What’s Wrong with “Dwarf Planet”?

Pluto Flames

So, I’m on the distribution for a listserv that includes a number people who are involved in public outreach in astronomy. Most of the time, the discussions are aimed at things that concern such professionals: astronomy news, tips on lecturing, what materials are available, who’s showing/talking about what, meeting announcements and that sort of thing. But, occasionally there are topics that crop up that cause the same reaction you’d see if you tossed red meat to a group of starving wolves.  The “Pluto is/is not a Planet” topic is one of them.

Most of us just roll our eyes and hit “delete” or “next” when that topic comes up. This is because the same folks rehash the same arguments over and over again. It gets tedious and nobody ever wins. In fact, everybody loses because the list gets taken up with the circular arguments and exclamation points for a while and many of us stop reading or posting to it until the flames die down.  I’m not saying we shouldn’t have the discussion, but that maybe the topic is just not going to be solved by yelling and insisting that laws were broken and children are being hurt deeply because Pluto isn’t a planet any more, etc, etc. ad nauseum.

An artist’s conception of Charon (with Pluto in the background) against the backdrop of the Milky Way. The plumes and brighter spots depicted at left on Charon are thought to be created as water (with some ammonia hydrate mixed in) “erupts” from deep beneath the surface. The material sprays out through cracks in the icy crust, immediately freezes and snows crystalline ice down onto the surface, creating a water-ammonia hydrate ice field. Such fields were detected and studied using the near-infrared imager on Gemini North. (This composite image includes Pluto and Charon models (enhanced), courtesy of Software Bisque. www.seeker3d.com, with plumes and ice fields added by Mark C. Petersen, Loch Ness Productions. Star field from DigitalSky 2, courtesy Sky-Skan, Inc.) (Click to embiggen.)
An artist’s conception of Charon (with Pluto in the background) against the backdrop of the Milky Way. The plumes and brighter spots depicted at left on Charon are thought to be created as water (with some ammonia hydrate mixed in) “erupts” from deep beneath the surface. The material sprays out through cracks in the icy crust, immediately freezes and snows crystalline ice down onto the surface, creating a water-ammonia hydrate ice field. Such fields were detected and studied using the near-infrared imager on Gemini North. (This composite image includes Pluto and Charon models (enhanced), courtesy of Software Bisque. www.seeker3d.com, with plumes and ice fields added by Mark C. Petersen, Loch Ness Productions. Star field from DigitalSky 2, courtesy Sky-Skan, Inc.)

Pluto is a planet. Better than that, it’s a special case of planet called dwarf planet. That’s pretty much the take-away message from the IAU vote of a few years ago. There’s a lot of other stuff in the current definition that IAU posted about how we define planets (and you can read it here).  People LOVE to argue about the rest of the definition and how it might be used to exclude Earth, and how the vote wasn’t fair and yadda yadda yadda.  But, the essential message here is that Pluto and worlds like it are now deemed dwarf planets.

This makes perfect sense to me. We have dwarf galaxies. We have brown dwarf objects sitting in the cellar of the star classification schema that nobody would dream of saying fit into the canonical definition of “star”.  We just accepted that one and moved right on to study these BDs and figure out where they fit in the evolutionary schema of the cosmos.

So, why not dwarf planets?  They certainly occupy a special shelf in the solar system bodies collection. Science is partly about classifying objects, and so what the IAU did (and I do understand that it doesn’t sit well with some people) is to refine the classification — just the same way we do with other sets of objects.  The finer the classification, the more easily we can define the things we see and — THIS IS IMPORTANT — understand their origins, evolution, and future.  This is all part of science. The definition is merely the name we plaster on it that tells us, in a sort of nice shorthand, that “this object is thus and such, and it did this and that, and it will end up as one of those.”

I know this isn’t enough to keep the wolves from continuing to tear away at the dead horse of what they think is a bad decision by the IAU.  There’s no pleasing some people until you finally give up and say, “Okay, you’re right. All the rest of us are wrong, the whole world is wrong, only your opinion counts in the marketplace of ideas, so can we get back to work now?”

But, think about this: the definition of planet, and Pluto in particular,  is a teachable moment. It’s a lesson in how scientists classify things and how we come up with the schemas that we use to identify and understand things in nature. THIS is the lesson that kids (and a lot of adults, apparently) need to learn. It’s not so much the name as what the name stands for.  And, it’s not the time or place for a lesson in screeching like a banshee in order to get your point across, or, in the case of some states in the U.S. the time to do silly crap like pass resolutions that Pluto is a Planet. THAT is a colossal waste of time and money, shows students that science is somehow governed by political laws, and makes about as much sense as the legislative body deciding to declare that Pi is equal to 3 or that from henceforth on, dogs shall be declared cats.  Sheesh.

A Scope in Every Pot

The Galileoscope Project

One of the most visible parts of the International Year of Astronomy is the Galileoscope. It’s a high-quality telescope that gives a viewer about the same view that astronomer Galileo Galilei had in 1609.  If that sounds a bit “meh” in these times of mega-scopes and super-GOTO mounts and the Web, consider this:  most kids (and adults, really) have never looked through any kind of telescope.  The most contact with the sky a lot of people have is maybe glancing up at the stars as they go outside to the car at night, or they search out something on the Web for the kids’ science fair project.

The Galileoscope.
The Galileoscope.

The Galileoscope gives everybody a chance to have the experience of looking through a telescope and seeing something in the sky that they have never seen before in just that way.  And, there’s a LOT to be said for that experience. It’s like the difference between seeing a picture of an apple and eating one. Or, the difference between reading a play in lit class or actually seeing and hearing it performed live.  Or, the difference between watching someone hug someone else or hugging someone yourself.

The scope (which you can see above) is easy to put together. The best part is, it only costs $15.00.  Now, you’ve probably seen (and heard) me and others with our mantra of “cheap scopes aren’t worth it.”  Well, there’s cheap and then there’s cheap. If you think of department store scopes with wobbly mounts and crappy lenses, then yeah, that’s cheap.  But, while this scope is inexpensive (money-cheap), it has been put together by folks (Rick Fienberg, former editor of Sky & Telescope, Steve Pompea, Hans Hansen and others) who were able to insist on really high-quality work — and it shows. It lets you look at the Moon and Jupiter and a number of other easily found objects. It lets a viewer have that “Galileo moment” that changed everything for astronomy.

There are already a number of educational packets put together to help teachers whose students are putting these together as class optics projects.  And, the best part is, they’re easy to use and they really DO give people a real experience at sky viewing.  And, since astronomy is one of those sciences that really hooks people — it’s a leg up into a real learning experience at any age.

So, check it out. You can buy as many as you want at $15.00 each — at that price you could buy some for yourself and your family and maybe get one or two to donate to local schools or children’s groups.  Give the gift of the sky to yourself and others! Let’s get a scope in every backyard, every schoolyard, and as many street corners as we can!