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Introduction to Astronomy from Darkness to Blazing Glory
Introduction to Astronomy From Darkness to Blazing Glory Published by JAS Educational Publications Copyright Pending 2010 JAS Educational Publications All rights reserved. Including the right of reproduction in whole or in part in any form. Second Edition Author: Jeffrey Wright Scott Photographs and Diagrams: Credit NASA, Jet Propulsion Laboratory, USGS, NOAA, Aames Research Center JAS Educational Publications 2601 Oakdale Road, H2 P.O. Box 197 Modesto California 95355 1-888-586-6252 Website: http://.Introastro.com Printing by Minuteman Press, Berkley, California ISBN 978-0-9827200-0-4 1 Introduction to Astronomy From Darkness to Blazing Glory The moon Titan is in the forefront with the moon Tethys behind it. These are two of many of Saturn’s moons Credit: Cassini Imaging Team, ISS, JPL, ESA, NASA 2 Introduction to Astronomy Contents in Brief Chapter 1: Astronomy Basics: Pages 1 – 6 Workbook Pages 1 - 2 Chapter 2: Time: Pages 7 - 10 Workbook Pages 3 - 4 Chapter 3: Solar System Overview: Pages 11 - 14 Workbook Pages 5 - 8 Chapter 4: Our Sun: Pages 15 - 20 Workbook Pages 9 - 16 Chapter 5: The Terrestrial Planets: Page 21 - 39 Workbook Pages 17 - 36 Mercury: Pages 22 - 23 Venus: Pages 24 - 25 Earth: Pages 25 - 34 Mars: Pages 34 - 39 Chapter 6: Outer, Dwarf and Exoplanets Pages: 41-54 Workbook Pages 37 - 48 Jupiter: Pages 41 - 42 Saturn: Pages 42 - 44 Uranus: Pages 44 - 45 Neptune: Pages 45 - 46 Dwarf Planets, Plutoids and Exoplanets: Pages 47 -54 3 Chapter 7: The Moons: Pages: 55 - 66 Workbook Pages 49 - 56 Chapter 8: Rocks and Ice: -
Science in Nasa's Vision for Space Exploration
SCIENCE IN NASA’S VISION FOR SPACE EXPLORATION SCIENCE IN NASA’S VISION FOR SPACE EXPLORATION Committee on the Scientific Context for Space Exploration Space Studies Board Division on Engineering and Physical Sciences THE NATIONAL ACADEMIES PRESS Washington, D.C. www.nap.edu THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. Support for this project was provided by Contract NASW 01001 between the National Academy of Sciences and the National Aeronautics and Space Administration. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the sponsors. International Standard Book Number 0-309-09593-X (Book) International Standard Book Number 0-309-54880-2 (PDF) Copies of this report are available free of charge from Space Studies Board National Research Council The Keck Center of the National Academies 500 Fifth Street, N.W. Washington, DC 20001 Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu. Copyright 2005 by the National Academy of Sciences. -
An Overview of New Worlds, New Horizons in Astronomy and Astrophysics About the National Academies
2020 VISION An Overview of New Worlds, New Horizons in Astronomy and Astrophysics About the National Academies The National Academies—comprising the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council—work together to enlist the nation’s top scientists, engineers, health professionals, and other experts to study specific issues in science, technology, and medicine that underlie many questions of national importance. The results of their deliberations have inspired some of the nation’s most significant and lasting efforts to improve the health, education, and welfare of the United States and have provided independent advice on issues that affect people’s lives worldwide. To learn more about the Academies’ activities, check the website at www.nationalacademies.org. Copyright 2011 by the National Academy of Sciences. All rights reserved. Printed in the United States of America This study was supported by Contract NNX08AN97G between the National Academy of Sciences and the National Aeronautics and Space Administration, Contract AST-0743899 between the National Academy of Sciences and the National Science Foundation, and Contract DE-FG02-08ER41542 between the National Academy of Sciences and the U.S. Department of Energy. Support for this study was also provided by the Vesto Slipher Fund. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the agencies that provided support for the project. 2020 VISION An Overview of New Worlds, New Horizons in Astronomy and Astrophysics Committee for a Decadal Survey of Astronomy and Astrophysics ROGER D. -
Rev 06/2018 ASTRONOMY EXAM CONTENT OUTLINE the Following
ASTRONOMY EXAM INFORMATION CREDIT RECOMMENDATIONS This exam was developed to enable schools to award The American Council on Education’s College credit to students for knowledge equivalent to that learned Credit Recommendation Service (ACE CREDIT) by students taking the course. This examination includes has evaluated the DSST test development history of the Science of Astronomy, Astrophysics, process and content of this exam. It has made the Celestial Systems, the Science of Light, Planetary following recommendations: Systems, Nature and Evolution of the Sun and Stars, Galaxies and the Universe. Area or Course Equivalent: Astronomy Level: 3 Lower Level Baccalaureate The exam contains 100 questions to be answered in 2 Amount of Credit: 3 Semester Hours hours. Some of these are pretest questions that will not Minimum Score: 400 be scored. Source: www.acenet.edu Form Codes: SQ500, SR500 EXAM CONTENT OUTLINE The following is an outline of the content areas covered in the examination. The approximate percentage of the examination devoted to each content area is also noted. I. Introduction to the Science of Astronomy – 5% a. Nature and methods of science b. Applications of scientific thinking c. History of early astronomy II. Astrophysics - 15% a. Kepler’s laws and orbits b. Newtonian physics and gravity c. Relativity III. Celestial Systems – 10% a. Celestial motions b. Earth and the Moon c. Seasons, calendar and time keeping IV. The Science of Light – 15% a. The electromagnetic spectrum b. Telescopes and the measurement of light c. Spectroscopy d. Blackbody radiation V. Planetary Systems: Our Solar System and Others– 20% a. Contents of our solar system b. -
Elements of Astronomy and Cosmology Outline 1
ELEMENTS OF ASTRONOMY AND COSMOLOGY OUTLINE 1. The Solar System The Four Inner Planets The Asteroid Belt The Giant Planets The Kuiper Belt 2. The Milky Way Galaxy Neighborhood of the Solar System Exoplanets Star Terminology 3. The Early Universe Twentieth Century Progress Recent Progress 4. Observation Telescopes Ground-Based Telescopes Space-Based Telescopes Exploration of Space 1 – The Solar System The Solar System - 4.6 billion years old - Planet formation lasted 100s millions years - Four rocky planets (Mercury Venus, Earth and Mars) - Four gas giants (Jupiter, Saturn, Uranus and Neptune) Figure 2-2: Schematics of the Solar System The Solar System - Asteroid belt (meteorites) - Kuiper belt (comets) Figure 2-3: Circular orbits of the planets in the solar system The Sun - Contains mostly hydrogen and helium plasma - Sustained nuclear fusion - Temperatures ~ 15 million K - Elements up to Fe form - Is some 5 billion years old - Will last another 5 billion years Figure 2-4: Photo of the sun showing highly textured plasma, dark sunspots, bright active regions, coronal mass ejections at the surface and the sun’s atmosphere. The Sun - Dynamo effect - Magnetic storms - 11-year cycle - Solar wind (energetic protons) Figure 2-5: Close up of dark spots on the sun surface Probe Sent to Observe the Sun - Distance Sun-Earth = 1 AU - 1 AU = 150 million km - Light from the Sun takes 8 minutes to reach Earth - The solar wind takes 4 days to reach Earth Figure 5-11: Space probe used to monitor the sun Venus - Brightest planet at night - 0.7 AU from the -
The Solar System Cause Impact Craters
ASTRONOMY 161 Introduction to Solar System Astronomy Class 12 Solar System Survey Monday, February 5 Key Concepts (1) The terrestrial planets are made primarily of rock and metal. (2) The Jovian planets are made primarily of hydrogen and helium. (3) Moons (a.k.a. satellites) orbit the planets; some moons are large. (4) Asteroids, meteoroids, comets, and Kuiper Belt objects orbit the Sun. (5) Collision between objects in the Solar System cause impact craters. Family portrait of the Solar System: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, (Eris, Ceres, Pluto): My Very Excellent Mother Just Served Us Nine (Extra Cheese Pizzas). The Solar System: List of Ingredients Ingredient Percent of total mass Sun 99.8% Jupiter 0.1% other planets 0.05% everything else 0.05% The Sun dominates the Solar System Jupiter dominates the planets Object Mass Object Mass 1) Sun 330,000 2) Jupiter 320 10) Ganymede 0.025 3) Saturn 95 11) Titan 0.023 4) Neptune 17 12) Callisto 0.018 5) Uranus 15 13) Io 0.015 6) Earth 1.0 14) Moon 0.012 7) Venus 0.82 15) Europa 0.008 8) Mars 0.11 16) Triton 0.004 9) Mercury 0.055 17) Pluto 0.002 A few words about the Sun. The Sun is a large sphere of gas (mostly H, He – hydrogen and helium). The Sun shines because it is hot (T = 5,800 K). The Sun remains hot because it is powered by fusion of hydrogen to helium (H-bomb). (1) The terrestrial planets are made primarily of rock and metal. -
10 Tips for Moon Watchers Moon’S Brightness Are to Use High Magni- Fication Or to Add an Aperture Mask
Beginning observing You’ll find six labeled maps to help you observe the Moon at www.Astronomy.com/toc. Two other methods to reduce the 10 tips for Moon watchers Moon’s brightness are to use high magni- fication or to add an aperture mask. Mountain ranges, vast volcanic plains, and more than 1,500 named craters make the High powers restrict the field of view, Moon a target you’ll return to again and again. by Michael E. Bakich thereby reducing light throughput. An aperture mask causes your telescope to act like a much smaller instrument, but The Moon offers something for every amateur astronomer. It’s The terminator will help you at the same focal length. visible somewhere in the sky most nights, its changing face During the two favorable periods described in #3, presents features one night not seen the previous night, and it point your telescope anywhere along the line that Turn on your best vision doesn’t take an expensive setup to enjoy it. To help you get the divides the Moon’s light and dark portions. Astrono- Some years ago, my late observ- most out of viewing the Moon, I’ve developed these 10 simple 4mers call this line the terminator. Before Full Moon, the termi- ing buddy Jeff Medkeff intro- tips. Follow them, and you’ll be on your way to a lifetime of sat- nator marks where sunrise is occurring. After Full Moon, duced me to a better way of isfying lunar observing. sunset happens along the terminator. 7observing the Moon: Turn on a white Here you can catch the tops of mountains protruding just light behind you when you observe high enough to catch the Sun’s light while surrounded by lower between Quarter and Full phases. -
Jupitor's Great Red Spot
GREAT RED SPOT appears somewhat orange in this remarkably ly ranged from '.'full gray" and "pinkish" to "brick red" and "car· detailed photograph made at the Lunar and Planetary Laboratory mine." The photograph was made on December 23, 1966, by Alika of the University of Arizona. During the century or so that Jupiter's Herring and John Fountain, who used a 61·inch reflecting tele· great red spot bas been closely observed its color has reported. scope. The exposure was one second on High Speed Ektachrome. © 1968 SCIENTIFIC AMERICAN, INC JUPITER'S GREAT RED SPOT There is evidence to suggest that this peculiar Inarking is the top of a "Taylor cohunn": a stagnant region above a bll111p 01' depression at the botton1 of a circulating fluid by Haymond Hide he surface markings of the plan To explain the fluctuations in the red tals suspended in an atmosphere that is Tets have always had a special fas spot's period of rotation one must assume mainly hydrogen admixed with water cination, and no single marking that there are forces acting on the solid and perhaps methane and helium. Other has been more fascinating and puzzling planet capable of causing an equivalent lines of evidence, particularly the fact than the great red spot of Jupiter. Un change in its rotation period. In other that Jupiter's density is only 1.3 times like the elusive "canals" of Mars, the red words, the fluctuations in the rotation the density of water, suggest that the spot unmistakably exists. Although it has period of the red spot are to be regarded main constituents of the planet are hy been known to fade and change color, it as a true reflection of the rotation period drogen and helium. -
A Warm Terrestrial Planet with Half the Mass of Venus Transiting a Nearby Star∗
Astronomy & Astrophysics manuscript no. toi175 c ESO 2021 July 13, 2021 A warm terrestrial planet with half the mass of Venus transiting a nearby star∗ y Olivier D. S. Demangeon1; 2 , M. R. Zapatero Osorio10, Y. Alibert6, S. C. C. Barros1; 2, V. Adibekyan1; 2, H. M. Tabernero10; 1, A. Antoniadis-Karnavas1; 2, J. D. Camacho1; 2, A. Suárez Mascareño7; 8, M. Oshagh7; 8, G. Micela15, S. G. Sousa1, C. Lovis5, F. A. Pepe5, R. Rebolo7; 8; 9, S. Cristiani11, N. C. Santos1; 2, R. Allart19; 5, C. Allende Prieto7; 8, D. Bossini1, F. Bouchy5, A. Cabral3; 4, M. Damasso12, P. Di Marcantonio11, V. D’Odorico11; 16, D. Ehrenreich5, J. Faria1; 2, P. Figueira17; 1, R. Génova Santos7; 8, J. Haldemann6, N. Hara5, J. I. González Hernández7; 8, B. Lavie5, J. Lillo-Box10, G. Lo Curto18, C. J. A. P. Martins1, D. Mégevand5, A. Mehner17, P. Molaro11; 16, N. J. Nunes3, E. Pallé7; 8, L. Pasquini18, E. Poretti13; 14, A. Sozzetti12, and S. Udry5 1 Instituto de Astrofísica e Ciências do Espaço, CAUP, Universidade do Porto, Rua das Estrelas, 4150-762, Porto, Portugal 2 Departamento de Física e Astronomia, Faculdade de Ciências, Universidade do Porto, Rua Campo Alegre, 4169-007, Porto, Portugal 3 Instituto de Astrofísica e Ciências do Espaço, Faculdade de Ciências da Universidade de Lisboa, Campo Grande, PT1749-016 Lisboa, Portugal 4 Departamento de Física da Faculdade de Ciências da Universidade de Lisboa, Edifício C8, 1749-016 Lisboa, Portugal 5 Observatoire de Genève, Université de Genève, Chemin Pegasi, 51, 1290 Sauverny, Switzerland 6 Physics Institute, University of Bern, Sidlerstrasse 5, 3012 Bern, Switzerland 7 Instituto de Astrofísica de Canarias (IAC), Calle Vía Láctea s/n, E-38205 La Laguna, Tenerife, Spain 8 Departamento de Astrofísica, Universidad de La Laguna (ULL), E-38206 La Laguna, Tenerife, Spain 9 Consejo Superior de Investigaciones Cientícas, Spain 10 Centro de Astrobiología (CSIC-INTA), Crta. -
SPITZER SPACE TELESCOPE MID-IR LIGHT CURVES of NEPTUNE John Stauffer1, Mark S
The Astronomical Journal, 152:142 (8pp), 2016 November doi:10.3847/0004-6256/152/5/142 © 2016. The American Astronomical Society. All rights reserved. SPITZER SPACE TELESCOPE MID-IR LIGHT CURVES OF NEPTUNE John Stauffer1, Mark S. Marley2, John E. Gizis3, Luisa Rebull1,4, Sean J. Carey1, Jessica Krick1, James G. Ingalls1, Patrick Lowrance1, William Glaccum1, J. Davy Kirkpatrick5, Amy A. Simon6, and Michael H. Wong7 1 Spitzer Science Center (SSC), California Institute of Technology, Pasadena, CA 91125, USA 2 NASA Ames Research Center, Space Sciences and Astrobiology Division, MS245-3, Moffett Field, CA 94035, USA 3 Department of Physics and Astronomy, University of Delaware, Newark, DE 19716, USA 4 Infrared Science Archive (IRSA), 1200 E. California Boulevard, MS 314-6, California Institute of Technology, Pasadena, CA 91125, USA 5 Infrared Processing and Analysis Center, MS 100-22, California Institute of Technology, Pasadena, CA 91125, USA 6 NASA Goddard Space Flight Center, Solar System Exploration Division (690.0), 8800 Greenbelt Road, Greenbelt, MD 20771, USA 7 University of California, Department of Astronomy, Berkeley CA 94720-3411, USA Received 2016 July 13; revised 2016 August 12; accepted 2016 August 15; published 2016 October 27 ABSTRACT We have used the Spitzer Space Telescope in 2016 February to obtain high cadence, high signal-to-noise, 17 hr duration light curves of Neptune at 3.6 and 4.5 μm. The light curve duration was chosen to correspond to the rotation period of Neptune. Both light curves are slowly varying with time, with full amplitudes of 1.1 mag at 3.6 μm and 0.6 mag at 4.5 μm. -
How to Calculate Planetary-Rotation Periods
Explaining Planetary-Rotation Periods Using an Inductive Method Gizachew Tiruneh, Ph. D., Department of Political Science, University of Central Arkansas (First submitted on June 19th, 2009; last updated on June 15th, 2011) This paper uses an inductive method to investigate the factors responsible for variations in planetary-rotation periods. I began by showing the presence of a correlation between the masses of planets and their rotation periods. Then I tested the impact of planetary radius, acceleration, velocity, and torque on rotation periods. I found that velocity, acceleration, and radius are the most important factors in explaining rotation periods. The effect of mass may be rather on influencing the size of the radii of planets. That is, the larger the mass of a planet, the larger its radius. Moreover, mass does also influence the strength of the rotational force, torque, which may have played a major role in setting the initial constant speeds of planetary rotation. Key words: Solar system; Planet formation; Planet rotation Many astronomers believe that planetary rotation is influenced by angular momentum and related phenomena, which may have occurred during the formation of the solar system (Alfven, 1976; Safronov, 1995; Artemev and Radzievskii, 1995; Seeds, 2001; Balbus, 2003). There is, however, not much identifiable recent research on planetary-rotation periods. Hughes’ (2003) review of the literature reveals that much research is needed to understand the phenomenon of planetary spin. Some of the assumptions that scholars have made in the past, according to Hughes (2003), include that planetary spin is a function of the gaseous or terrestrial nature of planets, that there is a power law relationship between planetary spin angular momentum and planetary mass, that there is a relationship between planets’ escape velocities and their spin rates, and that mass-independent spin periods can be obtained if one posits that a planetary formation process is governed by the balance between gravitational and centrifugal forces at the planetary equator. -
Determining the Rotation Period of the Sun
SOLAR PHYSICS AND TERRESTRIAL EFFECTS 2+ Activity 8 4= Activity 8 Determining the Rotation Period of the Sun Relevant Reading Chapter 2, section 3 Purpose Determine the rotation period of the Sun. Although numerous methods for accurate measurement are used in solar research, the method described here, using photographs taken over several days, will allow determination to within an Earth-day. Materials Photo set that shows at least one solar feature that can be followed over a several-day period. For real challenge, take the photos yourself, or make a simple projection sketch of sunspots over several days. 1 sheet of clear plastic used for overhead transparencies or viewgraphs, or something similar such as a clear plastic report folder a mm ruler, compass and protractor a fine-tipped marking pen suitable for plastic graph paper with 1-mm squares Procedures 1. Measure, to the nearest millimeter, the diameter of the Sun on the photo taken near the middle of the data period. 2. Use a compass and draw a circle with the same diameter on the transpar- ent sheet. 3. With the circle aligned over the photo on the date used for the diameter, trace the axis orientation marks onto the transparency. 4. Pick a solar feature that traverses the solar disk for as many days as pos- sible. Align the circle on the transparency over each successive photo and carefully mark the position of the chosen solar feature along with its date. 5. Carefully draw the best fitting straight line through the marked positions and measure its length across the circle as accurately as possible.