My Presentation on Pluto's Planetary Status
A couple of weeks ago, Austin had to do a project for science class about Pluto.  He didn't tell me about it before starting work on it.  The first I heard about it was when he came to me to ask, "You're the New York Regional Coordinator for a group that wants Pluto to be a planet again?"  HIs on-line research must have been pretty extensive if he'd discovered my participation in The Society for the Preservation of Pluto as a Planet (or "SP3", a group founded by mabfan  in the aftermath of  anticipation of the demotion of Pluto to "dwarf planet").  I told him that I was, and he included a brief paragraph about this in his report.  (Thanks mabfan for correcting my memory on the dates)

His science teacher then invited me to come in and give a talk to the 6th Grade class about Pluto and the controversy over its status.  I jumped at the chance, partly because I think it's a great cause, and partly because Austin was so excited to have a dad directly involved in something he's learning about in his textbooks.

So, this morning, I went to the school to give my talk to the 6th Grade class.  It was a little strange going in because several parents stopped me to say, "I heard you're going to talk to my son's/daughter's class about Pluto.  He's/She's so excited."

REALLY?  I could understand Austin being excited because that's his nature when he learns about cool stuff with which I'm involved.  But, the other kids?  Let's say I suddenly got more nervous than I have before a talk in a long time (and that's accounting for the fact that I speak in front of crowds at science fiction conventions on a regular basis).

I was warmly greeted by the principal and office staff (as well as the aforementioned parents), and Austin soon came down to escort me to the room we'd be using.  I can't say the students were jumping for joy when I got there, but they were attentive and participated (including two kids I hadn't expected to show the least interest).  I briefly explained the history of how planets get discovered, and how improving technology has made it easier to find objects in space.  They were amazed that anyone could have spotted Pluto from Earth with 1930s telescope technology, or that comparing fuzzy photos could work for detecting the far-off planet.

I was able to focus the material for a youth group by relating it to things they are familiar with (Pluto's atmosphere to dry ice, for example), and by using some scale model images (1, 2, 3) to give them an idea of the sizes of the planets and the distances involved in space exploration.  The talk was held in a 20'x15' meeting room next to the gym.  Using a Google Maps satellite image of the building (at approximately 5/8" to 20' scale), I was able to show how a scale model of the solar system would have Mercury, Venus, Earth, Mars and Saturn fitting in this room, but Jupiter, Uranus, Neptune and Pluto would stretch most of the way across the length of the gym.

It was also helpful that Pluto itself was named by an 11-year-old girl, and that students designed instruments for NASA's New Horizons spacecraft currently headed toward Pluto.  This helped me to emphasize that students can do real science, and prompt some extra interest in the Science Fair.  Yes, we mentioned dear Mickey's beloved dog.

I discussed the controversy over Pluto's demotion, explaining how the new definition of planet is not accurate, and how less than 5% of the IAU actually voted on the matter.  The students had trouble understanding the voting part of it, since they all seem to assume that if something is voted on, it must be fair.  So, I presented an example.  "Let's say that when your teacher and I went to this school, it was decided that every year the 6th grade class would get to go to the circus.  Now, years later, someone decides to take a vote about whether to keep going on the circus trip.  Instead of all 50 of you voting, only three of you vote.  One votes 'yes', and two vote 'no'.  'No' wins, but it's not exactly a fair vote, is it?  That's what happened to Pluto."  Eyes lit up, and lot of heads started shaking.

I wrapped up with a final emphasis on the role of children in space exploration and the importance of studying all the neat little things that the history of science contains.  The students seemed appreciative (I got a bunch of high-fives as they went to their next class).  The teacher was also appreciative, telling me that it was terrific, and that her first grade son had complained that she hadn't asked me to speak to his class.

I really enjoyed the experience.  I love teaching, particularly when its something I care about, and which can be made entertaining and relevant to my students.  I'm sort of hoping that they ask me to give the talk to other grades.  I left feeling like I'd done a good job.

Now to see how Austin felt about it after I left. :)