Cometary Tales Blog Welcome to Cometary Tales!

Welcome to Cometary Tales!

This is a portion of space set aside for writing from both directions, inbound and outbound.

What?

Comets are, by their nature, exciting and unpredictable, which inspires both intriguing storytelling and curious scientific observation.

For starters, comets inbound to the sun unfurl their unique and mysterious tails behind them. This is charmingly artistic and seduces our reason as we watch them sail in from the outer reaches of the solar system like kites with their tails billowing.  So–some of this page is devoted to fiction, respecting science but allowing for poetic license in pursuit of insightful stories.

Outbound comets, on the other hand, demonstrate why we have to use our powers of observation if we want to understand the Universe. Before we can understand why the comet’s tail flies in front of it as it returns to the dark, we must first realize that a cometary tail is the result of the solar wind blasting particles free of the surface of the comet. So–some of the writing on this page is about science and mathematics and technology, aimed in particular at developing and applying the power of critical observation. Messy Monday Science Projects, the current work-in-progress, is a collection of hands-on, observation-based science projects for elementary- and middle-school students.

Meanwhile, throughout their lives, comets are bound by the laws of gravitation and their seemingly strange behavior is described by the science of orbital mechanics. We’ll also be writing specifically about astronomy, the latest in space discoveries, and the mathematics of objects in motion while also supporting Pixel Gravity, an accurate astronomical simulator that anyone (yes, even a scifi poet) can learn to use.

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On Aisle 42, Universe Components: One Will Make You SmallerOn Aisle 42, Universe Components: One Will Make You Smaller

 

Or

A Top-Down Search for the Strange Charm of Putting Up With Those Quarks at Bottom of the Universe

For part two of our universe-construction project, while the helium models dry, it’s time to delve into the depths of the sub-sub-atomic universe.

Consider those carefully-constructed model atoms.   Each contains protons, neutrons, and electrons.

As it turns out, with electrons, there are (so far as physics can determine at present) no smaller particles needed to build an electron.  Electrons are part of a group of  six elementary particles called leptons.  Some of these leptons–the neutrinos–were predicted to not even have any mass, but experiments have shown that while they are incredibly low-mass, neutrinos do have some mass.  Interestingly, these experiments leading to even more new developments in fundamental physics and the Standard Model theory.  Still, electrons are by far the most numerous leptons (at least in our corner of the multiverse.)

In our candy-based model, we have more than one proton crammed into in a nucleus.  Each of those protons has a positive charge, but we all know that objects with the same charge repel each other.  Why does the nucleus stay together?

In our model, of course, there is all that sticky candy.  But in the real atom, there is also something that, in its own way, makes protons stick together.  These other particles are one type of another class of matter, called mesons.  These strange, essential, particles are stable only inside the nucleus, where (like our sticky marshmallows) they act as a “glue” to hold protons and neutrons close together.

Given that extremely tiny leptons have been observed, as well as tiny mesons inside the nucleus, protons and neutrons may begin to seem too big to be elementary particles.  Sure enough, it turns out that protons and neutrons are also made of smaller particles.  And those mesons, too, are made of those same even-smaller particles.  And, while it took thirty years to search them all out, a total of six more fundamental particles (on top of the six leptons) have been found.  Most of the matter we know about only requires two of those particles–plus the electron–but modern physics predicted six, and sure enough, there are six of them.

Meet the QUARKS.  Their six kinds are: up, down, charm, strange, top, and bottom.  Each kind comes in a matter form and an antimatter form.

Intriguingly, the terminology for “kinds” of quarks is flavors. Other characteristics of quarks and leptons include color, another clue to the pleasure scientists find in these discoveries.   For now, we’ll experiment with the flavors of quarks.  Unlike real quarks, we will use macroscopic objects that also happen to taste sweet.

As usual, if you’re working with youngsters, begin by reassuring everyone that there will be plenty of time to eat their quarks later.  Each person gets one each of the six flavors of candy…quarks. Because the candies will be handled a lot during the first stage, tell them not to open the wrappers yet.   Observe the candies.  One side has the brand name on it, and the other side is plain.  If we put the candy name-side up, we’ll call it a quark, and if it has the plain side up, we’ll call it an antiquark.

Quark vs Antiquark

A meson is formed by pairs of one quark and one antiquark.  Give the group some time to see just how many combinations can be made of such pairs.  (A few special mesons combine two or three such pairs, in quark combinations.)

A Small Set of Mesons

This will take some cooperation–participants will want to get together and different groups will organize their tests differently.  Meanwhile, if you have access to a whiteboard or poster paper, you can sketch out a list of simple mesons shown below.  For smaller (or older) groups, you can also pass out copies of this grid and let everyone check off the combinations as they are discovered.

quark antiquark candy (name) candy (plain)
bottom eta b b pineapple pineapple
Upsilon b b pineapple pineapple
charmed eta c c purple purple
D+ c d purple peppermint
D0 c u purple red
J/Psi c c purple purple
Strange D c s purple green
Charmed B b c purple pineapple
Kaon0 d s peppermint green
B0 d b peppermint pineapple
Phi s s green green
Strange B s b green pineapple
pion u d red peppermint
kaon+ u s red green
B+ u b red pineapple
Charged rho u d red peppermint
Kaon*+ u s red green

What’s important from this exercise is realizing that all of these two-quark combinations can really happen.  Some of the mesons are the ones that help stick nuclei together.  Others are found in outer space, as cosmic rays.  Others are only found when scientists smash other particles together to find out what they are made of.  Recently, the last of the mesons described by this model was detected by an international team of physicists, using the Large Hadron Collider at CERN, in  Switzerland.  This prompted huge celebrations by physicists and the process inspired a documentary film about the search for the Higgs Boson, Particle Fever.

When I ran this project at BayCon in 2017, one of the young participants scanned the list above and said, “What about the top quark?”  Trust a science-fiction fan to spot an anomaly.  Indeed, none of the known mesons make use of the top quark, which is the most elusive one of all, and in some ways the most peculiar.  The top quark is extremely unstable–even more ephemeral than the strange, charm, and bottom quarks–and it requires a large particle accelerator to observe one. (Fermilab managed it first; now CERN‘s Large Hadron Collider holds the record.)  Even then, once produced, a top quark vanishes in 1/1,000,000,000,000,000,000,000,000th of a second.  The top quark is also amazingly massive, fueling the deep interest in the nature of mass itself, which many think is one of the functions of the Higgs boson, which itself has only recently been (tentatively) observed.  Scientists at CERN hope to use the relatively massive top quark as a test laboratory to verify their (provisional) Higgs boson observations.

Three-quark particles are called baryons–the most common of these are protons and neutrons.  The next step for our own quark exploration is to find the combination of up and down quarks that yields the proton and the one that forms a neutron.   Each person has 2 peppermint and 2 of one other color to play with. Each group can also pool resources (still keeping those candy wrappers on) to mix and match groups of three using only 2 colors of candy.

To sort out which of these combinations works requires one extra piece of information.  We know that an electron has a charge of -1, a proton has a charge of +1, and a neutron is neutral, with a charge of zero.   Another cool feature of quarks…and one of the hardest things their discoverers had to come to terms with…is that they have fractional charges.  Before quarks, everyone used to think of a charge…equal to the electric charge of an electron…as an indivisible thing.  Just like an atom.  But just as it has turned out that atoms aren’t indivisible, neither is charge.

Up quark’s charge:       +2/3

Down quark’s charge:   -1/3

So, with just a little arithmetic, we can find out which of our combinations makes a proton and which makes a neutron.  Here’s the cheat sheet:

uuu

2/3 + 2/3 + 2/3 = 2

Positive…but too much for a proton
ddd

(-1/3) + (-1/3) + (-1/3) = -1

Negative, so it can’t be a proton or a neutron.

Note:  it’s not an electron either–remember, an electron is already an elementary particle.

uud

or udu

or duu

2/3 + 2/3 + (-1/3) = 1

OK!  It’s a proton!
(Just a reminder…the order the quarks are listed in doesn’t matter.)
ddu

or dud

or udd

-1/3 + (-1/3) + 2/3 = 0

Yes!  We have discovered the neutron!

 

Aha, it’s a proton.

Aha, It’s a neutron!

So, the charge calculations show that protons and neutrons are made of two ups plus one down for a proton and two downs plus one up for a neutron.

It’s possible to have participants glue their protons and neutron quark groups together.  A dip on the water cup from the atomic marshmallow project will make a candy piece sticky.  However, these sticky messes will need to sit aside for a while to dry.  If your participants include young children, you might want to skip that possibility, as a glued-up stack of Life-Savers could be a choking hazard.

Speaking of glue, the same BayCon2017 participants also suggested some ideas for incorporating gluons into our model.  To cover the topic of quantum chromodynamics would be a fun challenge, but for the present, those lonely orange LifeSavers we’d set aside as those transient top quarks can be added between the red and white candies in our proton and neutron models to represent the color exchanges among the quarks.

So now we have established that everything in matter is made of tiny (and flavorful) points of dancing energy called quarks and leptons. How can we visualize the true relative sizes of these quarks, protons, nuclei, and atoms?

Poke a pin through a piece of paper and hold it up to the light, then pass it around, so everyone can see how tiny that hole is.   Think of that bright speck as an electron or a quark.  To be at the same scale, our helium nucleus would be about 3 feet across.  A handy meter-stick or yardstick will provide a sense of scale, but for drama, bring out a huge balloon (the 36-inch size).  It won’t be edible, but it will be fun to play with afterwards.  If that big old balloon is the tiny nucleus, then to build a whole helium atom we’d need a marshmallow about seven miles (ten kilometers) across!

So let’s check back on our atom model from the atomic marshmallow project.  It’s mostly nothing, just that airy, fluffy marshmallow.  Remember how thin the “shell” of the electron cloud is, and how surprisingly hard it is to notice the tiny nucleus once the two little protons and neutrons were placed inside.  Even so, in our model, the protons and neutrons are huge compared with the atom.  Imagine how fantastic the resulting candy treat would be–and how many people could enjoy it–if we’d tried to make this marshmallow atom model to scale.

Lessons Learned as a BayCon Gofer: Seeking the Secret HideoutLessons Learned as a BayCon Gofer: Seeking the Secret Hideout

BayCon 2015  looms on the horizon.   The increasing pace of email updates from the registration staff is bringing on flashbacks of the olden days, at BayCon 2014, when I fell deep into a gopher hole and didn’t emerge until the sun was fading on Memorial Day.

That is, last year I was a Gopher/Gofer/Go-fer at my local science-fiction convention. (Spelling must remain inconsistent & unimportant in this instance.) This year, I’m On Staff. It’s remotely possible that the two conditions are related, what the docs call “comorbid conditions”. Perhaps it’s worth revisiting, to give folks a glimpse into the life of a convention Gofer. Or to enable recognition of incipient volunteerism.

It all started on check-in day, the Thursday evening before Opening Day.

ED-209 from Robocop

ED-209 from RoboCop looms menacingly.

Inauspiciously, my badge was not waiting at the check-in table; something had gone wrong with the printing, and it was queued up with several other reprint orders. That meant I had nothing to do for a half-hour or so. Rather than sit patiently, I roamed the halls. The week before, I’d emailed a randomly-named staff address to ask about working as a go-fer, and the reply was fuzzy, but boiled down to stop-in-at-the-gopher-hole.   But where was this secret base?

Welcome to Baycon

Welcome to Baycon, Sponsored by Adipose Industries

Suffice to say, I failed to locate the base, but the search renewed my acquaintance with the layout of the Hyatt Regency & Santa Clara Convention Center. So I collected my program and newly reprinted badge

The Baycon 2014 Member Badge

Proof Of Membership

& went home to rest up for the long weekend.

 

 

Paradoxically, my unfulfilled search actually made me more determined to find the secret lair and get involved…once things were up and running on Friday. The secret? The Gofer Hole owns one of the smaller meeting rooms in a relatively quiet zone (across the hall from the Bayshore Room at the Hyatt) but during the Con, it’s clearly flagged with artistic signage and new Gofers are welcome to stop in and sign up.

HAHAHAHA Got Badge!

HAHAHAHA Got Badge!

Amazingly, Friday morning, they would even let this demented individual sign up:

 

 

 

Gofer Lesson of the Day: Don’t give up, take advantage of “wasted” time to learn something or, heck, catch some z’s.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Good News, Everyone!Good News, Everyone!

“Good news everyone! I’m sending you on an extremely controversial mission!”
―Professor Hugo Farnsworth, “The Birdbot of Ice-Catraz”, Futurama

It’s graduation season, and I’m in post-production now after playing the role of Audience Member in three recent productions of Commencement 2014. At UC Berkeley’s Department of Earth and Planetary Sciences, Professor Tanya Atwater of UC Santa Barbara provided the keynote address. She was excited to report on her experience as part of the team writing the new science standards.  For members of the EPS department, the “good news” is that the new standards specifically include Earth & Space Science as one of four core disciplines.  Advocates of coding-in-every-classroom will also be happy that one of the four is “Engineering, Technology, and Applications”, though they may be disappointed to find that coding is not all there is to technology.

However, as Professor Atwater pointed out, this is a creation devised by a committee, and a large one at that.  These standards are huge, complex, and demanding.  I won’t be surprised if primary teachers throw up their hands and say “Heck, the old Science Framework was complicated enough!  We’re going back to literature, thanks a lot.” I had a peek at a few pages–the new standard can be surveyed in an interactively, online.  For instance, if you select Grade 1 and Physical Sciences, you are taken to a page entitled Waves and Their Applications in Technologies for Information Transfer

If that’s not enough to send your primary-grade teacher screaming to the arts-and-crafts cupboard, he/she is then presented with a grid of expectations about what first-graders should be able to understand and demonstrate about waves, from sound waves to light waves.  I can tell by the “clarifying statements” and all the hyperlinks to definitions for everything from the requirement that students “Make observations to construct an evidence-based account” to explaining that you use “Cause and Effect” to show that when the lights are off you can’t see objects.  Well, says the gamer kid, what if I have my night-vision goggles on? 

Meanwhile, the teacher is supposed to be tracing all the Common-Core standards links and the cross-discipline values obtained.  As an engineer, I find that sort of thing daunting, while I suspect most trained teachers find those elements-links an easy yawn–it’s the demand they convey science skills to kids at what seems to be a very sophisticated level that presents a barrier.   Remember, it’s unusual for an elementary-school teacher to enter the field with more than a bare minimum of science or technology training.

Not good news?  Well, it may be good news for some students currently graduating in the sciences–the new standards create a market for teachers who have science toolkits ready to hand.   And if states are not too heavy-handed in adopting these standards, the NGSS provides tons of leeway in the actual curriculum developed and in both straight-up statements and in the subtext of the descriptive matter the NGSS strongly urges the use of hands-on, experiential learning techniques.  That’s good, especially in elementary school, because hands-on activities are the best, overall, at evoking those Aha! moments that make science exciting.  What the scientists working on that committee were most excited about was the prospect of bringing that thrill to more students, not only to attract some to actually becoming scientists or engineers but also to allow those following other paths to understand what motivates the ones who do follow the siren song of science.

For example, if you jumped to Professor Atwater’s page, you’d have read her non-committee-developed description of her motivations to teach and her love for science, “In lecture, I used to think I wasn’t a good scientist if I admitted my passion. No more. In the last few years I have adopted a style of expressing my delight along with sharing why I’m delighted – the intricate order and sense (and, sometimes, irony) of how things work – wonderful!”

One of my best experiences during Commencement Week was talking about education with a Kindergarten teacher who was struggling with making sure his (yeah, don’t go sexist on me–men can so teach kindergarten) students each got the attention they needed, despite a class size of more than thirty, in a year when he had no parent volunteers to help out.  And though he was looking forward to summer vacation, he was the most interested to hear about some of my “Messy Monday” science experiences.   As a result, I’m determined that the next couple of activities I put up here under the “Messy Monday” label will be ones targeted to the K-2 crowd.

So, well, the new science standards, if you can get past the committee-style presentation, could be turned into good news.   Let’s get kids doing the kind of science that comes naturally to them:  trying things out, making mistakes, watching what happens.  Let’s help them break free of seeing what they expect to see–it’s those wow moments of unexpectedness that give doing science that endorphin rush.  It’s when the comet is chasing its tail on its way out of the inner Solar System or a water jet sprays farther than you guessed or you suddenly realize that a rainbow isn’t part of a prism or a raincloud or even a soap bubble–it’s the light itself that makes the rainbow.

 

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