The science of leap day

Feb 29, 2024

3 min

John Gizis


The arrival of a leap year brings with it myths, legends and superstitions about its origin. John Gizis, professor of physics and astronomy at the University of Delaware, takes part in a Q&A to share the truth and science behind this “extra” day added to the Gregorian calendar every four years.


Why do we have leap day?

Unfortunately, the amount of time the earth takes to go around the sun is not exactly 365 days. It’s off by about ¼ of a day each year.


It would be hard to have a calendar for 365 ¼ days. When was the extra day added to the calendar?

Julius Caesar introduced the Julian calendar in 46 B.C., which added one extra day every four years. Of course, the year is not exactly 365 ¼ days either, so after a while, that extra time built up. Pope Gregory XIII established the Gregorian calendar [the current calendar] in 1582 to correct the fact that the calendar had gotten off by about 12 days, enough that it was noticeable.


How was it noticeable?

The seasons were gradually shifting, so that what we think of as summertime in the northern hemisphere had gradually become more like autumn. The shortest day of the year is Dec. 21. Basically, the shortest day of the year drifted and eventually was in early December.


How did they institute the reforms?

First, they skipped a couple of weeks, so they returned to the original calendar lining up with the sun and stars as it’s supposed to. Then they instituted a couple of rules to keep this from happening again. Leap year happens in years divisible by four, but every 100 years, there is not a leap year. However, every 400 years, you do have a leap year. This happened in the year 2000. And the next time it will happen most of us won’t be around — 2100 will not be a leap year.


What would happen if the extra day had not been introduced?

If we didn’t have it at all, we would be off by ¼ of a day every year. The seasons would completely shift through the calendar and anything that ties to the seasons would be affected, like farming. It would create havoc with the time to plant and to harvest crops, for example. You also would lose the meaning behind sayings such as “April showers bring May flowers.”


Multiply the 2,000 years since it was introduced by ¼ day per year, and that would be 500 days we would have shifted over history. In the northern hemisphere January would have become summer, then gone back to being winter, then shifted off again.


Does adding the extra day make up the difference exactly and keep the astral year in sync with the calendar year?

Yes, but this relates to a bigger issue. Astronomers want time to match up so that the positions of the stars match up year after year. Because the length of day changes slightly over time, astronomers sometimes would like to add an extra “leap second” to keep the stars in sync with our time system. But adding a second is an annoyance for computer and tech systems.


Did you know that people born on leap day are sometimes called “leaplings?” According to Google, in 2020, there were about 5 million people with Feb. 29 birthdays. Do you think they have any advantages or disadvantages to being born on this day?

No, I didn’t know that, and I know someone who refused to be induced on that day because she didn’t want confusion for her child, although I think it might be cool. After all, in this day and age, everyone always knows how old they are.


To set up an interview with Gizis, visit his profile and click on the contact button.

Connect with:
John Gizis

John Gizis

Professor, Physics and Astronomy

Prof. Gizis focuses his research on improving the understanding of stars and brown dwarfs (failed stars).

Brown Dwarfs and BinariesCool StarsStarsSolar SystemCosmology
Powered by

You might also like...

Check out some other posts from University of Delaware

3 min

University of Delaware boasts six of the nation's best online graduate degree programs in latest U.S. News & World Report rankings

Six University of Delaware online graduate degree programs are ranked among the best in the nation by U.S. News & World Report in its 2026 U.S. News Best Online Programs, released Jan. 27, 2026. Both UD’s online master’s in education and online MBA ranked among the top 10% of their respective programs, at No. 25 and 26, respectively. Announced on Jan. 6, the online MBA program recently rose nine spots to No. 32 in the Poets&Quants 2026 Online MBA rankings. UD’s online master’s in nursing program ranked No. 35 out of 209 programs, rising 99 places over the past year. New for UD, the online master’s in educational/instructional media design program was recognized by peers at No. 11 in this education specialty ranking. UD’s online master’s in computer information technology program and online master’s in engineering ranked No. 64 in their respective areas. “These latest rankings recognize the expertise and dedication of our faculty and staff in delivering UD’s outstanding online graduate programs,” Interim Provost Bill Farquhar said. “We are committed to continually enhancing these programs and all the transformative opportunities that enable our students to meet their educational and career goals throughout their lives.” U.S. News selects several factors, known as ranking indicators, to assess each program in the categories outlined above. A program's score for each ranking indicator is calculated using data that the program reported to U.S. News in a statistical survey and from data collected in a separate peer assessment survey. This year’s edition evaluates more than 1,850 online bachelor’s and master’s degree programs using metrics specific to online learning. The rankings include only degree-granting programs offered primarily online by institutions with accreditation from recognized commissions. While the overall rankings methodology remains largely unchanged, U.S. News reported increased participation in this year’s data collection cycle, with more programs submitting statistical data and completing peer assessment surveys. According to U.S. News, this broader participation may reflect continued growth in online education nationwide. The University of Delaware offers over 35 online credit and non-degree professional programs. An online program from UD offers the same quality and rigor as an on-campus program and provides the flexibility to accommodate your busy schedule. UD is accredited by the Middle States Commission on Higher Education, and its online and on-campus degree programs have rigorous curricula delivered by experts, offer affordable program options, and provide students access to student support services, career fairs, recruiting opportunities and graduation ceremonies to celebrate student success. “UD's high-level rankings are in large part due to the positive outcomes that our students experience as a result of taking one of our online degrees or programs,” said Associate Provost for Online Learning and Innovation George Irvine. “Students tell us how much they enjoy learning from our accessible faculty and doing so in engaging and interactive online courses.” For more information about UD’s online degree programs, visit online.udel.edu. A complete listing of UD’s high-profile rankings is available on UD’s Institutional Research and Effectiveness Rankings webpage. Please note that the programs and specialties used in rankings may differ slightly from the names of UD’s degree programs.

2 min

How corporate competition can spur collaborative solutions to the world's problems

Why can’t large competitive companies come together to work on or solve environmental challenges, AI regulation, polarization or other huge problems the world is facing? They can, says the University of Delaware’s Wendy Smith. While it's difficult, the key is to have these companies collaborate under the guise of competition. Smith, a professor of management and an expert on these types of paradoxes, co-authored a recent three-year study of one of the most profound collaborations. Her team looked at the unlikely alliance of 13 competitive oil and gas companies that eventually formed Canada’s Oil Sands Innovation Alliance (COSIA), which works with experts worldwide to find innovative solutions for environmental and technical challenges in the region. Smith and her co-authors found that those companies were willing to collaborate, but only when collaboration was cast in the language, practices and goals of competition. Given the scope of our global problems, companies must continually work together to offer solutions. Creating that collaboration becomes critical, Smith said. This research offers important insight about how these collaborations are possible. Among the study's key findings: Competition can drive cooperation — if leaders harness it. It would make sense to assume that competition undermines collaboration. But the study finds that those who championed alliances used competitive dynamics to strengthen cooperation among rival firms. Rather than suppressing rivalry, leaders leveraged competition as a mechanism to enable joint action toward shared environmental goals. This reframes how organizations can manage tensions between competition and cooperation in partnerships. For example, COSIA leaders created competition between partners to see who would contribute the most valuable environmental innovations. Partners could only gain as much benefit from other company’s innovations commensurate with what they shared. A “Paradox Mindset” is key to complex collaborative success. The research identifies the importance of what the authors call a paradox mindset, which sees competition and cooperation not as opposites to be balanced but as interrelated forces that can be used in tandem. Leaders in the study who adopted this mindset were more thoughtful and creative about how to engage both competitive and collaborative practices in the same alliance. Traditional balance isn’t the goal — process over stability. Instead of pursuing a simplistic “balance” between competing and cooperating, the study shows that effective alliances evolve through process, where competition remains visible and even useful throughout the lifecycle of the alliance. To connect with Smith directly and arrange an interview, visit her profile and click on the "contact" button. Interested journalists can also send an email to MediaRelations@udel.edu.

1 min

Why homelessness is more than a housing issue for students

More than 4,400 students in Delaware were identified as experiencing homelessness during the 2022–23 school year, a number that continues to rise.  Ann M. Aviles, associate professor in the University of Delaware’s College of Education and Human Development, studies education equity, social policy and services for children and families. She is co-author of a new book, "Serving Students Who Are Homeless: A Resource Guide for Schools, Districts, Educational Leaders, and Community Partners", which offers practical guidance for educators navigating the challenges of student homelessness. Nationwide, more than 1.3 million school-aged children experience homelessness annually. While housing instability is often viewed as a social services issue, research shows it has direct and profound consequences for student learning, engagement and well-being. Housing instability affects every aspect of a student’s daily life. Students may be worried about where they will sleep, whether they will have food or how they’ll get home after school. That uncertainty makes it much harder to focus on learning, Aviles said. A key recommendation in Aviles’ new book is stronger collaboration between schools and community organizations. She encourages districts to develop community resource maps that identify local food pantries, shelters, health providers and other support services. She also emphasizes the importance of public understanding of homelessness as a systemic issue shaped by policy, affordability and access to services. To speak with Aviles further, email mediarelations@udel.edu. 

View all posts