Habitability of the Early Earth: Liquid Water Under a Faint Young Sun Facilitated by Strong Tidal Heating Due to a Nearby Moon
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Exploring Exoplanet Populations with NASA's Kepler Mission
SPECIAL FEATURE: PERSPECTIVE PERSPECTIVE SPECIAL FEATURE: Exploring exoplanet populations with NASA’s Kepler Mission Natalie M. Batalha1 National Aeronautics and Space Administration Ames Research Center, Moffett Field, 94035 CA Edited by Adam S. Burrows, Princeton University, Princeton, NJ, and accepted by the Editorial Board June 3, 2014 (received for review January 15, 2014) The Kepler Mission is exploring the diversity of planets and planetary systems. Its legacy will be a catalog of discoveries sufficient for computing planet occurrence rates as a function of size, orbital period, star type, and insolation flux.The mission has made significant progress toward achieving that goal. Over 3,500 transiting exoplanets have been identified from the analysis of the first 3 y of data, 100 planets of which are in the habitable zone. The catalog has a high reliability rate (85–90% averaged over the period/radius plane), which is improving as follow-up observations continue. Dynamical (e.g., velocimetry and transit timing) and statistical methods have confirmed and characterized hundreds of planets over a large range of sizes and compositions for both single- and multiple-star systems. Population studies suggest that planets abound in our galaxy and that small planets are particularly frequent. Here, I report on the progress Kepler has made measuring the prevalence of exoplanets orbiting within one astronomical unit of their host stars in support of the National Aeronautics and Space Admin- istration’s long-term goal of finding habitable environments beyond the solar system. planet detection | transit photometry Searching for evidence of life beyond Earth is the Sun would produce an 84-ppm signal Translating Kepler’s discovery catalog into one of the primary goals of science agencies lasting ∼13 h. -
Formation of TRAPPIST-1
EPSC Abstracts Vol. 11, EPSC2017-265, 2017 European Planetary Science Congress 2017 EEuropeaPn PlanetarSy Science CCongress c Author(s) 2017 Formation of TRAPPIST-1 C.W Ormel, B. Liu and D. Schoonenberg University of Amsterdam, The Netherlands ([email protected]) Abstract start to drift by aerodynamical drag. However, this growth+drift occurs in an inside-out fashion, which We present a model for the formation of the recently- does not result in strong particle pileups needed to discovered TRAPPIST-1 planetary system. In our sce- trigger planetesimal formation by, e.g., the streaming nario planets form in the interior regions, by accre- instability [3]. (a) We propose that the H2O iceline (r 0.1 au for TRAPPIST-1) is the place where tion of mm to cm-size particles (pebbles) that drifted ice ≈ the local solids-to-gas ratio can reach 1, either by from the outer disk. This scenario has several ad- ∼ vantages: it connects to the observation that disks are condensation of the vapor [9] or by pileup of ice-free made up of pebbles, it is efficient, it explains why the (silicate) grains [2, 8]. Under these conditions plan- TRAPPIST-1 planets are Earth mass, and it provides etary embryos can form. (b) Due to type I migration, ∼ a rationale for the system’s architecture. embryos cross the iceline and enter the ice-free region. (c) There, silicate pebbles are smaller because of col- lisional fragmentation. Nevertheless, pebble accretion 1. Introduction remains efficient and growth is fast [6]. (d) At approx- TRAPPIST-1 is an M8 main-sequence star located at a imately Earth masses embryos reach their pebble iso- distance of 12 pc. -
Water, Habitability, and Detectability Steve Desch
Water, Habitability, and Detectability Steve Desch PI, “Exoplanetary Ecosystems” NExSS team School of Earth and Space Exploration, Arizona State University with Ariel Anbar, Tessa Fisher, Steven Glaser, Hilairy Hartnett, Stephen Kane, Susanne Neuer, Cayman Unterborn, Sara Walker, Misha Zolotov Astrobiology Science Strategy NAS Committee, Beckmann Center, Irvine, CA (remotely), January 17, 2018 How to look for life on (Earth-like) exoplanets: find oxygen in their atmospheres How Earth-like must an exoplanet be for this to work? Seager et al. (2013) How to look for life on (Earth-like) exoplanets: find oxygen in their atmospheres Oxygen on Earth overwhelmingly produced by photosynthesizing life, which taps Sun’s energy and yields large disequilibrium signature. Caveats: Earth had life for billions of years without O2 in its atmosphere. First photosynthesis to evolve on Earth was anoxygenic. Many ‘false positives’ recognized because O2 has abiotic sources, esp. photolysis (Luger & Barnes 2014; Harman et al. 2015; Meadows 2017). These caveats seem like exceptions to the ‘rule’ that ‘oxygen = life’. How non-Earth-like can an exoplanet be (especially with respect to water content) before oxygen is no longer a biosignature? Part 1: How much water can terrestrial planets form with? Part 2: Are Aqua Planets or Water Worlds habitable? Can we detect life on them? Part 3: How should we look for life on exoplanets? Part 1: How much water can terrestrial planets form with? Theory says: up to hundreds of oceans’ worth of water Trappist-1 system suggests hundreds of oceans, especially around M stars Many (most?) planets may be Aqua Planets or Water Worlds How much water can terrestrial planets form with? Earth- “snow line” Standard Sun distance models of distance accretion suggest abundant water. -
Foundations of Complex Life: Evolution, Preservation and Detection on Earth and Beyond
National Aeronautics and Space Administration NASA Astrobiology Institute Annual Science Report 2016 Team Report: Foundations of Complex Life: Evolution, Preservation and Detection on Earth and Beyond, Massachusetts Institute of Technology Foundations of Complex Life Evolution, Preservation and Detection on Earth and Beyond Lead Institution: Massachusetts Institute of Technology Team Overview Foundations of Complex Life is a research project investigating the early evolution and preservation of complex life on Earth. We seek insight into the early evolution and preservation of complex life by refining our ability to identify evidence of environmental and biological change in the late Mesoproterozoic to Neoproterozoic eras. Better understanding how signatures of life and environment are preserved will guide how and where to look for evidence for life elsewhere in the universe—directly supporting the Curiosity mission on Mars and helping set strategic goals for future explorations of the Solar System and studies of the early Earth. Our Team pursues these questions under five themes: I. The earliest history of animals: We use methods from molecular biology, experimental taphonomy, and paleontology to explore what caused the early divergence of animals. Principal Investigator: II. Paleontology, sedimentology, and geochemistry: We track the origin of complex Roger Summons protists and animals from their biologically simple origins by documenting the stratigraphy, isotopic records, and microfossil assemblages of well-preserved rock successions from 1200 to 650 million years ago. III. A preservation-induced oxygen tipping point: We investigate how changes in the preservation of organic carbon may have driven the Neoproterozoic oxygenation of the oceans coincident with the appearance of complex life. -
Formation of the Solar System (Chapter 8)
Formation of the Solar System (Chapter 8) Based on Chapter 8 • This material will be useful for understanding Chapters 9, 10, 11, 12, 13, and 14 on “Formation of the solar system”, “Planetary geology”, “Planetary atmospheres”, “Jovian planet systems”, “Remnants of ice and rock”, “Extrasolar planets” and “The Sun: Our Star” • Chapters 2, 3, 4, and 7 on “The orbits of the planets”, “Why does Earth go around the Sun?”, “Momentum, energy, and matter”, and “Our planetary system” will be useful for understanding this chapter Goals for Learning • Where did the solar system come from? • How did planetesimals form? • How did planets form? Patterns in the Solar System • Patterns of motion (orbits and rotations) • Two types of planets: Small, rocky inner planets and large, gas outer planets • Many small asteroids and comets whose orbits and compositions are similar • Exceptions to these patterns, such as Earth’s large moon and Uranus’s sideways tilt Help from Other Stars • Use observations of the formation of other stars to improve our theory for the formation of our solar system • Use this theory to make predictions about the formation of other planetary systems Nebular Theory of Solar System Formation • A cloud of gas, the “solar nebula”, collapses inwards under its own weight • Cloud heats up, spins faster, gets flatter (disk) as a central star forms • Gas cools and some materials condense as solid particles that collide, stick together, and grow larger Where does a cloud of gas come from? • Big Bang -> Hydrogen and Helium • First stars use this -
The Geologic Time Scale Is the Eon
Exploring Geologic Time Poster Illustrated Teacher's Guide #35-1145 Paper #35-1146 Laminated Background Geologic Time Scale Basics The history of the Earth covers a vast expanse of time, so scientists divide it into smaller sections that are associ- ated with particular events that have occurred in the past.The approximate time range of each time span is shown on the poster.The largest time span of the geologic time scale is the eon. It is an indefinitely long period of time that contains at least two eras. Geologic time is divided into two eons.The more ancient eon is called the Precambrian, and the more recent is the Phanerozoic. Each eon is subdivided into smaller spans called eras.The Precambrian eon is divided from most ancient into the Hadean era, Archean era, and Proterozoic era. See Figure 1. Precambrian Eon Proterozoic Era 2500 - 550 million years ago Archaean Era 3800 - 2500 million years ago Hadean Era 4600 - 3800 million years ago Figure 1. Eras of the Precambrian Eon Single-celled and simple multicelled organisms first developed during the Precambrian eon. There are many fos- sils from this time because the sea-dwelling creatures were trapped in sediments and preserved. The Phanerozoic eon is subdivided into three eras – the Paleozoic era, Mesozoic era, and Cenozoic era. An era is often divided into several smaller time spans called periods. For example, the Paleozoic era is divided into the Cambrian, Ordovician, Silurian, Devonian, Carboniferous,and Permian periods. Paleozoic Era Permian Period 300 - 250 million years ago Carboniferous Period 350 - 300 million years ago Devonian Period 400 - 350 million years ago Silurian Period 450 - 400 million years ago Ordovician Period 500 - 450 million years ago Cambrian Period 550 - 500 million years ago Figure 2. -
The Future Life Span of Earth's Oxygenated Atmosphere
In press at Nature Geoscience The future life span of Earth’s oxygenated atmosphere Kazumi Ozaki1,2* and Christopher T. Reinhard2,3,4 1Department of Environmental Science, Toho University, Funabashi, Chiba 274-8510, Japan 2NASA Nexus for Exoplanet System Science (NExSS) 3School of Earth and Atmospheric Sciences, Georgia Institute of Technology, Atlanta, GA 30332, USA 4NASA Astrobiology Institute, Alternative Earths Team, Riverside, CA, USA *Correspondence to: [email protected] Abstract: Earth’s modern atmosphere is highly oxygenated and is a remotely detectable signal of its surface biosphere. However, the lifespan of oxygen-based biosignatures in Earth’s atmosphere remains uncertain, particularly for the distant future. Here we use a combined biogeochemistry and climate model to examine the likely timescale of oxygen-rich atmospheric conditions on Earth. Using a stochastic approach, we find that the mean future lifespan of Earth’s atmosphere, with oxygen levels more than 1% of the present atmospheric level, is 1.08 ± 0.14 billion years (1σ). The model projects that a deoxygenation of the atmosphere, with atmospheric O2 dropping sharply to levels reminiscent of the Archaean Earth, will most probably be triggered before the inception of moist greenhouse conditions in Earth’s climate system and before the extensive loss of surface water from the atmosphere. We find that future deoxygenation is an inevitable consequence of increasing solar fluxes, whereas its precise timing is modulated by the exchange flux of reducing power between the mantle and the ocean– atmosphere–crust system. Our results suggest that the planetary carbonate–silicate cycle will tend to lead to terminally CO2-limited biospheres and rapid atmospheric deoxygenation, emphasizing the need for robust atmospheric biosignatures applicable to weakly oxygenated and anoxic exoplanet atmospheres and highlighting the potential importance of atmospheric organic haze during the terminal stages of planetary habitability. -
Educator's Guide: Orion
Legends of the Night Sky Orion Educator’s Guide Grades K - 8 Written By: Dr. Phil Wymer, Ph.D. & Art Klinger Legends of the Night Sky: Orion Educator’s Guide Table of Contents Introduction………………………………………………………………....3 Constellations; General Overview……………………………………..4 Orion…………………………………………………………………………..22 Scorpius……………………………………………………………………….36 Canis Major…………………………………………………………………..45 Canis Minor…………………………………………………………………..52 Lesson Plans………………………………………………………………….56 Coloring Book…………………………………………………………………….….57 Hand Angles……………………………………………………………………….…64 Constellation Research..…………………………………………………….……71 When and Where to View Orion…………………………………….……..…77 Angles For Locating Orion..…………………………………………...……….78 Overhead Projector Punch Out of Orion……………………………………82 Where on Earth is: Thrace, Lemnos, and Crete?.............................83 Appendix………………………………………………………………………86 Copyright©2003, Audio Visual Imagineering, Inc. 2 Legends of the Night Sky: Orion Educator’s Guide Introduction It is our belief that “Legends of the Night sky: Orion” is the best multi-grade (K – 8), multi-disciplinary education package on the market today. It consists of a humorous 24-minute show and educator’s package. The Orion Educator’s Guide is designed for Planetarians, Teachers, and parents. The information is researched, organized, and laid out so that the educator need not spend hours coming up with lesson plans or labs. This has already been accomplished by certified educators. The guide is written to alleviate the fear of space and the night sky (that many elementary and middle school teachers have) when it comes to that section of the science lesson plan. It is an excellent tool that allows the parents to be a part of the learning experience. The guide is devised in such a way that there are plenty of visuals to assist the educator and student in finding the Winter constellations. -
Useful Constants
Appendix A Useful Constants A.1 Physical Constants Table A.1 Physical constants in SI units Symbol Constant Value c Speed of light 2.997925 × 108 m/s −19 e Elementary charge 1.602191 × 10 C −12 2 2 3 ε0 Permittivity 8.854 × 10 C s / kgm −7 2 μ0 Permeability 4π × 10 kgm/C −27 mH Atomic mass unit 1.660531 × 10 kg −31 me Electron mass 9.109558 × 10 kg −27 mp Proton mass 1.672614 × 10 kg −27 mn Neutron mass 1.674920 × 10 kg h Planck constant 6.626196 × 10−34 Js h¯ Planck constant 1.054591 × 10−34 Js R Gas constant 8.314510 × 103 J/(kgK) −23 k Boltzmann constant 1.380622 × 10 J/K −8 2 4 σ Stefan–Boltzmann constant 5.66961 × 10 W/ m K G Gravitational constant 6.6732 × 10−11 m3/ kgs2 M. Benacquista, An Introduction to the Evolution of Single and Binary Stars, 223 Undergraduate Lecture Notes in Physics, DOI 10.1007/978-1-4419-9991-7, © Springer Science+Business Media New York 2013 224 A Useful Constants Table A.2 Useful combinations and alternate units Symbol Constant Value 2 mHc Atomic mass unit 931.50MeV 2 mec Electron rest mass energy 511.00keV 2 mpc Proton rest mass energy 938.28MeV 2 mnc Neutron rest mass energy 939.57MeV h Planck constant 4.136 × 10−15 eVs h¯ Planck constant 6.582 × 10−16 eVs k Boltzmann constant 8.617 × 10−5 eV/K hc 1,240eVnm hc¯ 197.3eVnm 2 e /(4πε0) 1.440eVnm A.2 Astronomical Constants Table A.3 Astronomical units Symbol Constant Value AU Astronomical unit 1.4959787066 × 1011 m ly Light year 9.460730472 × 1015 m pc Parsec 2.0624806 × 105 AU 3.2615638ly 3.0856776 × 1016 m d Sidereal day 23h 56m 04.0905309s 8.61640905309 -
The University of Chicago Glimpses of Far Away
THE UNIVERSITY OF CHICAGO GLIMPSES OF FAR AWAY PLACES: INTENSIVE ATMOSPHERE CHARACTERIZATION OF EXTRASOLAR PLANETS A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE PHYSICAL SCIENCES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF ASTRONOMY AND ASTROPHYSICS BY LAURA KREIDBERG CHICAGO, ILLINOIS AUGUST 2016 Copyright c 2016 by Laura Kreidberg All Rights Reserved Far away places with strange sounding names Far away over the sea Those far away places with strange sounding names Are calling, calling me. { Joan Whitney & Alex Kramer TABLE OF CONTENTS LIST OF FIGURES . vii LIST OF TABLES . ix ACKNOWLEDGMENTS . x ABSTRACT . xi 1 INTRODUCTION . 1 1.1 Exoplanets' Greatest Hits, 1995 - present . 1 1.2 Moving from Discovery to Characterization . 2 1.2.1 Clues from Planetary Atmospheres I: How Do Planets Form? . 2 1.2.2 Clues from Planetary Atmospheres II: What are Planets Like? . 3 1.2.3 Goals for This Work . 4 1.3 Overview of Atmosphere Characterization Techniques . 4 1.3.1 Transmission Spectroscopy . 5 1.3.2 Emission Spectroscopy . 5 1.4 Technical Breakthroughs Enabling Atmospheric Studies . 7 1.5 Chapter Summaries . 10 2 CLOUDS IN THE ATMOSPHERE OF THE SUPER-EARTH EXOPLANET GJ 1214b . 12 2.1 Introduction . 12 2.2 Observations and Data Reduction . 13 2.3 Implications for the Atmosphere . 14 2.4 Conclusions . 18 3 A PRECISE WATER ABUNDANCE MEASUREMENT FOR THE HOT JUPITER WASP-43b . 21 3.1 Introduction . 21 3.2 Observations and Data Reduction . 23 3.3 Analysis . 24 3.4 Results . 27 3.4.1 Constraints from the Emission Spectrum . -
Origins of Life in the Universe Zackary Johnson
11/4/2007 Origins of Life in the Universe Zackary Johnson OCN201 Fall 2007 [email protected] Zackary Johnson http://www.soest.hawaii.edu/oceanography/zij/education.html Uniiiversity of Hawaii Department of Oceanography Class Schedule Nov‐2Originsof Life and the Universe Nov‐5 Classification of Life Nov‐7 Primary Production Nov‐9Consumers Nov‐14 Evolution: Processes (Steward) Nov‐16 Evolution: Adaptation() (Steward) Nov‐19 Marine Microbiology Nov‐21 Benthic Communities Nov‐26 Whale Falls (Smith) Nov‐28 The Marine Food Web Nov‐30 Community Ecology Dec‐3 Fisheries Dec‐5Global Ecology Dec‐12 Final Major Concepts TIMETABLE Big Bang! • Life started early, but not at the beginning, of Earth’s Milky Way (and other galaxies formed) history • Abiogenesis is the leading hypothesis to explain the beginning of life on Earth • There are many competing theories as to how this happened • Some of the details have been worked out, but most Formation of Earth have not • Abiogenesis almost certainly occurred in the ocean 20‐15 15‐94.5Today Billions of Years Before Present 1 11/4/2007 Building Blocks TIMETABLE Big Bang! • Universe is mostly hydrogen (H) and helium (He); for Milky Way (and other galaxies formed) example –the sun is 70% H, 28% He and 2% all else! Abundance) e • Most elements of interest to biology (C, N, P, O, etc.) were (Relativ 10 produced via nuclear fusion Formation of Earth Log at very high temperature reactions in large stars after Big Bang 20‐13 13‐94.7Today Atomic Number Billions of Years Before Present ORIGIN OF LIFE ON EARTH Abiogenesis: 3 stages Divine Creation 1. -