than making one for us, because nearly half of the talk was on hiring and retention of workers in different generations, particularly hiring and retention of nursing staff.  She spoke a little about relating to patients of different generations, and then she made some general comments about how it would be the same with students (but no slides on that).  She seemed to miss the point that this was supposed to be faculty development, not administrator development. 

    Well, at least this wasn't as bad as last year, when we had some education expert come talk who obviously had never taught a class.  Oh, but they had written a lot of books about people who do teach students, so that makes them an expert on how to do it.  Aargh.

    Anyway, more meetings tomorrow.  Can't wait to see what sort of silliness they throw at us then.  Does anyone else have war stories about pointless meetings?

    Classes start next week.

    -Astroprof

    Boring meetings. The semester is starting!

    Well, this is the week of long boring meetings before classes begin.  The administration calls it "faculty developement."  The faculty, though, call it a waste of time (at least most of the faculty).  I could really put the time to good use, making syllabi, preparing visuals for lectures, class handouts, etc.  They are serious about us attending the stupid meetings, though, so I guess that I'll put up with them.  Most of the time, I really like my job.  Meetings suck, though.

    I am really not ready to get back into things.  I sssooo enjoyed my trip, and it was so very relaxing (even though I hardly stopped moving the whole time).  Anyway, it was a break from the crap I deal with around here, all of which was waiting for me when I got back home.  I could have used a month or more off to recover from all that I've gone through this past year.  Make that the past three years.  This has just been a very tough time for me, and this was, I think, the first vacation in years.  Everything else was dealing with family issues.  For once, I escaped.  That was nice.  Maybe if I weren't so busy trying to keep an even keel with my thermonuclear family going off, then I could get on with my life.  At any rate, getting back to my life when I returned was not any fun.

    So, I guess that I'll have to get to sleep early tonight, since they schedule these meetings way too early for astronomers.  I don't know why they want to torture us with these meetings every semester.  At least they feed us.  That is good.  It isn't very good food, but it is free.  I was in graduate school for WAY too long, so anytime free food is available I go for it.  That's all it takes to get me to give a talk somewhere --- free food.  Egads.

    Then, of course, the city has decided this week to repave the street in front of my house.  That will be fun (NOT!).  It really needs work, since they didn't put much effort into making the street in the first place.  They will have the street closed during the day (to minimize impact on residents), so I will have to get up early every day this month and get my car out to where I can leave for campus later in the morning for class.  Oh, and I just got the bill for replacing my water heater that ruptured the day before I was to leave on my trip.  I still have to replace damaged carpet and such.  What a mess.

    We seem to start awfully late around here.  When I was an undergraduate, I recall starting by the first full week of January.  Around here, though, we don't start classes until January 16.  That is really late, it seems.  I think that part of the reasoning was to delay starting to catch those students who fooled around and did not enroll in other state institutions in time.  Of course, most of the colleges and universities in this state seem to have pushed back starting dates for the same reason, so we all start late!

    Well, another semester starts!  Good luck to all of my fellow faculty out there in blogland.

    -Astroprof