Dr. Kip Thorne made it clear that black is not the primary hue of Black Holes. His guidance offered to Nolan raised science fiction to a new level. Credit: Paramount Pictures/Warner Bros.
“Today’s science fiction is tomorrow’s science fact.” This quote, attributed to Isaac Asimov, captures science’s intricate relationship with science fiction. And it is hardly a one-way relationship. Whereas science fiction is constantly evolving to reflect new scientific discoveries and theories, science itself has a long history of drawing inspiration from the works of visionary authors, filmmakers, and popular culture. And in some cases, where scientists themselves were the visionaries (like Asimov himself), you had an instance of both!
The relationship between the two was the subject of a recent study by Samuel Boissier, a researcher with the Centre National de la Recherche Scientifique (CNRS) and the director of research at the Laboratoire d’astrophysique de Marseille (LAM). In an age when misinformation, “deepfakes,” and deliberate attempts to obscure scientific truths are at an all-time high, examining the interconnection between science, art, and science fiction is very important. According to Boissier, doing so offers people in the scientific community a way to engage with the public in a way that is relatable and accessible.
Expansion of the Universe (Credit: NASA/WMAP Science Team)
Johns Hopkins University (JHU) continues to pad its space community résumé with their interactive map, “The map of the observable Universe”, that takes viewers on a 13.7-billion-year-old tour of the cosmos from the present to the moments after the Big Bang. While JHU is responsible for creating the site, additional contributions were made by NASA, the European Space Agency, the National Science Foundation, and the Sloan Foundation.
In response to the Covid-19 global pandemic, schools and universities around the world have shut their doors and told their students to go home. Most of them continued their educational mission, but through remote remote learning platforms rather than in-person lectures.
Some of these universities and schools maintained this status for only a few weeks, while some kept this as the default state for the rest of their spring semester.
If you happen to be attending DragonCon or just live near Atlanta, come and listen to some fantastic speakers and help do astronomy research and education at the Annual Atlanta Star Party!
What: Since 2009, this annual charity event celebrates science and space, and brings people together for a great cause.
When: August 28, 2014, 7:00 p.m.
Pamela Gay and the crew at the 2013 Atlanta Star Party. Credit: Bruce Press
Who: Astronomers Pamela Gay, Nicole Gugliucci and Derek Demeter will be speaking at the event.
Where: The Emory University Math and Physics Department hosts the celebration at The Emory Math & Science Center, 400 Dowman Drive, Atlanta, GA 30322.
Why: Proceeds from the Star Party go to the Alzheimer’s Foundation of America and CosmoQuest. And, as always, we throw this party in memory of Jeff Medkeff, the “Blue-Collar Scientist.”
Family fun at the 2013 Atlanta Star Party. Credit: Bruce Press.
It’s no mystery that the planets, moons, asteroids, etc. in the Solar System are arranged in a more-or-less flat, plate-like alignment in their orbits around the Sun.* But why is that? In a three-dimensional Universe, why should anything have a particular alignment at all? In yet another entertaining video from the folks at MinutePhysics, we see the reason behind this seemingly coincidental feature of our Solar System — and, for that matter, pretty much all planetary systems that have so far been discovered (not to mention planetary ring systems, accretion disks, many galaxies… well, you get the idea.) Check it out above.
Dark matter in the Bullet Cluster. Otherwise invisible to telescopic views, the dark matter was mapped by observations of gravitational lensing of background galaxies. Credit: X-ray: NASA/CXC/CfA/ M.Markevitch et al.; Lensing Map: NASA/STScI; ESO WFI; Magellan/U.Arizona/ D.Clowe et al. Optical: NASA/STScI; Magellan/U.Arizona/D.Clowe et al.;
Roughly eighty percent of all the mass in the Universe is made of dark matter – a mysterious invisible substance responsible for the structure of galaxies and the patterns of the cosmos on the very largest scales. But how do we know that?
Astronomical images are beautiful, but that’s not their primary purpose from a scientist’s point of view. How can we take those images and infer things about what they are?
We only know of one planet harboring life: Earth. But that doesn’t mean we don’t know anything about the possibility of life elsewhere in the cosmos. How can we infer things about possible alien organisms when we can’t see them (yet)?
These classes are short, four-hour courses designed for curious but busy people. All CosmoAcademy classes are offered online through Google+ Hangouts, a type of video chat. Part of the reason we do that is to limit the size of courses to eight students. That allows us to provide individual instruction in a way no other kind of online class is able to do – you aren’t a faceless student, but part of every discussion. In fact, if there’s a topic you want to discuss, there’s a good chance your instructor will take the time to talk about it.
Roughly eighty percent of all the mass in the Universe is made of dark matter – a mysterious invisible substance responsible for the structure of galaxies. But how do we know that? In this course, we’ll examine the evidence in favor of dark matter’s existence, from the rotation of galaxies to the radiation left over from the infancy of the cosmos. After that, we’ll examine what we can infer about the identity of dark matter and sketch out some of the experiments designed to detect it. This class assumes no background except a strong interest in astronomy and cosmology.
Instructor:Matthew Francis Course structure: Two weeks, four 60-minute meetings Meeting times: Tuesdays and Thursdays, 9–10 PM US Eastern time (6-7 PM US Pacific time) Coursedates: January 28—February 6, 2014
When astronomers look at a star, nebula or galaxy for the first time, they see some unreachably distant object acting in some unknown way. What does it have to be made of and how does it have to be acting to look like that? In this class we will be looking at how we use the visual appearance of astronomical objects to figure out what they are. We will examine this problem by making our own color images from the sources provided by observatories from real research projects. From the subtle hues of stars in a distant galaxy to the eerie neon colors of nebulae to the chaotic Sun, by looking at objects in the right light, we can find out what makes them tick.
Instructor: Peter Dove Course structure: Two weeks, four 60-minute meetings Meeting times: Tuesdays and Thursdays, 8–9 PM US Eastern time (5-6 PM US Pacific time) Course dates: Tuesday, February 25—Thursday, March 6
What will it take to find extraterrestrial life? Frank Drake penned his famous “equation” to determine the instances of life in the Galaxy over 50 years ago. Meant more as a discussion guideline than a rigorous mathematical formula, it will guide our discussion on the science of astronomy, biology, and astrobiology as we consider the possibility of life in the Universe.
Instructor: Nicole Gugliucci Course structure: Two weeks, four 60-minute meetings Meeting times: Mondays and Thursdays, 9–10 PM US Eastern time (6-7 PM US Pacific time) Course dates: Monday, March 17 — Thursday, March 27
For those of you who’d like to brush up on your Astronomy knowledge, or never took Astronomy 102, CosmoQuest has a new online course offering for you!
Following the success of the initial 101-level course (CQX 001: Solar System Science), the newest course offering is “CQX 003: Galaxies and Galaxy Clusters”. Just like the previous course offering, CQX003 is an 8-session, 4-week course, which will explore galaxies, galaxy clusters, and brief introduction to cosmology.
“Planets are cool and all, but I’m an extragalactic girl at heart. There is just NO comparison for studying the way that billions of stars interact in some of the largest gravitationally bound structures in the universe.” said Nicole Gugliucci (CosmoQuest) via the CosmoQuest Blog. “This class will cover all of that as well as what active galaxies are all about, another one of my favorite subjects. Then it will round up with a brief introduction to cosmology which is truly the study of EVERYTHING.”
Once again, the course will be a hybrid online course with lectures taking place via Google+ hangouts, with course assignments and homework assigned via Moodle. The instructor will once again be yours truly, Ray Sanders. For those not familiar with me, I’m a research assistant at Arizona State University, and have written for Universe Today in the past. I also blog when I have time over at “Dear Astronomer”.
In addition to my lectures, there may also be “guest” appearances from astronomers Dr. Pamela Gay, and Dr. Nicole Gugliucci.
“I love my solar system and its amazing planets and moons, but this class will give you a chance to expand your understanding beyond the solar system and explore the limits of what we know about the universe.” adds Georgia Bracey (CosmoQuest). “Beginning back when the idea of other galaxies was still a matter of debate, you’ll journey forward to examine our present-day understanding of how galaxies are formed and evolve, including a look at some of the hot topics in astronomy like dark matter, dark energy, active galactic nuclei, and the geometry of the universe.”
CosmoQuest has additional courses in the works for students interested in Cosmology, Data Reduction, Geology/Planetary Science, and more.
The cost for the class is $240, and the class is limited to 8 participants, with the possibility for an additional 5 participants. CQX003: Galaxies and Galaxy Clusters begins on November 26th 2012. More information, and a sign up link is at: http://cosmoquest.org/Classes
Don’t miss this opportunity to combine the convenience of an online class with the lively interaction of a small group of astronomers and astronomy enthusiasts!
Want to brush up on your astro-knowledge? Wishing you had taken that Astronomy 101 course in college? CosmoQuest – the citizen science and web-based astronomy community — is offering online astronomy courses, and their first offering is now open for signups! “CQX 001: Solar System Science” is an 8-session, 4-week course, exploring the solar system, planetary geology, and extrasolar planets.
“Not everyone has access to astronomy and space science classes,” said Dr. Pamela Gay, the founder of CosmoQuest. “With CosmoQuest, we’re looking to make the universe accessible to everyone at a cost comparable to what you might pay for dance or music lessons.”
The classes will be offered online through a Google+ Hangout, and this first course offering will be taught by someone familiar to Universe Today readers: Ray Sanders, who contributes to UT and also answers astronomy questions at his blog, Dear Astronomer. Ray is a research assistant at Arizona State University.
“By combining Hangout technology with educational content, we’ll be able to deliver an outstanding classroom experience,” Ray said. “In this first course, CosmoQuest students will be able to participate in typical “Astro 101” solar system course material – our Sun and its planets. We’ll also briefly explore Pluto’s status, astrobiology, geology, and planetary systems outside our solar system.”
“Solar System Science” is just the first of many classes that CosmoQuest has planned.
“In the coming months, we’ll be opening courses on data reduction, observing, stars, galaxies, and more,” said Pamela. “Our goal is to prepare people to take part in more and more advanced citizen science programs over time.”
If you’ve ever participated in a Google+ Hangout, you know how fun they can be. Here’s a chance to use a Hangout to really put your brain to work over the summer!
“By keeping the classes small and meeting “face-to-face” using Google Hangouts, CosmoQuest’s online classes let students engage in content-rich real-time dialogue with their instructor and fellow classmates,” said Georgia Bracey, who is with the Education & Public Outreach team at Cosmoquest. “This brings a high level of flexibility, depth, and student-centeredness to the class in a way that’s not usually possible in a traditional lecture course.”
The cost for the class is $240, and the class is limited to 8 participants. This first CosmoQuest Academy class begins on July 24, 2012. You can find out more information and sign up at this link.
Inspired by SETI Chief, Jill Tarter’s 2009 TED ‘Prize Wish’ to “Empower Earthlings everywhere to become active participants in the ultimate search for cosmic company” the Energetic Ray Global Observatory or ERGO is an exciting new to project that aims to enlist students around the world to turn our whole planet into one massive cosmic-ray telescope to detect the energetic charged particles that arrive at Earth from space. Find out how it works and how your school can get involved Continue reading “ERGO – Students Sign up to Build the World’s Largest Telescope!”
The helium balloon pops at the apex of the flight on March 10, 2012. Credit: Earth to Sky-Bishop CA
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In my travels, I’ve had the pleasure of regularly meeting up with Camilla the Rubber Chicken, the social media maven and mascot for NASA’s Solar Dynamics Observatory. But lately I’ve been seeing here virtually everywhere — on television, splashed across all sorts of websites, and even in my local newspaper. What Camilla does is try to capture the imagination of students and get them interested in space and science. With her latest adventures she’s done just that, and now captured the attention of people all around the world, too.
What did she do? She flew to the stratosphere — about 36,000 meters (120,000 ft) up — on a helium balloon right into the throes of one of the most intense solar radiation storms since 2003.
“I am still glowing,” Camilla joked.
Inflating Camilla's ride. Image courtesy Bishop Union High School.
Students from Bishop Union High School’s Earth to Sky group spearheaded the flights, as Camilla actually flew twice — once on March 3 before the radiation storm and again on March 10 while the storm was in full swing. This would give the students a basis for comparison of the radiation environment.
On board with Camilla was a payload of four cameras, a cryogenic thermometer two GPS trackers, radiation detectors, Seven insects and two-dozen sunflower seeds (fittingly, the variety known as “Sunspot” — Helianthus annuus) all inside a modified department store lunchbox.
“We equipped Camilla with sensors to measure the radiation,” says Sam Johnson, 16, of Bishop Union High School’s Earth to Sky student group. “At the apex of our flight, the payload was above 99 percent of Earth’s atmosphere.”
Camilla made it back in one piece, but unfortunately, the insects died.
“This story is really about STEM (science, technology, engineering and math) and about these kids from Bishop, California who have worked really hard in developing the mission, planning it, and then executing it,” Camilla told Universe Today. “They had to overcome set-backs, review their processes, come up with better solutions and implement them. For them it was a great hands-on learning experience and they are and can be proud of their accomplishments.”
NASA knows that these kinds of programs, where kids can get involved in hands-on research, are very important for introducing and keeping students interested in STEM subjects, important areas of study for future NASA scientists and engineers.
“As you know, I not only want to educate about our Sun and space weather, but I want to inspire and show kids (and adults) how much fun science and engineering really is,” Camilla said via email. “Team SDO’s goal has always been to encourage more girls into STEM careers and seeing that this team had several girls on the team was just the most rewarding.”
Students prepare Camilla for her ride into the stratosphere. Image courtesy Bishop Union High School.
The video of the balloon popping and part of Camilla’s flight:
During the two-and-a-half-hour flights, Camilla spent approximately 90 minutes in the stratosphere where temperatures ( -40 to -60 C, -40 to -76 F) and air pressures (1 percent sea level) are akin to those on the planet Mars. The balloon popped, as planned, at an altitude of about 40 km (25 miles) and Camilla parachuted safely back to Earth. The entire payload was recovered intact from a landing site in the Inyo Mountains.
The fifth grade students who assisted with the flight have planted the sunflower seeds to see if radiated seeds produce flowers any different from seeds that stayed behind on Earth. They also pinned the corpses of the insects to a black “Foamboard of Death,” a rare collection of bugs that have been to the edge of space.
Meanwhile, Camilla’s radiation badges have been sent to a commercial laboratory for analysis.
The students say they are looking forward to the data and perhaps sending Camilla back for more.
“I truly believe that text books will always be around,” Camilla said, “but real-life hands-on projects like these are wonderful, and will become more popular.”
Here’s a video of an X-class flare from sunspot AR1429, which unleashed more than 50 solar flares during the first two weeks of March:
