Thread: Astronomy 1
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Old 06-01-2011, 05:33 PM   #70 (permalink)
TwistedHearts
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Hogwarts RPG Name:
Ezekiel Andrei de Ferreis
Seventh Year
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Text Cut: Professor
Quote:
Originally Posted by Antarctica! View Post
Risu shrugged. "Straight answer? We don't. As your classmate just pointed out, we aren't even close to having accurate values for any of the factors involved in the equation. We can sort of make an educated guess at some of them, the star formation rate, for example, but some of the other values we have no clue about, the ones about the development of life in particular. No clue whatsoever. And since this is an equation with multipliers, not plus or minus signs, any uncertainty becomes greater with each multiplication. Any results from the equation at this point would be wildly inaccurate.

"But!" He straightened up. "We will now tackle the equation itself. Here it is." He tapped the blackboard once more.
N = R* x fp x ne x fl x fi x fc x L
"First of all, the obvious. N is the end result, the number of alien civilisations with which we might be able to communicate." He tapped at the letter with a finger. "The other letters are more or less those factors we already discussed earlier." His hand slid lower to indicate the list the students and he had put together. "R* is the rate of star formation. And then, one after the other, stars with planets, planets that can support life, planets that actually have life, planets with intelligent life, that's fi, fc is the intelligent life that sends out signals into space, and finally, L is the length of time an alien civilisation actually sending signals."

He paused. This sounded very confusing, but, with the equation on the blackboard, hopefully not impossible to understand. "There is one more subtlety here that I need to talk about. These values are all built upon each other. We sort of neglected this in our discussion, but the original Drake equation did not, which complicates things. See the little f signs? This means we are talking about fractions. For example, if you take the first fractioned value, fp, then this is the fraction of all stars that have planets, not the number of stars with planets itself."

He paused again. "And so, further on, fl isn't just the number of planets with life, it's the fraction of all planets, and fi is not the sum of all intelligent life in the galaxy but the fraction of planets with any kind of life in them. This makes figuring out the values even more difficult since, as I said, they all rely on each other."


Nodding again, Zara ran all this through her head, trying to get the information straight. 'Right, so first N means the end result, the number of alien civilizations. The rest are factors. R* is the rate of star formation,' she began to think as she quickly wrote this all down. It's good to have some notes since she couldn't get her hands onto those books she had before. Now would be the time to start making her own little 'book.'

She continued to take this all in her mind as she wrote them down. 'fp means stars with planets. ne are planets that can support life. fl are planets that actually have life. fi are planets with intelligent life. fc refers to the intelligent life that send out signals to space. L means the length of time aliens send signals.' Alright, she was done. Looking down, she saw her notes. Perfect. She smiled to herself.

Not numbers, fractions. Then she put a strikethrough through the words "number" and wrote on top of it, "fraction." Not so perfect writing anymore, but the information was. So it was all good. But how did they formulate these fractions?

Okay, one last question. Really. One last. Her hand slowly raised into the air with a sheepish smile on her face. She was asking questions again. Well, you can't blame Zara. She is just a firstie. A very curious one too. "How do we formulate these fractions, professor?" she asked, and clarified it a bit, "I mean, which one's go to the numerator and which one's to the denominator?" Frowning a bit, she wasn't sure if her question was understandable. Maybe he was mentioning a different fraction? Not those she learned in Math before? Oh well, no use taking back the question she asked.
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