Habitable) Planet Detection I (Chair: Magali Deleuil
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The Nearest Stars: a Guided Tour by Sherwood Harrington, Astronomical Society of the Pacific
www.astrosociety.org/uitc No. 5 - Spring 1986 © 1986, Astronomical Society of the Pacific, 390 Ashton Avenue, San Francisco, CA 94112. The Nearest Stars: A Guided Tour by Sherwood Harrington, Astronomical Society of the Pacific A tour through our stellar neighborhood As evening twilight fades during April and early May, a brilliant, blue-white star can be seen low in the sky toward the southwest. That star is called Sirius, and it is the brightest star in Earth's nighttime sky. Sirius looks so bright in part because it is a relatively powerful light producer; if our Sun were suddenly replaced by Sirius, our daylight on Earth would be more than 20 times as bright as it is now! But the other reason Sirius is so brilliant in our nighttime sky is that it is so close; Sirius is the nearest neighbor star to the Sun that can be seen with the unaided eye from the Northern Hemisphere. "Close'' in the interstellar realm, though, is a very relative term. If you were to model the Sun as a basketball, then our planet Earth would be about the size of an apple seed 30 yards away from it — and even the nearest other star (alpha Centauri, visible from the Southern Hemisphere) would be 6,000 miles away. Distances among the stars are so large that it is helpful to express them using the light-year — the distance light travels in one year — as a measuring unit. In this way of expressing distances, alpha Centauri is about four light-years away, and Sirius is about eight and a half light- years distant. -
20120016986.Pdf
CIRS AND CIRS-LITE AS DESIGNED FOR THE OUTER PLANETS: TSSM, EJSM, JUICE J. Brasunas\ M. Abbas2, V. Bly!, M. Edgerton!, J. Hagopian\ W. Mamakos\ A. Morell\ B. Pasquale\ W. Smith!; !NASA God dard, Greenbelt, MD; 2NASA Marshall, Huntsville, AL; 3Design Interface, Finksburg, MD. Introduction: Passive spectroscopic remote sensing of mid infrared, a rich source of molecular lines in the outer planetary atmospheres and surfaces in the thermal infrared is solar system. The FTS approach is a workhorse compared a powerful tool for obtaining information about surface and with more specialized instruments such as heterodyne mi atmospheric temperatures, composition, and dynamics (via crowave spectrometers which are more limited in wavelength the thermal wind equation). Due to its broad spectral cover range and thus the molecular constituents detectable. As age, the Fourier transform spectrometer (FTS) is particularly such it is well adapted to map temperatures, composition, suited to the exploration and discovery of molecular species. aerosols, and condensates in Titan's atmosphere and surface NASA Goddard's Cassini CIRS FTS [I] (Fig. I) has given temperatures on Enceladus. Additionally, a lighter, more us important new insights into stratospheric composition and sensitive version ofCIRS can be used to advantage in other jets on Jupiter and Saturn, the cryo-vo1cano and thermal planetary missions, and for orbital and surface lunar mis stripes on Enceladus, and the polar vortex on Titan. We sions. have designed a lightweight successor to CIRS - called CIRS-lite - with improved spectral resolution (Table I) to Details of the four key components for CIRS-lite are: separate blended spectral lines (such as occur with isotopes). -
Stellar Distances Teacher Guide
Stars and Planets 1 TEACHER GUIDE Stellar Distances Our Star, the Sun In this Exploration, find out: ! How do the distances of stars compare to our scale model solar system?. ! What is a light year? ! How long would it take to reach the nearest star to our solar system? (Image Credit: NASA/Transition Region & Coronal Explorer) Note: The above image of the Sun is an X -ray view rather than a visible light image. Stellar Distances Teacher Guide In this exercise students will plan a scale model to explore the distances between stars, focusing on Alpha Centauri, the system of stars nearest to the Sun. This activity builds upon the activity Sizes of Stars, which should be done first, and upon the Scale in the Solar System activity, which is strongly recommended as a prerequisite. Stellar Distances is a math activity as well as a science activity. Necessary Prerequisite: Sizes of Stars activity Recommended Prerequisite: Scale Model Solar System activity Grade Level: 6-8 Curriculum Standards: The Stellar Distances lesson is matched to: ! National Science and Math Education Content Standards for grades 5-8. ! National Math Standards 5-8 ! Texas Essential Knowledge and Skills (grades 6 and 8) ! Content Standards for California Public Schools (grade 8) Time Frame: The activity should take approximately 45 minutes to 1 hour to complete, including short introductions and follow-ups. Purpose: To aid students in understanding the distances between stars, how those distances compare with the sizes of stars, and the distances between objects in our own solar system. © 2007 Dr Mary Urquhart, University of Texas at Dallas Stars and Planets 2 TEACHER GUIDE Stellar Distances Key Concepts: o Distances between stars are immense compared with the sizes of stars. -
Question Paper
British Astronomy and Astrophysics Olympiad 2018-2019 Astronomy & Astrophysics Challenge Paper September - December 2018 Instructions Time: 1 hour. Questions: Answer all questions in Sections A and B, but only one question in Section C. Marks: Marks allocated for each question are shown in brackets on the right. Working must be shown in order to get full credit, and you may find it useful to write down numerical values of any intermediate steps. Solutions: Answers and calculations are to be written on loose paper or in examination booklets. Students should ensure their name and school is clearly written on all answer sheets and pages are numbered. A standard formula booklet with standard physical constants should be supplied. Eligibility: All sixth form students (or younger) are eligible to sit any BAAO paper. Further Information about the British Astronomy and Astrophysics Olympiad This is the first paper of the British Astronomy and Astrophysics Olympiad in the 2018-2019 academic year. To progress to the next stage of the BAAO, you must take the BPhO Round 1 in November 2018, which is a general physics problem paper. Those achieving at least a Gold will be invited to take the BAAO Competition paper on Monday 21st January 2019. To be awarded the highest grade (Distinction) in this paper, it should be sat under test conditions and marked papers achieving 60% or above should be sent in to the BPhO Office in Oxford by Friday 19th October 2018. Papers sat after that date, or below that mark (i.e. Merit or Participation), should have their results recorded using the online form by Friday 7th December 2018. -
Planets and Exoplanets
NASE Publications Planets and exoplanets Planets and exoplanets Rosa M. Ros, Hans Deeg International Astronomical Union, Technical University of Catalonia (Spain), Instituto de Astrofísica de Canarias and University of La Laguna (Spain) Summary This workshop provides a series of activities to compare the many observed properties (such as size, distances, orbital speeds and escape velocities) of the planets in our Solar System. Each section provides context to various planetary data tables by providing demonstrations or calculations to contrast the properties of the planets, giving the students a concrete sense for what the data mean. At present, several methods are used to find exoplanets, more or less indirectly. It has been possible to detect nearly 4000 planets, and about 500 systems with multiple planets. Objetives - Understand what the numerical values in the Solar Sytem summary data table mean. - Understand the main characteristics of extrasolar planetary systems by comparing their properties to the orbital system of Jupiter and its Galilean satellites. The Solar System By creating scale models of the Solar System, the students will compare the different planetary parameters. To perform these activities, we will use the data in Table 1. Planets Diameter (km) Distance to Sun (km) Sun 1 392 000 Mercury 4 878 57.9 106 Venus 12 180 108.3 106 Earth 12 756 149.7 106 Marte 6 760 228.1 106 Jupiter 142 800 778.7 106 Saturn 120 000 1 430.1 106 Uranus 50 000 2 876.5 106 Neptune 49 000 4 506.6 106 Table 1: Data of the Solar System bodies In all cases, the main goal of the model is to make the data understandable. -
Exoplanet Atmosphere Measurements from Direct Imaging
Exoplanet Atmosphere Measurements from Direct Imaging Beth A. Biller and Mickael¨ Bonnefoy Abstract In the last decade, about a dozen giant exoplanets have been directly im- aged in the IR as companions to young stars. With photometry and spectroscopy of these planets in hand from new extreme coronagraphic instruments such as SPHERE at VLT and GPI at Gemini, we are beginning to characterize and classify the at- mospheres of these objects. Initially, it was assumed that young planets would be similar to field brown dwarfs, more massive objects that nonetheless share sim- ilar effective temperatures and compositions. Surprisingly, young planets appear considerably redder than field brown dwarfs, likely a result of their low surface gravities and indicating much different atmospheric structures. Preliminarily, young free-floating planets appear to be as or more variable than field brown dwarfs, due to rotational modulation of inhomogeneous surface features. Eventually, such inho- mogeneity will allow the top of atmosphere structure of these objects to be mapped via Doppler imaging on extremely large telescopes. Direct imaging spectroscopy of giant exoplanets now is a prelude for the study of habitable zone planets. Even- tual direct imaging spectroscopy of a large sample of habitable zone planets with future telescopes such as LUVOIR will be necessary to identify multiple biosigna- tures and establish habitability for Earth-mass exoplanets in the habitable zones of nearby stars. Introduction Since 1995, more than 3000 exoplanets have been discovered, mostly via indirect means, ushering in a completely new field of astronomy. In the last decade, about a dozen planets have been directly imaged, including archetypical systems such as arXiv:1807.05136v1 [astro-ph.EP] 13 Jul 2018 Beth A. -
The Milky Way the Milky Way's Neighbourhood
The Milky Way What Is The Milky Way Galaxy? The.Milky.Way.is.the.galaxy.we.live.in..It.contains.the.Sun.and.at.least.one.hundred.billion.other.stars..Some.modern. measurements.suggest.there.may.be.up.to.500.billion.stars.in.the.galaxy..The.Milky.Way.also.contains.more.than.a.billion. solar.masses’.worth.of.free-floating.clouds.of.interstellar.gas.sprinkled.with.dust,.and.several.hundred.star.clusters.that. contain.anywhere.from.a.few.hundred.to.a.few.million.stars.each. What Kind Of Galaxy Is The Milky Way? Figuring.out.the.shape.of.the.Milky.Way.is,.for.us,.somewhat.like.a.fish.trying.to.figure.out.the.shape.of.the.ocean.. Based.on.careful.observations.and.calculations,.though,.it.appears.that.the.Milky.Way.is.a.barred.spiral.galaxy,.probably. classified.as.a.SBb.or.SBc.on.the.Hubble.tuning.fork.diagram. Where Is The Milky Way In Our Universe’! The.Milky.Way.sits.on.the.outskirts.of.the.Virgo.supercluster..(The.centre.of.the.Virgo.cluster,.the.largest.concentrated. collection.of.matter.in.the.supercluster,.is.about.50.million.light-years.away.).In.a.larger.sense,.the.Milky.Way.is.at.the. centre.of.the.observable.universe..This.is.of.course.nothing.special,.since,.on.the.largest.size.scales,.every.point.in.space. is.expanding.away.from.every.other.point;.every.object.in.the.cosmos.is.at.the.centre.of.its.own.observable.universe.. Within The Milky Way Galaxy, Where Is Earth Located’? Earth.orbits.the.Sun,.which.is.situated.in.the.Orion.Arm,.one.of.the.Milky.Way’s.66.spiral.arms..(Even.though.the.spiral. -
Arxiv:1111.5599V1 [Astro-Ph.EP]
Transit model of planets with moon and ring systems Luis Ricardo Moretto Tusnski Astrophysics Division, Instituto Nacional de Pesquisas Espaciais Av. dos Astronautas, 1758, Sao Jose dos Campos, SP, Brasil. [email protected] and Adriana Valio Center for Radio Astronomy and Astrophysics Mackenzie, Universidade Presbiteriana Mackenzie Rua da Consolacao, 896, Sao Paulo, SP, Brasil. [email protected] Abstract Since the discovery of the first exoplanet, those most adequate for life to begin and evolve have been sought. Due to observational bias, however, most of the discov- ered planets so far are gas giants, precluding their habitability. If these hot Jupiters are located in the habitable zone of their host stars, and if rocky moons orbit them, these moons may be habitable. In this work we present a model for planetary transit simulation considering the presence of moons and planetary rings around the planet. The moon’s orbit is considered to be circular and coplanar with the planetary orbit. The other physical and orbital parameters of the star, planet, moon and rings can be adjusted in each simulation. It is possible to simulate as many successive transits as desired. Since the presence of spots on the surface of the star may produce a signal similar to that of the presence of a moon, our model also allows for the inclusion of starspots. The result of the simulation is the light curve with the planetary transit. arXiv:1111.5599v1 [astro-ph.EP] 23 Nov 2011 White noise may also be added to the light curves, to produce curves similar to those obtained by the CoRoT and Kepler space telescopes. -
Are We Going to Alpha Centauri?
REVIEW https://doi.org/10.32386/scivpro.000019 Are we going to Alpha Centauri? Didier Queloz, Mejd Alsari* Nobel Prize Laureate Didier Queloz talks about realistic ways to explore Proxima Centauri b and other potentially habitable planetary systems such as TRAPPIST-1 using technologies that are currently available. He also discusses his interdisciplinary research activities on abiogenesis and the search for life on other planets. See video at https://youtu.be/RODr30duRrg. Mejd Alsari (MA). Does the Drake Equation1,2 define a sort of roadmap for astronomers in their quest for understanding our uni- verse when you read it from left to right? Note: the Drake Equation predicts the number of extant advanced technical civilizations possessing both the interest and the capabili- * 1 ty for interstellar communication as N=R ×fp×ne×fl×fi×fc×L, where: • R* is the mean rate of star formation averaged over the lifetime of our Galaxy; • fp is the fraction of stars with planetary systems; • ne is the mean number of planets in each planetary system with environments favourable for the origin of life; • fl is the fraction of such favourable planets on which life de- velops; Figure 1 | Prof. Didier Queloz, Professor of Physics, Cavendish Laboratory, University of Cambridge. • fi is the fraction of such inhabited planets on which intelligent life arises during the lifetime of the local star; • fc is the fraction of planets populated by intelligent beings on tested. It’s a chemistry experiment that needs to be done to address which an advanced technical civilization arises during the life- these fundamental questions. -
Supported Geographic Coordinate Systems
Supported geographic coordinate systems Angular units of measure by PE macro macro code name radians/unit PE_U_RADIAN 9101 Radian 1.0 PE_U_DEGREE 9102 Degree π/180 PE_U_MINUTE 9103 Arc–minute (π/180)/60 PE_U_SECOND 9104 Arc–second (π/180)/3600 PE_U_GRAD 9105 Grad π/200 PE_U_GON 9106 Gon π/200 PE_U_MICRORADIAN 9109 Microradian 1.0E-6 PE_U_MINUTE_CENTESIMAL 9112 Centesimal minute π/20000 PE_U_SECOND_CENTESIMAL 9113 Centesimal second π/2000000 PE_U_MIL_6400 9114 Mil π/3200 Angular units of measure by ArcObjects macro macro code name radians/unit esriSRUnit_Radian 9101 Radian 1.0 esriSRUnit_Degree 9102 Degree π/180 esriSRUnit_Minute 9103 Arc–minute (π/180)/60 esriSRUnit_Second 9104 Arc–second (π/180)/3600 esriSRUnit_Grad 9105 Grad π/200 esriSRUnit_Gon 9106 Gon π/200 esriSRUnit_Microradian 9109 Microradian 1.0E-6 esriSRUnit_Minute_Centesimal 9112 Centesimal minute π/20000 esriSRUnit_Second_Centesimal 9113 Centesimal second π/2000000 esriSRUnit_Mil_6400 9114 Mil π/3200 Spheroids by ArcObjects macro Macro Code Name a (m) 1/f esriSRSpheroid_Airy1830 7001 Airy 1830 6377563.396 299.3249646 esriSRSpheroid_ATS1977 7041 ATS 1977 6378135.0 298.257 esriSRSpheroid_Australian 7003 Australian National 6378160 298.25 esriSRSpheroid_AuthalicSphere 7035 Authalic sphere (WGS84) 6371000 0 esriSRSpheroid_AusthalicSphereArcInfo 107008 Authalic sph (ARC/INFO) 6370997 0 esriSRSpheroid_Bessel1841 7004 Bessel 1841 6377397.155 299.1528128 esriSRSpheroid_BesselNamibia 7006 Bessel Namibia 6377483.865 299.1528128 esriSRSpheroid_Clarke1858 7007 Clarke 1858 6378293.639 -
Report 2017 Research, Education and Public Outreach Activity Report 2017 Research, Education and Public Outreach
Activity Report 2017 Research, Education and Public Outreach Activity Report 2017 Research, Education and Public Outreach Nathalie A. Cabrol Director, Carl Sagan Center, Pamela Harman, Acting Director, Center for Education Rebecca McDonald Director, Center for Outreach Bill Diamond President & CEO The SETI Institute: 189 N Bernardo Avenue Suite 200, Mountain View, CA 94043. Phone: (650) 961-6633 Activity Report 2017 Research, Education and Public Outreach TABLE OF CONTENTS Peer-reviewed publications 10 Conferences: Abstracts & Proceedings 18 Technical Reports & Data Releases 29 Outreach, Media Coverage, Web Stories & Interviews 31 Invited Talks (Professional & Public) 39 Highlights, Significant Events & Activities 46 Fieldwork 52 Honors & Awards 54 Missions, Observations & Strategic Planning 56 Acknowledgements 60 The SETI Institute: 189 N Bernardo Avenue Suite 200, Mountain View, CA 94043. Phone: (650) 961-6633 Activity Report 2017 Research, Education and Public Outreach FROM THE SETI INSTITUTE President and CEO Dear friends, The scientists, educators and outreach professionals of the SETI Institute had yet another banner year of productivity in 2017. We are delighted to present our 2nd annual report, cataloging the research and education programs of the Institute, as well as the myriad of mainstream media stories about our people and our work. Among the highlights from this year’s report are 147 peer-reviewed articles in scientific journals, 225 conference proceedings and abstracts, 172 media stories and interviews, and 177 invited talks. -
Perfect Little Planet Educator's Guide
Educator’s Guide Perfect Little Planet Educator’s Guide Table of Contents Vocabulary List 3 Activities for the Imagination 4 Word Search 5 Two Astronomy Games 7 A Toilet Paper Solar System Scale Model 11 The Scale of the Solar System 13 Solar System Models in Dough 15 Solar System Fact Sheet 17 2 “Perfect Little Planet” Vocabulary List Solar System Planet Asteroid Moon Comet Dwarf Planet Gas Giant "Rocky Midgets" (Terrestrial Planets) Sun Star Impact Orbit Planetary Rings Atmosphere Volcano Great Red Spot Olympus Mons Mariner Valley Acid Solar Prominence Solar Flare Ocean Earthquake Continent Plants and Animals Humans 3 Activities for the Imagination The objectives of these activities are: to learn about Earth and other planets, use language and art skills, en- courage use of libraries, and help develop creativity. The scientific accuracy of the creations may not be as im- portant as the learning, reasoning, and imagination used to construct each invention. Invent a Planet: Students may create (draw, paint, montage, build from household or classroom items, what- ever!) a planet. Does it have air? What color is its sky? Does it have ground? What is its ground made of? What is it like on this world? Invent an Alien: Students may create (draw, paint, montage, build from household items, etc.) an alien. To be fair to the alien, they should be sure to provide a way for the alien to get food (what is that food?), a way to breathe (if it needs to), ways to sense the environment, and perhaps a way to move around its planet.