MARS: the FIRST BILLION YEARS – WARM and WET VS COLD and ICY? Robert M
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Greenhouse Gases
ClimateClimate onon terrestrialterrestrial planetsplanets H. Rauer Zentrum für Astronomie und Astrophysik, TU Berlin und Institut für Planetenforschung, DLR, Berlin-Adlershof Terrestrial Planets with Atmospheres in our Solar System Venus Earth Mars T = 735 K T = 288 K T = 216 K p = 90 bar p = 1 bar p = 0.007 bar Atmosphere: Atmosphere: Atmosphere: 96% CO2 77% N2 95% CO2 3,5 % N2 21 % O2 2,7 % N2 1 % H2O WhatWhatare aret thehe relevant relevant processesprocesses forfora a stablestablec climate?limate? AA stablestable climate climate needsneeds a a stablestable atmosphere!atmosphere! Three ways to gain a (secondary) atmosphere Ways to loose an atmosphere Could also be a gain Die Fluchtgeschwindigkeit Ep = -GmM/R 2 Ekl= 1/2mv Für Ek<Ep wird das Molekül zurückkehren Für Ek≥Ep wird das Molekül die Atmosphäre verlassen Die kleinst möglichste Geschwindigkeit, die für das Verlassen notwendig ist hat das Molekül für den Fall: Ek+Ep=0 2 1/2mve -GMm/R=0 ve=√(2GM/R) Thermischer Verlust (Jeans Escape) Einzelne Moleküle können von der obersten Schicht der Atmosphäre entweichen, wenn sie genügend Energie besitzen Die Moleküle folgen einer Maxwell-Boltzmann Verteilung: Mittlere quadratische Geschwindigkeit: v=√(2kT/m) Large escape velocities for the giants and ice planets Mars escape velocity is ~½ ve(Earth) - gas giants are massive enough to keep H-He-atmospheres - terrestrial planets atmospheres can have CO2, N2, O2, CH4, H2O, …, but little H and He Additional loss processes are important: Planets with magnetosphere are generally better protected from -
Companion Q&A Fact Sheet: What Mars Reveals About Life in Our
What Mars Reveals about Life in Our Universe Companion Q&A Fact Sheet Educators from the Smithsonian’s Air and Space and Natural History Museums assembled this collection of commonly asked questions about Mars to complement the Smithsonian Science How webinar broadcast on March 3, 2021, “What Mars Reveals about Life in our Universe.” Continue to explore Mars and your own curiosities with these facts and additional resources: • NASA: Mars Overview • NASA: Mars Robotic Missions • National Air and Space Museum on the Smithsonian Learning Lab: “Wondering About Astronomy Together” Guide • National Museum of Natural History: A collection of resources for teaching about Antarctic Meteorites and Mars 1 • Smithsonian Science How: “What Mars Reveals about Life in our Universe” with experts Cari Corrigan, L. Miché Aaron, and Mariah Baker (aired March 3, 2021) Mars Overview How long is Mars’ day? Mars takes 24 hours and 38 minutes to spin around once, so its day is very similar to Earth’s. How long is Mars’ year? Mars takes 687 days, almost two Earth years, to complete one orbit around the Sun. How far is Mars from Earth? The distance between Earth and Mars changes as both planets move around the Sun in their orbits. At its closest, Mars is just 34 million miles from the Earth; that’s about one third of Earth’s distance from the Sun. On the day of this program, March 3, 2021, Mars was about 135 million miles away, or four times its closest distance. How far is Mars from the Sun? Mars orbits an average of 141 million miles from the Sun, which is about one-and-a-half times as far as the Earth is from the Sun. -
The Earth and Its Atmosphere (Introduction) What, Why, and How???
The Earth and Its Atmosphere (Introduction) What, Why, and How??? What is an Why do planets atmosphere? have atmospheres? What determines the yearly weather cycle? Why is the weather What is the different every year? structure of the Earth’s atmosphere? How was the Earth’s What is the atmosphere formed? Why do we study composition the atmosphere? of the Earth’s atmosphere? What processes determine How different are the daily variations in the the atmospheres of atmosphere? Are they other planets? predictable? What is an atmosphere? • A gaseous envelope surrounding a planet (satellite, comet…). • It is very, very thin compared to the size of the planet Why do planets have atmospheres? Gravity !!! PressurePressure !!!!!! Origin of the Atmosphere (How is an atmosphere formed?) • The early atmosphere of the Earth was very different from the atmosphere today! • Stage I (Primordial Atmosphere): ♦ Acquired by gravitational attraction of volatile gases from the proto planetary nebula of the Sun ♦ Consisted mostly of H2 and He ♦ Small and warm planets (Earth, Mars, Venus, Mercury) lost this atmosphere because the gravity is not strong enough to keep the light hot gases from escaping the planet. ♦ The composition of the atmosphere of the giant planets (Jupiter, Saturn, Uranus and Neptune) today is very close to their primordial atmosphere (why?). The Secondary Atmosphere • Stage II ♦ Outgassing of the terrestrial type planets during the early stages of their geological history. Volcanoes, geysers, cracks, … ♦ Most abundant gasses: H2O, CO2, SO2, H2S, CO ♦ Recall: radon mitigation ♦ On the Earth H2O condensed, formed clouds and rained out to form oceans. ♦ On the Earth most of the abundant gasses then dissolved in the ocean, leaving N2 as the dominant gas. -
A First Reconnaissance of the Atmospheres of Terrestrial Exoplanets Using Ground-Based Optical Transits and Space-Based UV Spectra
A First Reconnaissance of the Atmospheres of Terrestrial Exoplanets Using Ground-Based Optical Transits and Space-Based UV Spectra The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Diamond-Lowe, Hannah Zoe. 2020. A First Reconnaissance of the Atmospheres of Terrestrial Exoplanets Using Ground-Based Optical Transits and Space-Based UV Spectra. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37365825 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA A first reconnaissance of the atmospheres of terrestrial exoplanets using ground-based optical transits and space-based UV spectra A DISSERTATION PRESENTED BY HANNAH ZOE DIAMOND-LOWE TO THE DEPARTMENT OF ASTRONOMY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE SUBJECT OF ASTRONOMY HARVARD UNIVERSITY CAMBRIDGE,MASSACHUSETTS MAY 2020 c 2020 HANNAH ZOE DIAMOND-LOWE.ALL RIGHTS RESERVED. ii Dissertation Advisor: David Charbonneau Hannah Zoe Diamond-Lowe A first reconnaissance of the atmospheres of terrestrial exoplanets using ground-based optical transits and space-based UV spectra ABSTRACT Decades of ground-based, space-based, and in some cases in situ measurements of the Solar System terrestrial planets Mercury, Venus, Earth, and Mars have provided in- depth insight into their atmospheres, yet we know almost nothing about the atmospheres of terrestrial planets orbiting other stars. -
Physical Changes
How Matter Changes By Cindy Grigg Changes in matter happen around you every day. Some changes make matter look different. Other changes make one kind of matter become another kind of matter. When you scrunch a sheet of paper up into a ball, it is still paper. It only changed shape. You can cut a large, rectangular piece of paper into many small triangles. It changed shape and size, but it is still paper. These kinds of changes are called physical changes. Physical changes are changes in the way matter looks. Changes in size and shape, like the changes in the cut pieces of paper, are physical changes. Physical changes are changes in the size, shape, state, or appearance of matter. Another kind of physical change happens when matter changes from one state to another state. When water freezes and makes ice, it is still water. It has only changed its state of matter from a liquid to a solid. It has changed its appearance and shape, but it is still water. You can change the ice back into water by letting it melt. Matter looks different when it changes states, but it stays the same kind of matter. Solids like ice can change into liquids. Heat speeds up the moving particles in ice. The particles move apart. Heat melts ice and changes it to liquid water. Metals can be changed from a solid to a liquid state also. Metals must be heated to a high temperature to melt. Melting is changing from a solid state to a liquid state. -
What Makes a Planet Habitable? 91
DOSSIER: What Makes a Planet Habitable? 91 View metadata, citationWhat and similar papers Makes at core.ac.uk a Planet Habitable?brought to you by CORE provided by Repositori d'Objectes Digitals per a l'Ensenyament la Recerca i la Cultura Manuel Güdel Received 03.07.2014 - Approved 05.09.2014 Abstract / Resumen / Résumé among the countless exoplanets, which ones may be con- ducive to life, and what signs should we look for in our Before life can form and develop on a planetary surface, many condi- search for life in the universe? tions must be met that are of astrophysical nature. Radiation and par- ticles from the central star, the planetary magnetic field, the accreted or outgassed atmosphere of a young planet and several further factors These questions relate to at least two major challenges. must act together in a balanced way before life has a chance to thrive. We need to understand our biochemical origins in the dis- We will describe these crucial preconditions for habitability and discuss tant past of the Earth, and in a larger context, we need the latest state of knowledge. to identify the main conditions required to form life on a planet in the first place. While there is hope to eventually Antes de que la vida pueda surgir+ y desarrollarse en una superficie pla- netaria, son necesarias muchas condiciones de naturaleza astrofísica. answer the first question by a deeper understanding of the La radiación y las partículas provenientes de la estrella central, el cam- specific form of life here on Earth, the second challenge is po magnético del planeta, la acumulación o disipación de la atmósfera much harder to address as it boils down to defining what en un planeta joven, y varios otros factores deben actuar conjuntamente life in general is. -
Cosmic Microwave Background
1 29. Cosmic Microwave Background 29. Cosmic Microwave Background Revised August 2019 by D. Scott (U. of British Columbia) and G.F. Smoot (HKUST; Paris U.; UC Berkeley; LBNL). 29.1 Introduction The energy content in electromagnetic radiation from beyond our Galaxy is dominated by the cosmic microwave background (CMB), discovered in 1965 [1]. The spectrum of the CMB is well described by a blackbody function with T = 2.7255 K. This spectral form is a main supporting pillar of the hot Big Bang model for the Universe. The lack of any observed deviations from a 7 blackbody spectrum constrains physical processes over cosmic history at redshifts z ∼< 10 (see earlier versions of this review). Currently the key CMB observable is the angular variation in temperature (or intensity) corre- lations, and to a growing extent polarization [2–4]. Since the first detection of these anisotropies by the Cosmic Background Explorer (COBE) satellite [5], there has been intense activity to map the sky at increasing levels of sensitivity and angular resolution by ground-based and balloon-borne measurements. These were joined in 2003 by the first results from NASA’s Wilkinson Microwave Anisotropy Probe (WMAP)[6], which were improved upon by analyses of data added every 2 years, culminating in the 9-year results [7]. In 2013 we had the first results [8] from the third generation CMB satellite, ESA’s Planck mission [9,10], which were enhanced by results from the 2015 Planck data release [11, 12], and then the final 2018 Planck data release [13, 14]. Additionally, CMB an- isotropies have been extended to smaller angular scales by ground-based experiments, particularly the Atacama Cosmology Telescope (ACT) [15] and the South Pole Telescope (SPT) [16]. -
The Transition from Primary to Secondary Atmospheres on Rocky Exoplanets
50th Lunar and Planetary Science Conference 2019 (LPI Contrib. No. 2132) 1855.pdf THE TRANSITION FROM PRIMARY TO SECONDARY ATMOSPHERES ON ROCKY EXOPLANETS. M. N. Barnett1 and E. S. Kite1, 1The University of Chicago, Department of Geophysical Sciences. ([email protected]) Introduction: How massive are rocky-exoplanet hydrodynamic escape is illustrated below in Figure 1. atmospheres? For how long do they persist? These ques- tions are compelling in part because an atmosphere is necessary for surface life. Magma oceans on rocky ex- oplanets are significant reservoirs of volatiles, and could potentially assist a planet in maintaining its secondary atmosphere [1,2]. We are modeling the atmospheric evolution of R ≲ 2 REarth exoplanets by combining a magma ocean source model with hydrodynamic escape. This work will go be- yond [2] as we consider generalized volatile outgassing, various starting planetary models (varying distance from the star, and the mass of initial “primary” atmos- phere accreted from the nebula), atmospheric condi- tions, and magma ocean conditions, as well as incorpo- rating solid rock outgassing after magma ocean solidifi- cation. Through this, we aim to predict the mass and lon- Figure 1: Key processes of our magma ocean and hydrody- gevity of secondary atmospheres for various sized rocky namic escape model are shown above. The green circles exoplanets around different stellar type stars and a range marked with a V indicate volatiles that are outgassed from the of orbital periods. We also aim to identify which planet solidifying magma and accumulate in the atmosphere. These volatiles are lost from the exoplanet’s atmosphere through hy- sizes, orbital separations, and stellar host star types are drodynamic escape aided by outflow of hydrogen, which is de- most conducive to maintaining a planet’s secondary at- rived from the nebula. -
The Temperature of the Cosmic Microwave Background at 10 Ghz D
The Astrophysical Journal, 612:86–95, 2004 September 1 # 2004. The American Astronomical Society. All rights reserved. Printed in U.S.A. THE TEMPERATURE OF THE COSMIC MICROWAVE BACKGROUND AT 10 GHZ D. J. Fixsen,1 A. Kogut,2 S. Levin,3 M. Limon,1 P. Lubin,4 P. Mirel,1 M. Seiffert,3 and E. Wollack2 Received 2004 February 23; accepted 2004 April 14 ABSTRACT We report the results of an effort to measure the low-frequency portion of the spectrum of the cosmic microwave background (CMB) radiation, using a balloon-borne instrument called the Absolute Radiometer for Cosmology, Astrophysics, and Diffuse Emission (ARCADE). These measurements are to search for deviations from a thermal spectrum that are expected to exist in the CMB as a result of various processes in the early universe. The radiometric temperature was measured at 10 and 30 GHz using a cryogenic open-aperture instrument with no emissive windows. An external blackbody calibrator provides an in situ reference. Systematic errors were greatly reduced by using differential radiometers and cooling all critical components to physical temperatures approxi- mating the antenna temperature of the sky. A linear model is used to compare the radiometer output to a set of thermometers on the instrument. The unmodeled residualsarelessthan50mKpeaktopeakwithaweightedrms of 6 mK. Small corrections are made for the residual emission from the flight train, atmosphere, and foreground Galactic emission. The measured radiometric temperature of the CMB is 2:721 Æ 0:010 K at 10 GHz and 2:694 Æ 0:032 K at 30 GHz. Subject headinggs: cosmic microwave background — cosmology: observations 1. -
Extreme Cold Is a Dangerous Situation That Can Bring on Bring Can That Situation Dangerous a Is Cold Extreme
Centers for Disease Control and Prevention and Control Disease for Centers U.S. Department of Health And Human Services Human And Health of Department U.S. U.S. Department of Health And Human Services Centers for Disease Control and Prevention http://www.bt.cdc.gov/disasters/winter/ 1-888-232-6789; [email protected] 1-888-232-6789; 4700 Buford Hwy, Atlanta, GA 30341-3717 GA Atlanta, Hwy, Buford 4700 National Center for Environmental Health, MS F52 MS Health, Environmental for Center National Centers for Disease Control and Prevention and Control Disease for Centers or more information on cold weather conditions and health, please contact: please health, and conditions weather cold on information more or F For more information on hot weather conditions and health, please contact: Centers for Disease Control and Prevention National Center for Environmental Health, MS F52 4700 Buford Hwy, Atlanta, GA 30341-3717 1-888-232-6789; [email protected] http://www.bt.cdc.gov/disasters/extremeheat/ 1 and what to do if a cold-weather health emergency arises. arises. emergency health cold-weather a if do to what and should know how to prevent cold-related health problems health cold-related prevent to how know should that is poorly insulated or without heat. without or insulated poorly is that can be affected. To keep yourself and your family safe, you safe, family your and yourself keep To affected. be can without shelter or who are stranded, or who live in a home a in live who or stranded, are who or shelter without Infants and the elderly are particularly at risk, but anyone but risk, at particularly are elderly the and Infants health emergencies in susceptible people, such as those as such people, susceptible in emergencies health can cause other serious or life-threatening health problems. -
Cold-To-Warm Flow Regime Transition in Snow Avalanches
Cold-to-warm flow regime transition in snow avalanches Köhler Anselm1,2, Fischer Jan-Thomas2, Scandroglio Riccardo1, Bavay Mathias1, McElwaine Jim3, and Sovilla Betty1 1WSL Institute for Snow and Avalanche Research SLF, Davos Dorf, Switzerland 2Austrian Research Centre for Forests (BFW), Innsbruck, Austria 3Department of Earth Sciences, Durham University, Durham, UK Correspondence to: Anselm Köhler, [email protected] Abstract. Large avalanches usually encounter different snow conditions along their track. When they release as slab avalanches comprising cold snow, they can subsequently develop into powder snow avalanches entraining snow as they move down the mountain. Typically, this entrained snow will be cold (T < −1 ◦C) at high elevations near the surface, but warm (T > −1 ◦C) at lower elevations or deeper in the snow pack. The intake of warm snow is believed to be of major importance to increase the 5 temperature of the snow composition in the avalanche and eventually cause a flow regime transition. Measurements of flow regime transitions are performed at the Vallée de la Sionne avalanche test site in Switzerland using two different radar systems. The data are then combined with snow temperatures calculated with the snow cover model SNOWPACK. We define transitions as complete, when the deposit at runout is characterized only by warm snow, or as partial, if there is a warm flow regime but the farthest deposit is characterized by cold snow. We introduce a transition index Ft, based on the runout of cold and warm flow 10 regimes, as a measure to quantify the transition type. Finally, we parameterize the snow cover temperature along the avalanche track by the altitude Hs, which represents the point where the average temperature of the uppermost 0:5 m changes from cold to warm. -
Absolute Zero Summative Evaluation
Absolute Zero Summative Evaluation PREPARED BY Marianne McPherson, M.S., M.A. Laura Houseman Irene F. Goodman, Ed.D. SUBMITTED TO Meredith Burch, Meridian Productions, Inc. Linda Devillier, Devillier Communications, Inc. Professor Russell Donnelly, University of Oregon October 2008 GOODMAN RESEARCH GROUP, INC. August 2003 1 ACKNOWLEDGMENTS GRG acknowledges the following individuals for their contributions to the Absolute Zero summative evaluation: • Professor Russell Donnelly at the University of Oregon, Linda Devillier of Devillier Communications, Inc., and Meredith Burch of Meridian Productions Inc. for their supportive collaboration; • GRG assistants Nina Grant, Stephanie Lewis, Theresa Rowley, and Zoe Shei for data entry and coordination of the evaluation of outreach materials; • The adult and student viewers who participated in the evaluation of the television series, and the teachers who evaluated the outreach materials; • The National Partners, Participants, and Absolute Zero Experts who participated in the survey and interviews. This report was written under contract to University of Oregon, National Science Foundation grant # 0307939. The views expressed are solely those of Goodman Research Group, Inc. GOODMAN RESEARCH GROUP, INC. October 2008 TABLE OF CONTENTS Executive Summary......................................................................................... i Introduction..................................................................................................... 1 Methods .........................................................................................................