Planets of Our Solar System - Iwan P
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OCEANOGRAPHY an Additional 1.4 Tg of Carbon Per Year Atmospheric CO2 Concentrations from Ice Loss and Ocean Life Over This Period
research highlights OCEANOGRAPHY an additional 1.4 Tg of carbon per year atmospheric CO2 concentrations from Ice loss and ocean life over this period. A rise in phytoplankton Antarctic ice cores. They found that Glob. Biogeochem. Cycles http://doi.org/p27 (2013) productivity in the surface waters of the two younger periods of enhanced the Laptev, East Siberian, Chukchi and mixing coincided with a steep increase in Beaufort seas was responsible for the atmospheric CO2 levels, and the oldest with increase in carbon uptake. In contrast, net a small, temporary rise. carbon uptake declined in the Barents Sea, The team concluded that enhanced where a warming-induced outgassing of vertical mixing in these intervals brought surface-water CO2 countered the rise in CO2-rich waters from the deep ocean to the primary production. surface, allowing CO2 to escape from these The findings suggest that the continued upwelled waters to the atmosphere. AN decline of Arctic sea ice cover could be accompanied by a rise in the oceanic uptake PLANETARY SCIENCE of carbon dioxide, although uncertainties Weighing Phobos in the response of physical, chemical and Icarus http://doi.org/p26 (2013) biological processes to sea ice loss hinder reliable predictions at this stage. AA PALAEOCEANOGRAPHY Southern upwelling Nature Commun. 4, 2758 (2013). At the end of the last glacial period about 20,000 years ago, atmospheric CO2 concentrations rose in several steps. Radiocarbon measurements from a marine sediment core suggest that the upwelling of © FRANS LANTING STUDIO / ALAMY © FRANS LANTING STUDIO carbon-rich waters in the Southern Ocean contributed to the CO2 rise. -
THE EARTH's GRAVITY OUTLINE the Earth's Gravitational Field
GEOPHYSICS (08/430/0012) THE EARTH'S GRAVITY OUTLINE The Earth's gravitational field 2 Newton's law of gravitation: Fgrav = GMm=r ; Gravitational field = gravitational acceleration g; gravitational potential, equipotential surfaces. g for a non–rotating spherically symmetric Earth; Effects of rotation and ellipticity – variation with latitude, the reference ellipsoid and International Gravity Formula; Effects of elevation and topography, intervening rock, density inhomogeneities, tides. The geoid: equipotential mean–sea–level surface on which g = IGF value. Gravity surveys Measurement: gravity units, gravimeters, survey procedures; the geoid; satellite altimetry. Gravity corrections – latitude, elevation, Bouguer, terrain, drift; Interpretation of gravity anomalies: regional–residual separation; regional variations and deep (crust, mantle) structure; local variations and shallow density anomalies; Examples of Bouguer gravity anomalies. Isostasy Mechanism: level of compensation; Pratt and Airy models; mountain roots; Isostasy and free–air gravity, examples of isostatic balance and isostatic anomalies. Background reading: Fowler §5.1–5.6; Lowrie §2.2–2.6; Kearey & Vine §2.11. GEOPHYSICS (08/430/0012) THE EARTH'S GRAVITY FIELD Newton's law of gravitation is: ¯ GMm F = r2 11 2 2 1 3 2 where the Gravitational Constant G = 6:673 10− Nm kg− (kg− m s− ). ¢ The field strength of the Earth's gravitational field is defined as the gravitational force acting on unit mass. From Newton's third¯ law of mechanics, F = ma, it follows that gravitational force per unit mass = gravitational acceleration g. g is approximately 9:8m/s2 at the surface of the Earth. A related concept is gravitational potential: the gravitational potential V at a point P is the work done against gravity in ¯ P bringing unit mass from infinity to P. -
The Reflecting Telescope
The Reflecting Telescope Lens telescopes exist since 1609 when the Dutch maker of The optical properties data of the AstroMedia* reflecting tel- spectacles, Jan Lippershey, sold the first telescopes, then as escope roughly correspond to those of the first instrument a curiosity, to his astonished customers. It was made out of a built by Newton. The mirror has a focal length f=450mm (”f” concave and a convex lens, produced an upright standing from the Latin ”focus” is the abbreviation of focal length). It’s image and had a 3 1/2 times magnification. Galileo Galilei curve is spherical, i.e. is has the same round surface as a (1564-1642) improved on this invention and was the first to globe. make astronomical observations with it. Today almost A spherical concave mirror has one disadvantage: the all lens telescopes are built according to the prin- light rays reflected from the edge meet a little nearer ciples of Johannes Kepler (1571-1630). His tel- to the mirror than those reflected from the centre, escope, based on two convex lenses, produced causing a slight focus distortion. However, since an upside down but much bigger and better this distortion is is not grave and such mirrors focused image which of course for observing are relatively easy to grind, they are neverthe- the heavens are the most important factors. less used in smaller telescopes. In telescopes Building larger telescopes however with larger openings and stronger mag- brings two problems with it: Firstly, nification mirrors with parabolic curves in a lens the light rays are broken, are used. -
Telescopes and Binoculars
Continuing Education Course Approved by the American Board of Opticianry Telescopes and Binoculars National Academy of Opticianry 8401 Corporate Drive #605 Landover, MD 20785 800-229-4828 phone 301-577-3880 fax www.nao.org Copyright© 2015 by the National Academy of Opticianry. All rights reserved. No part of this text may be reproduced without permission in writing from the publisher. 2 National Academy of Opticianry PREFACE: This continuing education course was prepared under the auspices of the National Academy of Opticianry and is designed to be convenient, cost effective and practical for the Optician. The skills and knowledge required to practice the profession of Opticianry will continue to change in the future as advances in technology are applied to the eye care specialty. Higher rates of obsolescence will result in an increased tempo of change as well as knowledge to meet these changes. The National Academy of Opticianry recognizes the need to provide a Continuing Education Program for all Opticians. This course has been developed as a part of the overall program to enable Opticians to develop and improve their technical knowledge and skills in their chosen profession. The National Academy of Opticianry INSTRUCTIONS: Read and study the material. After you feel that you understand the material thoroughly take the test following the instructions given at the beginning of the test. Upon completion of the test, mail the answer sheet to the National Academy of Opticianry, 8401 Corporate Drive, Suite 605, Landover, Maryland 20785 or fax it to 301-577-3880. Be sure you complete the evaluation form on the answer sheet. -
Find Your Telescope. Your Find Find Yourself
FIND YOUR TELESCOPE. FIND YOURSELF. FIND ® 2008 PRODUCT CATALOG WWW.MEADE.COM TABLE OF CONTENTS TELESCOPE SECTIONS ETX ® Series 2 LightBridge ™ (Truss-Tube Dobsonians) 20 LXD75 ™ Series 30 LX90-ACF ™ Series 50 LX200-ACF ™ Series 62 LX400-ACF ™ Series 78 Max Mount™ 88 Series 5000 ™ ED APO Refractors 100 A and DS-2000 Series 108 EXHIBITS 1 - AutoStar® 13 2 - AutoAlign ™ with SmartFinder™ 15 3 - Optical Systems 45 FIND YOUR TELESCOPE. 4 - Aperture 57 5 - UHTC™ 68 FIND YOURSEL F. 6 - Slew Speed 69 7 - AutoStar® II 86 8 - Oversized Primary Mirrors 87 9 - Advanced Pointing and Tracking 92 10 - Electronic Focus and Collimation 93 ACCESSORIES Imagers (LPI,™ DSI, DSI II) 116 Series 5000 ™ Eyepieces 130 Series 4000 ™ Eyepieces 132 Series 4000 ™ Filters 134 Accessory Kits 136 Imaging Accessories 138 Miscellaneous Accessories 140 Meade Optical Advantage 128 Meade 4M Community 124 Astrophotography Index/Information 145 ©2007 MEADE INSTRUMENTS CORPORATION .01 RECRUIT .02 ENTHUSIAST .03 HOT ShOT .04 FANatIC Starting out right Going big on a budget Budding astrophotographer Going deeper .05 MASTER .06 GURU .07 SPECIALIST .08 ECONOMIST Expert astronomer Dedicated astronomer Wide field views & images On a budget F IND Y OURSEL F F IND YOUR TELESCOPE ® ™ ™ .01 ETX .02 LIGHTBRIDGE™ .03 LXD75 .04 LX90-ACF PG. 2-19 PG. 20-29 PG.30-43 PG. 50-61 ™ ™ ™ .05 LX200-ACF .06 LX400-ACF .07 SERIES 5000™ ED APO .08 A/DS-2000 SERIES PG. 78-99 PG. 100-105 PG. 108-115 PG. 62-76 F IND Y OURSEL F Astronomy is for everyone. That’s not to say everyone will become a serious comet hunter or astrophotographer. -
Solar System Solar System
Delta Science Reader SolarSolar SystemSystem Delta Science Readers are nonfiction student books that provide science background and support the experiences of hands-on activities. Every Delta Science Reader has three main sections: Think About . , People in Science, and Did You Know? Be sure to preview the reader Overview Chart on page 4, the reader itself, and the teaching suggestions on the following pages. This information will help you determine how to plan your schedule for reader selections and activity sessions. Reading for information is a key literacy skill. Use the following ideas as appropriate for your teaching style and the needs of your students. The After Reading section includes an assessment and writing links. OVERVIEW Students will: discover facts about the Solar System In the Delta Science Reader Solar System, students take a tour of the Sun and the explore the planets and other objects in the planets. Other space objects such as dwarf Solar System planets, comets, asteroids, and meteoroids discuss the function of a table of contents, are explored. Students read about the headings, and a glossary rotation and revolution of the planets and interpret photographs and graphics to the causes of night and day, seasonal answer questions changes, and the phases of the Moon. The book describes the work of a planetary complete a KWL chart geologist. In addition, students discover organize information in a variety of ways how telescopes work. delta science modules Solar System 119 © Delta Education LLC. All rights reserved. -
First Telescope Purchase
Recommendation Report: First Telescope Purchase Purchasing a telescope can be very confusing for a person who is new to astronomy. This reports provides a comparison of entry-level telescopes for the amateur astronomer and recommends a specific type of telescope for the typical beginning astronomer. This report will focus on different types of telescopes, and not on specific brands. In addition to comparing several different types of telescopes, this report also compares different telescope mounts. Note: This report was prepared for the Austin Telescope Society, which is a non-profit organization dedicated to the enjoyment of astronomy and the education of the public about astronomy. Many people interested in astronomy waste money on a telescope of poor quality. A telescope in a department store may advertise that it can magnify several hundred times; however, the user is often disappointed when the image is dim, shaky, and hazy. To help avoid this confusion, it is important that the beginning astronomer understand the advantages and disadvantages of various types of telescopes. It is vitally important that the telescope have high quality optics and a sturdy mount. No extra gadgets and frills will help a telescope that has poor optics. Definition of Terms Before the actual comparison report, it is vital that several common terms are defined. The following terms must be understood before proceeding with this comparison: • Alt-azimuth mount. A type of telescope mount that moves in two directions: altitude and azimuth. This is the type of motion best illustrated by a cannon. It can be moved up or down, or rotated left or right. -
The Orbital Distribution of Near-Earth Objects Inside Earth’S Orbit
Icarus 217 (2012) 355–366 Contents lists available at SciVerse ScienceDirect Icarus journal homepage: www.elsevier.com/locate/icarus The orbital distribution of Near-Earth Objects inside Earth’s orbit ⇑ Sarah Greenstreet a, , Henry Ngo a,b, Brett Gladman a a Department of Physics & Astronomy, 6224 Agricultural Road, University of British Columbia, Vancouver, British Columbia, Canada b Department of Physics, Engineering Physics, and Astronomy, 99 University Avenue, Queen’s University, Kingston, Ontario, Canada article info abstract Article history: Canada’s Near-Earth Object Surveillance Satellite (NEOSSat), set to launch in early 2012, will search for Received 17 August 2011 and track Near-Earth Objects (NEOs), tuning its search to best detect objects with a < 1.0 AU. In order Revised 8 November 2011 to construct an optimal pointing strategy for NEOSSat, we needed more detailed information in the Accepted 9 November 2011 a < 1.0 AU region than the best current model (Bottke, W.F., Morbidelli, A., Jedicke, R., Petit, J.M., Levison, Available online 28 November 2011 H.F., Michel, P., Metcalfe, T.S. [2002]. Icarus 156, 399–433) provides. We present here the NEOSSat-1.0 NEO orbital distribution model with larger statistics that permit finer resolution and less uncertainty, Keywords: especially in the a < 1.0 AU region. We find that Amors = 30.1 ± 0.8%, Apollos = 63.3 ± 0.4%, Atens = Near-Earth Objects 5.0 ± 0.3%, Atiras (0.718 < Q < 0.983 AU) = 1.38 ± 0.04%, and Vatiras (0.307 < Q < 0.718 AU) = 0.22 ± 0.03% Celestial mechanics Impact processes of the steady-state NEO population. -
The Minor Planets
The Minor Planets Swinburne Astronomy Online 3D PDF c SAO 2012 The Minor Planets c Swinburne Astronomy Online 2012 1 Description 1.1 Minor planets Our view of the Solar System has changed dramatically over the past 15 years with the discovery of new classes of small bodies. Mi- nor planets are another name for asteroids, or celestial bodies that orbit the Sun that are not otherwise classed as planets or comets. Generally, minor planets are relatively small rocky bodies, while comets are icy bodies that become active when their orbits carry them close to the Sun. (An \active" comet exhibits a large coma and a long tail.) The minor planets can be classified by their orbital characteristics. In this 3D PDF, we have included 5 classes of minor planets: (1) the Near Earth Asteroids (NEAs), (2) the main belt asteroids, (3) the Trojan asteroids of Jupiter, (4) the Centaurs, and (5) the Trans-Neptunian Objects (TNOs). The dataset used comes from the Minor Planets Centre. As of 19 November 2012, there were 9,346 NEAs (comprising 732 Atens, 4686 Apollos and 3928 Amors); 581,613 main belt asteroids; 5,407 jovian Trojans; 330 Centaurs; and 1,150 TNOs. (Note than in this 3D PDF, we have only included 11,678 main belt asteroids.) • The Near Earth Asteroids have perihelion distances of less than 1.3 AU, and include the following sub-classes: { Atens have aphelion distances greater than 0.983 AU, and semi-major axes less than 1 AU { Apollos have perihelion distances less than 1.017 AU, and semi-major axes greater than 1 AU { Amors have perihelion distances between 1.017 and 1.3 AU and semi-major axes greater than 1 AU • The main belt asteroids reside between the orbits of Mars and Jupiter, with most of the asteroids orbiting between about 2.1 AU and 3.3 AU. -
1 on the Origin of the Pluto System Robin M. Canup Southwest Research Institute Kaitlin M. Kratter University of Arizona Marc Ne
On the Origin of the Pluto System Robin M. Canup Southwest Research Institute Kaitlin M. Kratter University of Arizona Marc Neveu NASA Goddard Space Flight Center / University of Maryland The goal of this chapter is to review hypotheses for the origin of the Pluto system in light of observational constraints that have been considerably refined over the 85-year interval between the discovery of Pluto and its exploration by spacecraft. We focus on the giant impact hypothesis currently understood as the likeliest origin for the Pluto-Charon binary, and devote particular attention to new models of planet formation and migration in the outer Solar System. We discuss the origins conundrum posed by the system’s four small moons. We also elaborate on implications of these scenarios for the dynamical environment of the early transneptunian disk, the likelihood of finding a Pluto collisional family, and the origin of other binary systems in the Kuiper belt. Finally, we highlight outstanding open issues regarding the origin of the Pluto system and suggest areas of future progress. 1. INTRODUCTION For six decades following its discovery, Pluto was the only known Sun-orbiting world in the dynamical vicinity of Neptune. An early origin concept postulated that Neptune originally had two large moons – Pluto and Neptune’s current moon, Triton – and that a dynamical event had both reversed the sense of Triton’s orbit relative to Neptune’s rotation and ejected Pluto onto its current heliocentric orbit (Lyttleton, 1936). This scenario remained in contention following the discovery of Charon, as it was then established that Pluto’s mass was similar to that of a large giant planet moon (Christy and Harrington, 1978). -
A Guide to Smartphone Astrophotography National Aeronautics and Space Administration
National Aeronautics and Space Administration A Guide to Smartphone Astrophotography National Aeronautics and Space Administration A Guide to Smartphone Astrophotography A Guide to Smartphone Astrophotography Dr. Sten Odenwald NASA Space Science Education Consortium Goddard Space Flight Center Greenbelt, Maryland Cover designs and editing by Abbey Interrante Cover illustrations Front: Aurora (Elizabeth Macdonald), moon (Spencer Collins), star trails (Donald Noor), Orion nebula (Christian Harris), solar eclipse (Christopher Jones), Milky Way (Shun-Chia Yang), satellite streaks (Stanislav Kaniansky),sunspot (Michael Seeboerger-Weichselbaum),sun dogs (Billy Heather). Back: Milky Way (Gabriel Clark) Two front cover designs are provided with this book. To conserve toner, begin document printing with the second cover. This product is supported by NASA under cooperative agreement number NNH15ZDA004C. [1] Table of Contents Introduction.................................................................................................................................................... 5 How to use this book ..................................................................................................................................... 9 1.0 Light Pollution ....................................................................................................................................... 12 2.0 Cameras ................................................................................................................................................ -
Astronomy Scope and Sequence
Astronomy Scope and Sequence Grading Period Unit Title Learning Targets Throughout the B.(1) Scientific processes. The student, for at least 40% of instructional time, conducts School Year laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations, including chemical, electrical, and fire safety, and safe handling of live and preserved organisms; and (B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. B.(2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; (B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; (C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; (D) distinguish between scientific hypotheses and scientific