Why You Should Major in Physics

Assuming you haven’t already majored in something. And no, I don’t get a referral commission, as far as you know.

Letter to High School Students: What to Major in over at Dot Physics

Do it because it isn’t easy.

It’s supposed to be hard. If it wasn’t hard, everyone would do it. The hard is what makes it great. Jimmy Dugan’s other piece of good advice.

Seriously — doing what’s easy isn’t really going to prepare you to do anything beyond college. Don’t take the easy path, take a challenging (though not impossible) one.

Verrrry Interesting!

I’ve gotten a question or two in the adopt-a-physicist about my favorite part of physics, and my answer was quantum mechanics. And AMO physics is all about investigating quantum theory, so it’s not surprising I went into this field. Over at Uncertain Principles, Chad gives a synopsis of What’s Interesting About AMO Physics

AMO Physics has practical applications. Atomic clocks are the best example, forming the basis for the GPS navigation system, and providing essential tools for everything from astronomy to power distribution. There are lots of other AMO-based technologies in use, though. Modern telecommunications is heavily dependent on lasers and optics. Atom-based and optical sensors are in the works for lots of things. Even esoteric things like quantum information have some practical applications, with commercial quantum cryptography systems now available.

Oh, yeah! Preach it, brother!

Is Gravity Ruining Time?

I’ve mentioned I’m at a conference — it’s the 7th Symposium of Frequency Standards and Metrology being held near Monterey. It’s a bunch of scientists getting together every ~7 years to discuss the state-of-the art in frequency standards, clocks, and precision measurements, and float ideas for future experiments. The last one was in St. Andrews, Scotland in 2001 (unfortunately it spanned 9/11/2001, which was a bit of a distraction, to say the least.)

There have been a lot of talks that I couldn’t possibly distill into coherent summaries, but I’ll try to do one or two when I get the chance. I’ve got one for now, though, that doesn’t require as much heavy lifting.

Dan Kleppner gave the first talk (Is Gravity Ruining Time?) as a sort of introduction, and gave some perspective on timekeeping, since he has been doing physics from before the development of the hydrogen maser (making him, as he put it, prehistoric). Two main things came out of this talk: an appreciation of a limitation on how we define the second, and a story about I.I. Rabi.

The second is defined as 9,192,631,770 oscillations between the hyperfine states of an unperturbed cesium-133 atom, but this definition does not explicitly mention anything about relativity, of which gravity is a part. It’s basically taken by convention that we use devices at rest on the geoid (an idealized surface of the earth, basically what it would look like without tides) but devices have reached the point where this may not be good enough. The gravitational redshift is given by gh/c^2 near the earth, and this is about a part in 1016 per meter change in height. Clocks need to be adjusted for their altitude/elevation, and this has been necessary for some time; the effect has been measured in the Pound-Rebka experiment and in the rocket launch of a hydrogen maser by Robert Vessot, and is accounted for in GPS and every other satellite carrying a clock. But ground-based clocks are now getting to be good enough to where sub-meter changes in height will need to be taken into account. And since the geoid can only be determined to several cm and it changes with time (and clocks move with respect to the geoid via earth tides of about 30 cm), this will soon become a significant term in the error budgets of frequency standards. So the point of the talk was that gravity is going to take a more prominent role in frequency and time measurements, and may in fact require a redefinition of the second, though it would not impact “everyday” time.

The story he told about Rabi went something like this: Rabi didn’t like writing articles, so there is no formal writeup of his proposal to use an oscillator tuned to a hydrogen transition as a time measurement device — the idea that would eventually become the hydrogen maser and used in other atomic clocks. But in 1945, after he had the Nobel prize, he gave the Richtmyer lecture to the American Association of Physics Teachers on the topic of using a hydrogen magnetic resonance measurement as a potential timekeeping device, and it was written up by the New York Times science correspondent, William Laurence, in an article called ‘Cosmic Pendulum’ For Clock Planned, in which he gives a very basic summary of the principles Rabi had explained. So the cutting-edge science was “formally” proposed in the Times rather than a science journal. In the AAPT’s list of Richtmyer lectures, Rabi’s is one of the few from that era that were not written up and presented in the American Journal of Physics.

(The Times article is here but the archive is paywalled)

Serenity NOW!

The conference organizers built some free time into the program to let everyone catch their breath and decompress a little. I went hiking and geocaching along the ocean trail and took a bunch of pictures.

Enjoy the Pacific ocean for a minute

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Uh, Oh

When I was in Dulles airport the other day, I noticed a few of the airport stores had full-size cutouts of Obama, McCain and Palin outside their stores. No Biden. Either he was being stiffed for some reason, or there’s someone out there with a Biden fetish, stealing the figures.

That thought creeps me out.

Choosing Physics: Why and When?

I’ve gotten a few questions from my adopters on when I decided to study physics. I had actually made that call in high school, so I went into college already having declared my major. I didn’t really know what a physicist did, but the subject was more interesting to me than the other science classes I had taken, and the thought of what I would do with the degree hadn’t yet entered my mind. My parents encouraged me, but they didn’t have a science background, so that was a general push toward learning and not so much in the direction of science.

Bad teaching wasn’t a factor in my decision. My middle-school teachers were good, and in high school I had a good teacher for earth science, but the material didn’t excite me tremendously. I had the same teacher for chemistry and my first physics course, so there was no bias there. But there were parts of chemistry that just didn’t click with me. Being sick and missing a week of school while we were learning LeChatlier’s principle didn’t help. Trying to learn new material while being spotty on basic concepts is a huge hurdle to overcome. Biology was eliminated very early in the game — I never took it in high school because a dissection was something that would make my joints and muscles turn to jello, and then there was the propensity to be ill. Yuck! I do enjoy learning about biology-related things like evolution and paleontology, just as long as I’m not exposed to greasy grimy gopher guts or the equivalent.

The other thing pushing me toward physics was my next-door neighbors. The father (Mr. H) was an engineer and he had a son (Tom) who was a few years older than me. We did several projects that were physics-related, though I didn’t really know it at the time. Mr. H loved steam engines, locomotives (especially steam-driven ones) and dams (hydro power, either electrical or mechanical), and I recall going on outings to see all three kinds of things. They had a small steam engine model (one mousepower) that we played with, as well as some other “toys.”

When Tom started taking physics and learned of the monkey-and-hunter problem (monkey in tree, and drops as soon as you shoot — where do you aim? Right at him, since gravity pulls both the monkey and bullet down at the same acceleration: g) we set up an experiment in his basement. A blowgun and a target that was attached to an electromagnet, and would drop when the dart left the barrel of the blowgun (the dart touched a thin wire that completed a circuit and opened a relay) and sure enough, if you aimed at the target, it would generally hit it. I was hooked. Even though formal instruction into basic physics was sometimes a little dry, I kept with it, because of the hints of really interesting things later that paid off.

What Goes Up Must … Go Up

An audio “illusion.” The pitch increases, and seems to continue when you replay the clip.

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This phenomenon is known as Shepard’s paradox; the ending tones are the same as the beginning ones, so it’s the auditory equivalent of Escher’s “Ascending and Descending” perpetual staircase.

Navigation = Time

I see Chad’s put a brief review of Dava Sobel’s Longitude up over at Uncertain Principles.

I read the book a few years ago and can confirm that it’s a good read. (I missed a chance to hear Sobel give a talk at a conference a few years back — I was sick (>1.0 dogs) and crashed rather than attend the talk.)

The idea behind Harrison’s solution to the longitude problem (knowing the location of a star and what time it is tells you your longitude) is still with us: ‘to know where you are, you need good clocks’ applies to GPS, too.