Observational Constraints on Planet Nine: Astrometry of Pluto and Other
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The Solar System
5 The Solar System R. Lynne Jones, Steven R. Chesley, Paul A. Abell, Michael E. Brown, Josef Durech,ˇ Yanga R. Fern´andez,Alan W. Harris, Matt J. Holman, Zeljkoˇ Ivezi´c,R. Jedicke, Mikko Kaasalainen, Nathan A. Kaib, Zoran Kneˇzevi´c,Andrea Milani, Alex Parker, Stephen T. Ridgway, David E. Trilling, Bojan Vrˇsnak LSST will provide huge advances in our knowledge of millions of astronomical objects “close to home’”– the small bodies in our Solar System. Previous studies of these small bodies have led to dramatic changes in our understanding of the process of planet formation and evolution, and the relationship between our Solar System and other systems. Beyond providing asteroid targets for space missions or igniting popular interest in observing a new comet or learning about a new distant icy dwarf planet, these small bodies also serve as large populations of “test particles,” recording the dynamical history of the giant planets, revealing the nature of the Solar System impactor population over time, and illustrating the size distributions of planetesimals, which were the building blocks of planets. In this chapter, a brief introduction to the different populations of small bodies in the Solar System (§ 5.1) is followed by a summary of the number of objects of each population that LSST is expected to find (§ 5.2). Some of the Solar System science that LSST will address is presented through the rest of the chapter, starting with the insights into planetary formation and evolution gained through the small body population orbital distributions (§ 5.3). The effects of collisional evolution in the Main Belt and Kuiper Belt are discussed in the next two sections, along with the implications for the determination of the size distribution in the Main Belt (§ 5.4) and possibilities for identifying wide binaries and understanding the environment in the early outer Solar System in § 5.5. -
Sirius Astronomer
September 2015 Free to members, subscriptions $12 for 12 issues Volume 42, Number 9 Jeff Horne created this image of the crater Copernicus on September 13, 2005 from his observing site in Irvine. September 19 is International Observe The Moon Night, so get out there and have a look at a source of light pollution we really don’t mind! OCA MEETING STAR PARTIES COMING UP The free and open club meeng will The Black Star Canyon site will open on The next session of the Beginners be held September 18 at 7:30 PM in September 5. The Anza site will be open on Class will be held at the Heritage Mu‐ the Irvine Lecture Hall of the Hashing‐ September 12. Members are encouraged to seum of Orange County at 3101 West er Science Center at Chapman Univer‐ check the website calendar for the latest Harvard Street in Santa Ana on Sep‐ sity in Orange. This month, JPL’s Dr. updates on star pares and other events. tember 4. The following class will be Dave Doody will discuss the Grand held October 2. Finale of the historic Cassini mission to Please check the website calendar for the Saturn in 2017! outreach events this month! Volunteers are GOTO SIG: TBA always welcome! Astro‐Imagers SIG: Sept. 8, Oct. 13 NEXT MEETINGS: October 9, Novem‐ Remote Telescopes: TBA You are also reminded to check the web ber 13 Astrophysics SIG: Sept. 11, Oct. 16 site frequently for updates to the calendar Dark Sky Group: TBA of events and other club news. -
Chaos in the Inert Oort Cloud
EPSC Abstracts Vol. 13, EPSC-DPS2019-1303-1, 2019 EPSC-DPS Joint Meeting 2019 c Author(s) 2019. CC Attribution 4.0 license. Chaos in the inert Oort cloud Melaine Saillenfest (1), Marc Fouchard (1), and Arika Higuchi (2) (1) IMCCE, Observatoire de Paris, France, (2) RISE Project Office/NAOJ, Mitaka, Tokyo, Japan e-mail: [email protected] µ 16 Abstract 2 εP − εG ÝÖ 14 2 We investigate the orbital dynamics of small bodies in aÙ 9 12 the intermediate regime between the Kuiper belt and − 10 the Oort cloud, i.e. where the planetary perturbations ´ 10 and the galactic tides have the same order of magni- 8 tude. We show that this region is far less inert than it could appear at first sight, despite very weak orbital 6 perturbations. Ô eÖØÙÖbaØiÓÒ 4 Øhe Óf 2 1. Introduction ×iÞe 0 0 500 1000 1500 2000 2500 3000 aÜi× ´aÙµ The orbits of distant trans-Neptunian objects are sub- ×eÑi¹Ña jÓÖ a ject to internal perturbations from the planets, and ex- ternal perturbations from the galactic tides. A distinc- Figure 1: Size of the small parameters appearing in tion is generally made between the Kuiper belt and the the Hamiltonian function (Eq. 1) with respect to the Oort cloud, which are thought to have been initially semi-major axis of the small body. The red curve rep- populated through distinct mechanisms (see e.g. the resents the planetary perturbations, and the blue curve recent review by [4]). However, there is no dynamical represents the galactic tides. boundary between the two populations, and numerical simulations show a continuous transfer of objects in 2. -
DIY Mini Solar System Walk
DIY Solar System Walk When exploring the solar system, we have to start with 2 main ideas--- the planets and the incredible space between them. What is a planet? We have 8 planets in our solar system—Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. To be a planet, an object has to meet all 3 of the points below: 1. Be round 2. Orbit the sun 3. Be the biggest object in your orbit. The Earth is a planet. The moon is not a planet because it orbits the Earth not the sun. Pluto is not a planet because it fails #3. On its trip around the sun, it crosses paths with the planet Neptune. The two won’t hit, but Neptune is much bigger than Pluto. Distances in the Solar System Everything in the solar system is very far apart. The Earth is 93 million miles from the Sun. If you traveled 65 miles per hour, it would take 59, 615 days to get there. Instead of using miles, astronomers measure distances in Astronomical Units (AU). 1 AU = 93 million miles, the distance between the Earth and the Sun. It’s really hard to imagine how far apart things are in space. To help understand these distances, we can make a scale model. In our solar system model, you are going to measure distances using your own steps. Directions: Start at your picture of the sun. For each planet, count your steps following the chart. Then place your picture of the planet at that spot. 1 step = 12 million miles Planet Steps Total Steps from Sun Mercury 3 3 Venus 2.5 5.5 Earth 2 7.5 Mars 4 11.5 Asteroid Belt 9 20.5 Jupiter 19 39.5 Saturn 33 72.5 Uranus 73.5 140 Neptune 83.3 229 Pluto 72 301 Math problem! To figure out how far away each planet is from the sun, multiple the last column by 12 million. -
NOAO Hosts “Colors of Nature” Summer Academy
On the Cover The cover shows an 8 × 9 arcminutes image of a portion of the Milky Way galactic bulge, obtained as part of the Blanco DECam Bulge Survey (BDBS) using the Dark Energy Camera (DECam) on the CTIO Blanco 4-m telescope. In this image, red, green, and blue (RGB) pixels correspond to DECam’s Y, z and i filters, respectively. The inset image shows the 2 × 3 array of monitors at the “observer2” workstation in the Blanco control room. The six chips shown here represent only 10% of the camera’s field of view. For more information about the BDBS and their experiences observing with DECam, see the “The Blanco DECam Bulge Survey (BDBS)” article in the Science Highlights section of this Newsletter. (Image credit: Will Clarkson, University of Michigan-Dearborn; Kathy Vivas, NOAO; R. Michael Rich, UCLA; and the BDBS team.) NOAO Newsletter NATIONAL OPTICAL ASTRONOMY OBSERVATORY ISSUE 110 — SEPTEMBER 2014 Director’s Corner Under Construction: A Revised KPNO Program Emerges ................ 2 CTIO Instruments Available for 2015A ......................................... 18 Gemini Instruments Available for 2015A ..................................... 19 Science Highlights KPNO Instruments Available for 2015A........................................ 20 The Survey of the MAgellanic Stellar History (SMASH) ................... 3 AAT Instruments Available for 2015A .......................................... 21 Two’s Company in the Inner Oort Cloud ......................................... 5 CHARA Instruments Available for 2015 ....................................... -
Meeting Program
A A S MEETING PROGRAM 211TH MEETING OF THE AMERICAN ASTRONOMICAL SOCIETY WITH THE HIGH ENERGY ASTROPHYSICS DIVISION (HEAD) AND THE HISTORICAL ASTRONOMY DIVISION (HAD) 7-11 JANUARY 2008 AUSTIN, TX All scientific session will be held at the: Austin Convention Center COUNCIL .......................... 2 500 East Cesar Chavez St. Austin, TX 78701 EXHIBITS ........................... 4 FURTHER IN GRATITUDE INFORMATION ............... 6 AAS Paper Sorters SCHEDULE ....................... 7 Rachel Akeson, David Bartlett, Elizabeth Barton, SUNDAY ........................17 Joan Centrella, Jun Cui, Susana Deustua, Tapasi Ghosh, Jennifer Grier, Joe Hahn, Hugh Harris, MONDAY .......................21 Chryssa Kouveliotou, John Martin, Kevin Marvel, Kristen Menou, Brian Patten, Robert Quimby, Chris Springob, Joe Tenn, Dirk Terrell, Dave TUESDAY .......................25 Thompson, Liese van Zee, and Amy Winebarger WEDNESDAY ................77 We would like to thank the THURSDAY ................. 143 following sponsors: FRIDAY ......................... 203 Elsevier Northrop Grumman SATURDAY .................. 241 Lockheed Martin The TABASGO Foundation AUTHOR INDEX ........ 242 AAS COUNCIL J. Craig Wheeler Univ. of Texas President (6/2006-6/2008) John P. Huchra Harvard-Smithsonian, President-Elect CfA (6/2007-6/2008) Paul Vanden Bout NRAO Vice-President (6/2005-6/2008) Robert W. O’Connell Univ. of Virginia Vice-President (6/2006-6/2009) Lee W. Hartman Univ. of Michigan Vice-President (6/2007-6/2010) John Graham CIW Secretary (6/2004-6/2010) OFFICERS Hervey (Peter) STScI Treasurer Stockman (6/2005-6/2008) Timothy F. Slater Univ. of Arizona Education Officer (6/2006-6/2009) Mike A’Hearn Univ. of Maryland Pub. Board Chair (6/2005-6/2008) Kevin Marvel AAS Executive Officer (6/2006-Present) Gary J. Ferland Univ. of Kentucky (6/2007-6/2008) Suzanne Hawley Univ. -
Planetary Scale What Patterns Do I Find in Comparing Planet Sizes and the Distances Between Them?
TEACHER’S GUIDE Planetary Scale What patterns do I find in comparing planet sizes and the distances between them? GRADES 6–8 Earth & Space INQUIRY-BASED Science Planetary Scale Earth & Space Grade Level/ 6–8/Earth and Space Science Content Lesson Summary In this lesson, students analyze and interpret data to make a scale drawing of the solar system. Estimated Time 2, 45-minute class periods Materials Various sizes of round objects, pencils, meter sticks, rulers, compasses, calculators, art materials, Observation Form, Assessment Form, journal Secondary The Planets: Planet Facts Resources Exploratorium: Build a Solar System Keith’s Think Zone: Solar System Scale Model Calculator NGSS Connection MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in a solar system. Learning Objectives • Students will create a scale model of the solar system. • Students will compare different scale models to determine the most appropriate scale model for their school/classroom. • Students will analyze data to determine patterns in planet sizes and distances between them. What patterns do I find in comparing planet sizes and the distances between them? Our solar system is vast. The size of the planets and distances between them is great. It is difficult to compare the planets and gain an understanding of the scale of the solar system. Scientists often use scale models and drawings to make it easier to compare the sizes of and distance within the solar system. These models and drawings do not offer exact replicas of objects in space. They do help scientists gain a general idea of key characteristics, such as the distance between Earth and Mars or how large Jupiter is compared to Mercury. -
Arxiv:1706.07447V1 [Astro-Ph.EP] 22 Jun 2017 Periods
Origin and Evolution of Short-Period Comets David Nesvorn´y1, David Vokrouhlick´y2, Luke Dones1, Harold F. Levison1, Nathan Kaib3, Alessandro Morbidelli4 (1) Department of Space Studies, Southwest Research Institute, 1050 Walnut St., Suite 300, Boulder, CO 80302, USA (2) Institute of Astronomy, Charles University, V Holeˇsoviˇck´ach2, CZ{18000 Prague 8, Czech Republic (3) HL Dodge Department of Physics and Astronomy, University of Oklahoma, Norman, OK 73019, USA (4) D´epartement Cassiop´ee,University of Nice, CNRS, Observatoire de la C^oted'Azur, Nice, 06304, France ABSTRACT Comets are icy objects that orbitally evolve from the trans-Neptunian region into the inner Solar System, where they are heated by solar radiation and be- come active due to sublimation of water ice. Here we perform simulations in which cometary reservoirs are formed in the early Solar System and evolved over 4.5 Gyr. The gravitational effects of Planet 9 (P9) are included in some sim- ulations. Different models are considered for comets to be active, including a simple assumption that comets remain active for Np(q) perihelion passages with perihelion distance q < 2:5 au. The orbital distribution and number of active comets produced in our model is compared to observations. The orbital distri- bution of ecliptic comets (ECs) is well reproduced in models with Np(2:5) ' 500 and without P9. With P9, the inclination distribution of model ECs is wider than the observed one. We find that the known Halley-type comets (HTCs) have a nearly isotropic inclination distribution. The HTCs appear to be an exten- sion of the population of returning Oort-cloud comets (OCCs) to shorter orbital arXiv:1706.07447v1 [astro-ph.EP] 22 Jun 2017 periods. -
Abstracts of Extreme Solar Systems 4 (Reykjavik, Iceland)
Abstracts of Extreme Solar Systems 4 (Reykjavik, Iceland) American Astronomical Society August, 2019 100 — New Discoveries scope (JWST), as well as other large ground-based and space-based telescopes coming online in the next 100.01 — Review of TESS’s First Year Survey and two decades. Future Plans The status of the TESS mission as it completes its first year of survey operations in July 2019 will bere- George Ricker1 viewed. The opportunities enabled by TESS’s unique 1 Kavli Institute, MIT (Cambridge, Massachusetts, United States) lunar-resonant orbit for an extended mission lasting more than a decade will also be presented. Successfully launched in April 2018, NASA’s Tran- siting Exoplanet Survey Satellite (TESS) is well on its way to discovering thousands of exoplanets in orbit 100.02 — The Gemini Planet Imager Exoplanet Sur- around the brightest stars in the sky. During its ini- vey: Giant Planet and Brown Dwarf Demographics tial two-year survey mission, TESS will monitor more from 10-100 AU than 200,000 bright stars in the solar neighborhood at Eric Nielsen1; Robert De Rosa1; Bruce Macintosh1; a two minute cadence for drops in brightness caused Jason Wang2; Jean-Baptiste Ruffio1; Eugene Chiang3; by planetary transits. This first-ever spaceborne all- Mark Marley4; Didier Saumon5; Dmitry Savransky6; sky transit survey is identifying planets ranging in Daniel Fabrycky7; Quinn Konopacky8; Jennifer size from Earth-sized to gas giants, orbiting a wide Patience9; Vanessa Bailey10 variety of host stars, from cool M dwarfs to hot O/B 1 KIPAC, Stanford University (Stanford, California, United States) giants. 2 Jet Propulsion Laboratory, California Institute of Technology TESS stars are typically 30–100 times brighter than (Pasadena, California, United States) those surveyed by the Kepler satellite; thus, TESS 3 Astronomy, California Institute of Technology (Pasadena, Califor- planets are proving far easier to characterize with nia, United States) follow-up observations than those from prior mis- 4 Astronomy, U.C. -
Cosmic Collisions” Planetarium Show
“Cosmic Collisions” Planetarium Show Theme: A Tour of the Universe within the context of “Things Colliding with Other Things” The educational value of NASM Theater programming is that the stunning visual images displayed engage the interest and desire to learn in students of all ages. The programs do not substitute for an in-depth learning experience, but they do facilitate learning and provide a framework for additional study elaborations, both as part of the Museum visit and afterward. See the “Alignment with Standards” table for details regarding how Cosmic Collisions and its associated classroom extensions meet specific national standards of learning (SoL’s). Cosmic Collisions takes its audience on a tour of the Universe, from the very small (nuclear fusion processes powering our Sun) to the very large (galaxies), all in the context of the role “collisions” have in the overall scheme of things. Since the concept of large-scale collisions engages the attention of most learners of any age, Cosmic Collisions can be the starting point of a broader learning experience. What you will see in the Cosmic Collisions program: • Meteors (“shooting stars”) – fragments of a comet colliding with Earth’s atmosphere • The Impact Theory of the formation of the Moon • Collisions between hydrogen atoms in solar interior, resulting in nuclear fusion • Charged particles in the Solar Wind creating an aurora display when they hit Earth’s atmosphere • The very large impact that “killed the dinosaurs” • Future impact risk?!? – Perhaps flying a spaceship alongside would deflect enough… • Stellar collisions within a globular cluster • The Milky Way and Andromeda galaxies collide Learning Elaboration While Visiting the National Air and Space Museum Thousands of books and articles have been written about astronomy, but a good starting point is the many books and related materials available at the Museum Store in each NASM building. -
Modeling the Solar System
Modeling the Solar System About These Lessons: This series of lessons for science and mathematics classes (grades 3-12) looks at the planets in our solar system in a variety of different ways, beginning with astronomical modeling of orbits and sizes, then geologic modeling of planetary interiors, and concluding with biological evaluation of what makes planets livable by various creatures. While the first two are familiar classroom activities, the latter two are new approaches to our solar system that provide new insights. Most of the lessons are presented at two grade levels, basically 3-8 and 8-12. This is based mainly on student mathematics training. Most lessons need multiplication and division, but some use algebra and geometry as real world applications for high school math teachers. 1) Modeling Orbits in the Solar System. This lesson models the orbital distances between the planets and shows that the solar system is mostly empty space. 2) Modeling Sizes of Planets. This lesson compares the relative sizes of the planets to those of familiar fruits and vegetables. It also uses size to calculate density and planet composition. 3) Looking Inside Planets. This lesson involves modeling the interior structures of the planets and shows that the solid cores of the gas giants are similar in size to the Earth or Venus. 4) Search for A Habitable Planet. This lesson looks at the characteristics of planets that make them livable, their temperature, and compositions of atmosphere and surface instead of size or orbit. Solar System Activities Draft 10/21/03 ARES NASA Johnson Space Center 1 Resources: The following resources are available free or at low cost from NASA or some of its partners in planetary exploration and education. -
CFAS Astropicture of the Month
1 What object has the furthest known orbit in our Solar System? In terms of how close it will ever get to the Sun, the new answer is 2012 VP113, an object currently over twice the distance of Pluto from the Sun. Pictured above is a series of discovery images taken with the Dark Energy Camera attached to the NOAO's Blanco 4-meter Telescope in Chile in 2012 and released last week. The distant object, seen moving on the lower right, is thought to be a dwarf planet like Pluto. Previously, the furthest known dwarf planet was Sedna, discovered in 2003. Given how little of the sky was searched, it is likely that as many as 1,000 more objects like 2012 VP113 exist in the outer Solar System. 2012 VP113 is currently near its closest approach to the Sun, in about 2,000 years it will be over five times further. Some scientists hypothesize that the reason why objects like Sedna and 2012 VP113 have their present orbits is because they were gravitationally scattered there by a much larger object -- possibly a very distant undiscovered planet. Orbital Data: JDAphelion 449 ± 14 AU (Q) Perihelion 80.5 ± 0.6 AU (q) Semi-major axis 264 ± 8.3 AU (a) Eccentricity 0.696 ± 0.011 Orbital period4313 ± 204 yr 2 Discovery images taken on November 5, 2012. A merger of three discovery images, the red, green and blue dots on the image represent 2012 VP113's location on each of the images, taken two hours apart from each other. 2012 VP113, also written 2012 VP113, is the detached object in the Solar System with the largest known perihelion (closest approach to the Sun)