The Atmosphere of Venus: Winds and Clouds Observed by Virtis/Venus Express
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Callisto: a Guide to the Origin of the Jupiter System
A PAPER SUBMITTED TO THE DECADAL SURVEY ON PLANETARY SCIENCE AND ASTROBIOLOGY Callisto: A Guide to the Origin of the Jupiter System David E Smith 617-803-3377 Department of Earth, Atmospheric and PLanetary Sciences Massachusetts Institute of Technology, Cambridge MA 02139 [email protected] Co-authors: Francis Nimmo, UCSC, [email protected] Krishan Khurana, UCLA, [email protected] Catherine L. Johnson, PSI, [email protected] Mark Wieczorek, OCA, Fr, [email protected] Maria T. Zuber, MIT, [email protected] Carol Paty, University of Oregon, [email protected] Antonio Genova, Univ Rome, It, [email protected] Erwan Mazarico, NASA GSFC, [email protected] Louise Prockter, LPI, [email protected] Gregory A. Neumann, NASA GSFC Emeritus, [email protected] John E. Connerney, Adnet Systems Inc., [email protected] Edward B. Bierhaus, LMCO, [email protected] Sander J. Goossens, UMBC, [email protected] MichaeL K. Barker, NASA GSFC, [email protected] Peter B. James, Baylor, [email protected] James Head, Brown, [email protected] Jason Soderblom, MIT, [email protected] July 14, 2020 Introduction Among the GaLiLean moons of Jupiter, it is outermost CaLListo that appears to most fulLy preserve the record of its ancient past. With a surface aLmost devoid of signs of internaL geologic activity, and hints from spacecraft data that its interior has an ocean whiLe being only partiaLLy differentiated, CaLListo is the most paradoxicaL of the giant rock-ice worlds. How can a body with such a primordiaL surface harbor an ocean? If the interior was warm enough to form an ocean, how could a mixed rock and ice interior remain stable? What do the striking differences between geologicaLLy unmodified CaLListo and its sibling moon Ganymede teLL us about the formation of the GaLiLean moons and the primordiaL conditions at the time of the formation of CaLListo and the accretion of giant planet systems? The answers can be provided by a CaLListo orbitaL mission. -
Saturn — from the Outside In
Saturn — From the Outside In Saturn — From the Outside In Questions, Answers, and Cool Things to Think About Discovering Saturn:The Real Lord of the Rings Saturn — From the Outside In Although no one has ever traveled ing from Saturn’s interior. As gases in from Saturn’s atmosphere to its core, Saturn’s interior warm up, they rise scientists do have an understanding until they reach a level where the tem- of what’s there, based on their knowl- perature is cold enough to freeze them edge of natural forces, chemistry, and into particles of solid ice. Icy ammonia mathematical models. If you were able forms the outermost layer of clouds, to go deep into Saturn, here’s what you which look yellow because ammonia re- trapped in the ammonia ice particles, First, you would enter Saturn’s up- add shades of brown and other col- per atmosphere, which has super-fast ors to the clouds. Methane and water winds. In fact, winds near Saturn’s freeze at higher temperatures, so they equator (the fat middle) can reach turn to ice farther down, below the am- speeds of 1,100 miles per hour. That is monia clouds. Hydrogen and helium rise almost four times as fast as the fast- even higher than the ammonia without est hurricane winds on Earth! These freezing at all. They remain gases above winds get their energy from heat ris- the cloud tops. Saturn — From the Outside In Warm gases are continually rising in Earth’s Layers Saturn’s atmosphere, while icy particles are continually falling back down to the lower depths, where they warm up, turn to gas and rise again. -
Dwarf Planet Ceres
Dwarf Planet Ceres drishtiias.com/printpdf/dwarf-planet-ceres Why in News As per the data collected by NASA’s Dawn spacecraft, dwarf planet Ceres reportedly has salty water underground. Dawn (2007-18) was a mission to the two most massive bodies in the main asteroid belt - Vesta and Ceres. Key Points 1/3 Latest Findings: The scientists have given Ceres the status of an “ocean world” as it has a big reservoir of salty water underneath its frigid surface. This has led to an increased interest of scientists that the dwarf planet was maybe habitable or has the potential to be. Ocean Worlds is a term for ‘Water in the Solar System and Beyond’. The salty water originated in a brine reservoir spread hundreds of miles and about 40 km beneath the surface of the Ceres. Further, there is an evidence that Ceres remains geologically active with cryovolcanism - volcanoes oozing icy material. Instead of molten rock, cryovolcanoes or salty-mud volcanoes release frigid, salty water sometimes mixed with mud. Subsurface Oceans on other Celestial Bodies: Jupiter’s moon Europa, Saturn’s moon Enceladus, Neptune’s moon Triton, and the dwarf planet Pluto. This provides scientists a means to understand the history of the solar system. Ceres: It is the largest object in the asteroid belt between Mars and Jupiter. It was the first member of the asteroid belt to be discovered when Giuseppe Piazzi spotted it in 1801. It is the only dwarf planet located in the inner solar system (includes planets Mercury, Venus, Earth and Mars). Scientists classified it as a dwarf planet in 2006. -
"Is There Life on Venus?" Pdf File
Home / Space / Specials Is there life on Venus? We call them "Martians" because, in science fiction, Mars has always been the natural home of extraterrestrials. In fact, of all the planets in the solar system, Mars is the prime candidate to host life, after Earth, of course. Indeed, Mars is on the outer edge of the habitable zone, that area around the Sun that delimits the space where the temperature is low enough to ensure that the water remains in a liquid state. And where there's water, it is well known, there's probably life. Yet it's cold on Mars today, and so far, all the probes and rovers we have sent to the surface of the red planet have found no signs of life. Planet Venus At the opposite end of the habitable belt there is Venus, similar in size and "geological" characteristics to our planet – that is, like Earth, it is a rocky planet. However, unlike Earth, Venus is probably one of the most inhospitable places in the Solar System: the temperature on the ground is about 500°C, higher than that recorded on Mercury, the planet closest to the Sun, so the Sun is not directly responsible for that infernal climate. The blame lies with the very extreme greenhouse effect on Venus. We know that the greenhouse effect is due to the presence of gases that trap solar radiation and heat the atmosphere. The main greenhouse gases are carbon dioxide (CO2), methane, water vapour and nitrogen oxides. On Earth we are rightly concerned because the amount of carbon dioxide is increasing due to human activities and with the increase in CO2, temperatures are rising. -
THE PENNY MOON and QUARTER EARTH School Adapted from a Physics Forum Activity At
~ LPI EDUCATION/PUBLIC OUTREACH SCIENCE ACTIVITIES ~ Ages: 5th grade – high THE PENNY MOON AND QUARTER EARTH school Adapted from a Physics Forum activity at: http://www.phvsicsforums.com/ Duration: 10 minutes OVERVIEW — The students will use a penny and a quarter to model the Moon’s rotation on its axis and Materials: revolution around the Earth, and demonstrate that the Moon keeps the same face toward One penny and one the Earth. quarter per pair of students OBJECTIVE — Overhead projector, or The students will: elmo, or video Demonstrate the motion of the Moon’s rotation and revolution. projector Compare what we would see of the Moon if it did not rotate to what we see when its period of rotation is the same as its orbital period. Projected image of student overhead BEFORE YOU START: Do not introduce this topic along with the reason for lunar phases; students may become confused and assume that the Moon’s rotation is related to its phases. Prepare to show the student overhead projected for the class to see. ACTIVITY — 1. Ask your students to describe which parts of the Moon they see. Does the Moon turn? Can we see its far side? Allow time for your students to discuss this and share their opinions. 2. Hand out the pennies and quarters so that each pair of students has both. Tell the students that they will be creating a model of the Earth and Moon. Which object is Earth? [the quarter] Which one is the Moon? [the penny] 3. Turn on the projected student overhead. -
Download Student Activities Objects from the Area Around Its Orbit, Called Its Orbital Zone; at Amnh.Org/Worlds-Beyond-Earth-Educators
INSIDE Essential Questions Synopsis Missions Come Prepared Checklist Correlation to Standards Connections to Other Halls Glossary ONLINE Student Activities Additional Resources amnh.org/worlds-beyond-earth-educators EssentialEssential Questions Questions What is the solar system? In the 20th century, humans began leaving Earth. NASA’s Our solar system consists of our star—the Sun—and all the Apollo space program was the first to land humans on billions of objects that orbit it. These objects, which are bound another world, carrying 12 human astronauts to the Moon’s to the Sun by gravity, include the eight planets—Mercury, surface. Since then we’ve sent our proxies—robots—on Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune; missions near and far across our solar system. Flyby several dwarf planets, including Ceres and Pluto; hundreds missions allow limited glimpses; orbiters survey surfaces; of moons orbiting the planets and other bodies, including landers get a close-up understanding of their landing Jupiter’s four major moons and Saturn’s seven, and, of course, location; and rovers, like human explorers, set off across the Earth’s own moon, the Moon; thousands of comets; millions surface to see what they can find and analyze. of asteroids; and billions of icy objects beyond Neptune. The solar system is shaped like a gigantic disk with the Sun at The results of these explorations are often surprising. With its center. Everywhere we look throughout the universe we the Moon as our only reference, we expected other worlds see similar disk-shaped systems bound together by gravity. to be cold, dry, dead places, but exploration has revealed Examples include faraway galaxies, planetary systems astonishing variety in our solar system. -
The Sun's Dynamic Atmosphere
Lecture 16 The Sun’s Dynamic Atmosphere Jiong Qiu, MSU Physics Department Guiding Questions 1. What is the temperature and density structure of the Sun’s atmosphere? Does the atmosphere cool off farther away from the Sun’s center? 2. What intrinsic properties of the Sun are reflected in the photospheric observations of limb darkening and granulation? 3. What are major observational signatures in the dynamic chromosphere? 4. What might cause the heating of the upper atmosphere? Can Sound waves heat the upper atmosphere of the Sun? 5. Where does the solar wind come from? 15.1 Introduction The Sun’s atmosphere is composed of three major layers, the photosphere, chromosphere, and corona. The different layers have different temperatures, densities, and distinctive features, and are observed at different wavelengths. Structure of the Sun 15.2 Photosphere The photosphere is the thin (~500 km) bottom layer in the Sun’s atmosphere, where the atmosphere is optically thin, so that photons make their way out and travel unimpeded. Ex.1: the mean free path of photons in the photosphere and the radiative zone. The photosphere is seen in visible light continuum (so- called white light). Observable features on the photosphere include: • Limb darkening: from the disk center to the limb, the brightness fades. • Sun spots: dark areas of magnetic field concentration in low-mid latitudes. • Granulation: convection cells appearing as light patches divided by dark boundaries. Q: does the full moon exhibit limb darkening? Limb Darkening: limb darkening phenomenon indicates that temperature decreases with altitude in the photosphere. Modeling the limb darkening profile tells us the structure of the stellar atmosphere. -
Our Atmosphere Greece Sicily Athens
National Aeronautics and Space Administration Sardinia Italy Turkey Our Atmosphere Greece Sicily Athens he atmosphere is a life-giving blanket of air that surrounds our Crete T Tunisia Earth; it is composed of gases that protect us from the Sun’s intense ultraviolet Gulf of Gables radiation, allowing life to flourish. Greenhouse gases like carbon dioxide, Mediterranean Sea ozone, and methane are steadily increasing from year to year. These gases trap infrared radiation (heat) emitted from Earth’s surface and atmosphere, Gulf of causing the atmosphere to warm. Conversely, clouds as well as many tiny Sidra suspended liquid or solid particles in the air such as dust, smoke, and Egypt Libya pollution—called aerosols—reflect the Sun’s radiative energy, which leads N to cooling. This delicate balance of incoming and reflected solar radiation 200 km and emitted infrared energy is critical in maintaining the Earth’s climate Turkey Greece and sustaining life. Research using computer models and satellite data from NASA’s Earth Sicily Observing System enhances our understanding of the physical processes Athens affecting trends in temperature, humidity, clouds, and aerosols and helps us assess the impact of a changing atmosphere on the global climate. Crete Tunisia Gulf of Gables Mediterranean Sea September 17, 1979 Gulf of Sidra October 6, 1986 September 20, 1993 Egypt Libya September 10, 2000 Aerosol Index low high September 24, 2006 On August 26, 2007, wildfires in southern Greece stretched along the southwest coast of the Peloponnese producing Total Ozone (Dobson Units) plumes of smoke that drifted across the Mediterranean Sea as far as Libya along Africa’s north coast. -
Moon-Earth-Sun: the Oldest Three-Body Problem
Moon-Earth-Sun: The oldest three-body problem Martin C. Gutzwiller IBM Research Center, Yorktown Heights, New York 10598 The daily motion of the Moon through the sky has many unusual features that a careful observer can discover without the help of instruments. The three different frequencies for the three degrees of freedom have been known very accurately for 3000 years, and the geometric explanation of the Greek astronomers was basically correct. Whereas Kepler’s laws are sufficient for describing the motion of the planets around the Sun, even the most obvious facts about the lunar motion cannot be understood without the gravitational attraction of both the Earth and the Sun. Newton discussed this problem at great length, and with mixed success; it was the only testing ground for his Universal Gravitation. This background for today’s many-body theory is discussed in some detail because all the guiding principles for our understanding can be traced to the earliest developments of astronomy. They are the oldest results of scientific inquiry, and they were the first ones to be confirmed by the great physicist-mathematicians of the 18th century. By a variety of methods, Laplace was able to claim complete agreement of celestial mechanics with the astronomical observations. Lagrange initiated a new trend wherein the mathematical problems of mechanics could all be solved by the same uniform process; canonical transformations eventually won the field. They were used for the first time on a large scale by Delaunay to find the ultimate solution of the lunar problem by perturbing the solution of the two-body Earth-Moon problem. -
The Atmosphere!
Activity 1 What’s Up? The Atmosphere! Atmosphere CHANGE IS IN THE AIR Forces of Change » Atmosphere » Activity 1 » Page 1 ACTIVITY 1 What’s Up? The Atmosphere! In one of 80 experiments performed on the space shuttle Columbia before its tragic loss during reentry in 2003, Israeli astronaut Ilan Ramon tracked desert dust in the atmosphere as it moved around the earth Photo © Ernest Hilsenrath. Overview Students learn the distinctions of each layer of the atmosphere and sketch the layers. Suggested Grade Level 6–8 National Standards National Science Education Standards Alignment Earth and Science Standard, Content Standard D: Grades 5–8 Structure of the Earth System: The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations. Time One class period (40–50 minutes) Materials 1 Graph paper 1 Activity sheet Forces of Change » Atmosphere » Activity 1 » Page 2 ACTIVITY 1 OBJECTIVES Students will be able to: e Describe the main layers of Earth’s atmosphere, the proportion of each in the atmosphere, and what role each plays in atmospheric phenomena. r Define how the temperature varies from layer to layer of atmosphere. t Calculate the quantities of gases in a particular volume of air, such as their classroom. Background What we call the atmosphere comes in five main layers: exosphere, thermosphere, mesosphere, stratosphere, and troposphere. In the exosphere (640 to 64,000 km, or 400 to 40,000 mi), air dwin- dles to nothing as molecules drift into space. The thermosphere (80 to 640 km or 50 to 400 mi) is very hot despite being very thin because it The Aura Earth-observing satellite absorbs so much solar radiation. -
Jupiter and Saturn
Jupiter and Saturn 1 2 3 Guiding Questions 1. Why is the best month to see Jupiter different from one year to the next? 2. Why are there important differences between the atmospheres of Jupiter and Saturn? 3. What is going on in Jupiter’s Great Red Spot? 4. What is the nature of the multicolored clouds of Jupiter and Saturn? 5. What does the chemical composition of Jupiter’s atmosphere imply about the planet’s origin? 6. How do astronomers know about the deep interiors of Jupiter and Saturn? 7. How do Jupiter and Saturn generate their intense magnetic fields? 8. Why would it be dangerous for humans to visit certain parts of the space around Jupiter? 9. How was it discovered that Saturn has rings? 10.Are Saturn’s rings actually solid bands that encircle the planet? 11. How uniform and smooth are Saturn’s rings? 4 12.How do Saturn’s satellites affect the character of its rings? Jupiter and Saturn are the most massive planets in the solar system • Jupiter and Saturn are both much larger than Earth • Each is composed of 71% hydrogen, 24% helium, and 5% all other elements by mass • Both planets have a higher percentage of heavy elements than does the Sun • Jupiter and Saturn both rotate so rapidly that the planets are noticeably flattened 5 Unlike the terrestrial planets, Jupiter and Saturn exhibit differential rotation 6 Atmospheres • The visible “surfaces” of Jupiter and Saturn are actually the tops of their clouds • The rapid rotation of the planets twists the clouds into dark belts and light zones that run parallel to the equator • The -
Nitrogen Dioxide Pollution As a Signature of Extraterrestrial Technology
Draft version February 10, 2021 Typeset using LATEX default style in AASTeX63 Nitrogen Dioxide Pollution as a Signature of Extraterrestrial Technology Ravi Kopparapu ,1 Giada Arney,1 Jacob Haqq-Misra ,2 Jacob Lustig-Yaeger ,3 and Geronimo Villanueva 1 1NASA Goddard Space Flight Center 8800 Greenbelt Road Greenbelt, MD 20771, USA 2Blue Marble Space Institute of Science, Seattle, WA, USA 3Johns Hopkins University Applied Physics Laboratory, Laurel, MD 20723, USA Submitted to ApJ ABSTRACT Nitrogen dioxide (NO2) on Earth today has biogenic and anthropogenic sources. During the COVID- 19 pandemic, observations of global NO2 emissions have shown significant decrease in urban areas. Drawing upon this example of NO2 as an industrial byproduct, we use a one-dimensional photo- chemical model and synthetic spectral generator to assess the detectability of NO2 as an atmospheric technosignature on exoplanets. We consider cases of an Earth-like planet around Sun-like, K-dwarf and M-dwarf stars. We find that NO2 concentrations increase on planets around cooler stars due to less short-wavelength photons that can photolyze NO2. In cloud-free results, present Earth-level NO2 on an Earth-like planet around a Sun-like star at 10pc can be detected with SNR ∼ 5 within ∼ 400 hours with a 15 meter LUVOIR-like telescope when observed in the 0:2 − 0:7µm range where NO2 has a strong absorption. However, clouds and aerosols can reduce the detectability and could mimic the NO2 feature. Historically, global NO2 levels were 3x higher, indicating the capability of detecting a 40-year old Earth-level civilization. Transit and direct imaging observations to detect infrared spectral signatures of NO2 on habitable planets around M-dwarfs would need several 100s of hours of obser- vation time, both due to weaker NO2 absorption in this region, and also because of masking features by dominant H2O and CO2 bands in the infrared part of the spectrum.