Science—Astronomy, Biology, Chemistry, Physics, Environmental
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Introduction to Astronomy from Darkness to Blazing Glory
Introduction to Astronomy From Darkness to Blazing Glory Published by JAS Educational Publications Copyright Pending 2010 JAS Educational Publications All rights reserved. Including the right of reproduction in whole or in part in any form. Second Edition Author: Jeffrey Wright Scott Photographs and Diagrams: Credit NASA, Jet Propulsion Laboratory, USGS, NOAA, Aames Research Center JAS Educational Publications 2601 Oakdale Road, H2 P.O. Box 197 Modesto California 95355 1-888-586-6252 Website: http://.Introastro.com Printing by Minuteman Press, Berkley, California ISBN 978-0-9827200-0-4 1 Introduction to Astronomy From Darkness to Blazing Glory The moon Titan is in the forefront with the moon Tethys behind it. These are two of many of Saturn’s moons Credit: Cassini Imaging Team, ISS, JPL, ESA, NASA 2 Introduction to Astronomy Contents in Brief Chapter 1: Astronomy Basics: Pages 1 – 6 Workbook Pages 1 - 2 Chapter 2: Time: Pages 7 - 10 Workbook Pages 3 - 4 Chapter 3: Solar System Overview: Pages 11 - 14 Workbook Pages 5 - 8 Chapter 4: Our Sun: Pages 15 - 20 Workbook Pages 9 - 16 Chapter 5: The Terrestrial Planets: Page 21 - 39 Workbook Pages 17 - 36 Mercury: Pages 22 - 23 Venus: Pages 24 - 25 Earth: Pages 25 - 34 Mars: Pages 34 - 39 Chapter 6: Outer, Dwarf and Exoplanets Pages: 41-54 Workbook Pages 37 - 48 Jupiter: Pages 41 - 42 Saturn: Pages 42 - 44 Uranus: Pages 44 - 45 Neptune: Pages 45 - 46 Dwarf Planets, Plutoids and Exoplanets: Pages 47 -54 3 Chapter 7: The Moons: Pages: 55 - 66 Workbook Pages 49 - 56 Chapter 8: Rocks and Ice: -
Science in Nasa's Vision for Space Exploration
SCIENCE IN NASA’S VISION FOR SPACE EXPLORATION SCIENCE IN NASA’S VISION FOR SPACE EXPLORATION Committee on the Scientific Context for Space Exploration Space Studies Board Division on Engineering and Physical Sciences THE NATIONAL ACADEMIES PRESS Washington, D.C. www.nap.edu THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. Support for this project was provided by Contract NASW 01001 between the National Academy of Sciences and the National Aeronautics and Space Administration. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the sponsors. International Standard Book Number 0-309-09593-X (Book) International Standard Book Number 0-309-54880-2 (PDF) Copies of this report are available free of charge from Space Studies Board National Research Council The Keck Center of the National Academies 500 Fifth Street, N.W. Washington, DC 20001 Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu. Copyright 2005 by the National Academy of Sciences. -
An Overview of New Worlds, New Horizons in Astronomy and Astrophysics About the National Academies
2020 VISION An Overview of New Worlds, New Horizons in Astronomy and Astrophysics About the National Academies The National Academies—comprising the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council—work together to enlist the nation’s top scientists, engineers, health professionals, and other experts to study specific issues in science, technology, and medicine that underlie many questions of national importance. The results of their deliberations have inspired some of the nation’s most significant and lasting efforts to improve the health, education, and welfare of the United States and have provided independent advice on issues that affect people’s lives worldwide. To learn more about the Academies’ activities, check the website at www.nationalacademies.org. Copyright 2011 by the National Academy of Sciences. All rights reserved. Printed in the United States of America This study was supported by Contract NNX08AN97G between the National Academy of Sciences and the National Aeronautics and Space Administration, Contract AST-0743899 between the National Academy of Sciences and the National Science Foundation, and Contract DE-FG02-08ER41542 between the National Academy of Sciences and the U.S. Department of Energy. Support for this study was also provided by the Vesto Slipher Fund. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the agencies that provided support for the project. 2020 VISION An Overview of New Worlds, New Horizons in Astronomy and Astrophysics Committee for a Decadal Survey of Astronomy and Astrophysics ROGER D. -
Rev 06/2018 ASTRONOMY EXAM CONTENT OUTLINE the Following
ASTRONOMY EXAM INFORMATION CREDIT RECOMMENDATIONS This exam was developed to enable schools to award The American Council on Education’s College credit to students for knowledge equivalent to that learned Credit Recommendation Service (ACE CREDIT) by students taking the course. This examination includes has evaluated the DSST test development history of the Science of Astronomy, Astrophysics, process and content of this exam. It has made the Celestial Systems, the Science of Light, Planetary following recommendations: Systems, Nature and Evolution of the Sun and Stars, Galaxies and the Universe. Area or Course Equivalent: Astronomy Level: 3 Lower Level Baccalaureate The exam contains 100 questions to be answered in 2 Amount of Credit: 3 Semester Hours hours. Some of these are pretest questions that will not Minimum Score: 400 be scored. Source: www.acenet.edu Form Codes: SQ500, SR500 EXAM CONTENT OUTLINE The following is an outline of the content areas covered in the examination. The approximate percentage of the examination devoted to each content area is also noted. I. Introduction to the Science of Astronomy – 5% a. Nature and methods of science b. Applications of scientific thinking c. History of early astronomy II. Astrophysics - 15% a. Kepler’s laws and orbits b. Newtonian physics and gravity c. Relativity III. Celestial Systems – 10% a. Celestial motions b. Earth and the Moon c. Seasons, calendar and time keeping IV. The Science of Light – 15% a. The electromagnetic spectrum b. Telescopes and the measurement of light c. Spectroscopy d. Blackbody radiation V. Planetary Systems: Our Solar System and Others– 20% a. Contents of our solar system b. -
Cars Tangled Finding Nemo Wreck It Ralph Peter Pan Frozen Toy Story Monsters Inc. Snow White Alice in Wonderland the Little Merm
FRIDAY, APRIL 3RD – DISNEY DAY… AT HOME! Activity 1: • Disney Pictionary: o Put Disney movies and character names onto little pieces of paper and fold them in half o Put all of the pieces of paper into a bowl o Then draw it for their team to guess Can add a charade element to it rather than drawing if that is preferred o If there are enough people playing, you can make teams • Here are some ideas, you can print these off and cut them out or create your own list! Cars Tangled Finding Nemo Wreck It Ralph Peter Pan Frozen Toy Story Monsters Inc. Snow White Alice in Wonderland The Little Mermaid Up Brave Robin Hood Aladdin Cinderella Sleeping Beauty The Emperor’s New Groove The Jungle Book The Lion King Beauty and the Beast The Princess and the Frog 101 Dalmatians Lady and the Tramp A Bug’s Life The Fox and the Hound Mulan Tarzan The Sword and the Stone The Incredibles The Rescuers Bambi Fantasia Dumbo Pinocchio Lilo and Stitch Chicken Little Bolt Pocahontas The Hunchback of Notre Wall-E Hercules Dame Mickey Mouse Minnie Mouse Goofy Donald Duck Sully Captain Hook Ariel Ursula Maleficent FRIDAY, APRIL 3RD – DISNEY DAY… AT HOME! The Genie Simba Belle Buzz Lightyear Woody Mike Wasowski Cruella De Ville Olaf Anna Princess Jasmine Lightning McQueen Elsa Activity 2: • Disney Who Am I: o Have each family member write the name of a Disney character on a sticky note. Don’t let others see what you have written down. o Take your sticky note and put it on another family members back. -
Elements of Astronomy and Cosmology Outline 1
ELEMENTS OF ASTRONOMY AND COSMOLOGY OUTLINE 1. The Solar System The Four Inner Planets The Asteroid Belt The Giant Planets The Kuiper Belt 2. The Milky Way Galaxy Neighborhood of the Solar System Exoplanets Star Terminology 3. The Early Universe Twentieth Century Progress Recent Progress 4. Observation Telescopes Ground-Based Telescopes Space-Based Telescopes Exploration of Space 1 – The Solar System The Solar System - 4.6 billion years old - Planet formation lasted 100s millions years - Four rocky planets (Mercury Venus, Earth and Mars) - Four gas giants (Jupiter, Saturn, Uranus and Neptune) Figure 2-2: Schematics of the Solar System The Solar System - Asteroid belt (meteorites) - Kuiper belt (comets) Figure 2-3: Circular orbits of the planets in the solar system The Sun - Contains mostly hydrogen and helium plasma - Sustained nuclear fusion - Temperatures ~ 15 million K - Elements up to Fe form - Is some 5 billion years old - Will last another 5 billion years Figure 2-4: Photo of the sun showing highly textured plasma, dark sunspots, bright active regions, coronal mass ejections at the surface and the sun’s atmosphere. The Sun - Dynamo effect - Magnetic storms - 11-year cycle - Solar wind (energetic protons) Figure 2-5: Close up of dark spots on the sun surface Probe Sent to Observe the Sun - Distance Sun-Earth = 1 AU - 1 AU = 150 million km - Light from the Sun takes 8 minutes to reach Earth - The solar wind takes 4 days to reach Earth Figure 5-11: Space probe used to monitor the sun Venus - Brightest planet at night - 0.7 AU from the -
The Solar System Cause Impact Craters
ASTRONOMY 161 Introduction to Solar System Astronomy Class 12 Solar System Survey Monday, February 5 Key Concepts (1) The terrestrial planets are made primarily of rock and metal. (2) The Jovian planets are made primarily of hydrogen and helium. (3) Moons (a.k.a. satellites) orbit the planets; some moons are large. (4) Asteroids, meteoroids, comets, and Kuiper Belt objects orbit the Sun. (5) Collision between objects in the Solar System cause impact craters. Family portrait of the Solar System: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, (Eris, Ceres, Pluto): My Very Excellent Mother Just Served Us Nine (Extra Cheese Pizzas). The Solar System: List of Ingredients Ingredient Percent of total mass Sun 99.8% Jupiter 0.1% other planets 0.05% everything else 0.05% The Sun dominates the Solar System Jupiter dominates the planets Object Mass Object Mass 1) Sun 330,000 2) Jupiter 320 10) Ganymede 0.025 3) Saturn 95 11) Titan 0.023 4) Neptune 17 12) Callisto 0.018 5) Uranus 15 13) Io 0.015 6) Earth 1.0 14) Moon 0.012 7) Venus 0.82 15) Europa 0.008 8) Mars 0.11 16) Triton 0.004 9) Mercury 0.055 17) Pluto 0.002 A few words about the Sun. The Sun is a large sphere of gas (mostly H, He – hydrogen and helium). The Sun shines because it is hot (T = 5,800 K). The Sun remains hot because it is powered by fusion of hydrogen to helium (H-bomb). (1) The terrestrial planets are made primarily of rock and metal. -
10 Tips for Moon Watchers Moon’S Brightness Are to Use High Magni- Fication Or to Add an Aperture Mask
Beginning observing You’ll find six labeled maps to help you observe the Moon at www.Astronomy.com/toc. Two other methods to reduce the 10 tips for Moon watchers Moon’s brightness are to use high magni- fication or to add an aperture mask. Mountain ranges, vast volcanic plains, and more than 1,500 named craters make the High powers restrict the field of view, Moon a target you’ll return to again and again. by Michael E. Bakich thereby reducing light throughput. An aperture mask causes your telescope to act like a much smaller instrument, but The Moon offers something for every amateur astronomer. It’s The terminator will help you at the same focal length. visible somewhere in the sky most nights, its changing face During the two favorable periods described in #3, presents features one night not seen the previous night, and it point your telescope anywhere along the line that Turn on your best vision doesn’t take an expensive setup to enjoy it. To help you get the divides the Moon’s light and dark portions. Astrono- Some years ago, my late observ- most out of viewing the Moon, I’ve developed these 10 simple 4mers call this line the terminator. Before Full Moon, the termi- ing buddy Jeff Medkeff intro- tips. Follow them, and you’ll be on your way to a lifetime of sat- nator marks where sunrise is occurring. After Full Moon, duced me to a better way of isfying lunar observing. sunset happens along the terminator. 7observing the Moon: Turn on a white Here you can catch the tops of mountains protruding just light behind you when you observe high enough to catch the Sun’s light while surrounded by lower between Quarter and Full phases. -
A Warm Terrestrial Planet with Half the Mass of Venus Transiting a Nearby Star∗
Astronomy & Astrophysics manuscript no. toi175 c ESO 2021 July 13, 2021 A warm terrestrial planet with half the mass of Venus transiting a nearby star∗ y Olivier D. S. Demangeon1; 2 , M. R. Zapatero Osorio10, Y. Alibert6, S. C. C. Barros1; 2, V. Adibekyan1; 2, H. M. Tabernero10; 1, A. Antoniadis-Karnavas1; 2, J. D. Camacho1; 2, A. Suárez Mascareño7; 8, M. Oshagh7; 8, G. Micela15, S. G. Sousa1, C. Lovis5, F. A. Pepe5, R. Rebolo7; 8; 9, S. Cristiani11, N. C. Santos1; 2, R. Allart19; 5, C. Allende Prieto7; 8, D. Bossini1, F. Bouchy5, A. Cabral3; 4, M. Damasso12, P. Di Marcantonio11, V. D’Odorico11; 16, D. Ehrenreich5, J. Faria1; 2, P. Figueira17; 1, R. Génova Santos7; 8, J. Haldemann6, N. Hara5, J. I. González Hernández7; 8, B. Lavie5, J. Lillo-Box10, G. Lo Curto18, C. J. A. P. Martins1, D. Mégevand5, A. Mehner17, P. Molaro11; 16, N. J. Nunes3, E. Pallé7; 8, L. Pasquini18, E. Poretti13; 14, A. Sozzetti12, and S. Udry5 1 Instituto de Astrofísica e Ciências do Espaço, CAUP, Universidade do Porto, Rua das Estrelas, 4150-762, Porto, Portugal 2 Departamento de Física e Astronomia, Faculdade de Ciências, Universidade do Porto, Rua Campo Alegre, 4169-007, Porto, Portugal 3 Instituto de Astrofísica e Ciências do Espaço, Faculdade de Ciências da Universidade de Lisboa, Campo Grande, PT1749-016 Lisboa, Portugal 4 Departamento de Física da Faculdade de Ciências da Universidade de Lisboa, Edifício C8, 1749-016 Lisboa, Portugal 5 Observatoire de Genève, Université de Genève, Chemin Pegasi, 51, 1290 Sauverny, Switzerland 6 Physics Institute, University of Bern, Sidlerstrasse 5, 3012 Bern, Switzerland 7 Instituto de Astrofísica de Canarias (IAC), Calle Vía Láctea s/n, E-38205 La Laguna, Tenerife, Spain 8 Departamento de Astrofísica, Universidad de La Laguna (ULL), E-38206 La Laguna, Tenerife, Spain 9 Consejo Superior de Investigaciones Cientícas, Spain 10 Centro de Astrobiología (CSIC-INTA), Crta. -
EOC Communications Modernization Project
IT’S ALL ABOUT PERFORMANCE CREATING A PROFESSIONAL EXPERIENCE Today’s technology has the power to inspire, motivate, educate, and entertain like never before. It only takes the right knowledge and expertise to know how to apply that technology to create results. That’s where Pro Sound & Video comes in. For over 30 years we’ve been the specialists for audio, video, show control, and technology design for top companies in multiple industries. A COMPLETE LINE OF SERVICES. AN INTEGRATED APPROACH. Unforgettable experiences are those that thrill all of the senses. This is why Pro Sound & Video offers a wide variety of services, all with the technical expertise to seamlessly combine any one or a number of services into a complete integrated system. SOUND We don’t just create and install sound systems . we design soundscapes. Immersing an audience in voice, sound effects, and music has never been more impressive. VIDEO With the spread of high-definition technology and special effects teams bending the limits of the imagination, true-to-life video is right at your fingertips. BROADCAST TV It takes a special kind of discipline to capture the live moments, stage dramatic ones or simply distribute performances and events. Our team is well-versed in the flawless execution and editing of anything meant for television. SHOW CONTROL Lights dim, the spotlight comes up, 20-foot video screens drop down in sync as the music starts, performers’ voices are amplified as if by magic… this is just the beginning of what is possible with our Show Control systems. VIDEO CONFERENCING Now you really can be in two places at once – anywhere in the world. -
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 -
Mercury Friday, February 23
ASTRONOMY 161 Introduction to Solar System Astronomy Class 18 Mercury Friday, February 23 Mercury: Basic characteristics Mass = 3.302×1023 kg (0.055 Earth) Radius = 2,440 km (0.383 Earth) Density = 5,427 kg/m³ Sidereal rotation period = 58.6462 d Albedo = 0.11 (Earth = 0.39) Average distance from Sun = 0.387 A.U. Mercury: Key Concepts (1) Mercury has a 3-to-2 spin-orbit coupling (not synchronous rotation). (2) Mercury has no permanent atmosphere because it is too hot. (3) Like the Moon, Mercury has cratered highlands and smooth plains. (4) Mercury has an extremely large iron-rich core. (1) Mercury has a 3-to-2 spin-orbit coupling (not synchronous rotation). Mercury is hard to observe from the Earth (because it is so close to the Sun). Its rotation speed can be found from Doppler shift of radar signals. Mercury’s unusual orbit Orbital period = 87.969 days Rotation period = 58.646 days = (2/3) x 87.969 days Mercury is NOT in synchronous rotation (1 rotation per orbit). Instead, it has 3-to-2 spin-orbit coupling (3 rotations for 2 orbits). Synchronous rotation (WRONG!) 3-to-2 spin-orbit coupling (RIGHT!) Time between one noon and the next is 176 days. Sun is above the horizon for 88 days at the time. Daytime temperatures reach as high as: 700 Kelvin (800 degrees F). Nighttime temperatures drops as low as: 100 Kelvin (-270 degrees F). (2) Mercury has no permanent atmosphere because it is too hot (and has low escape speed). Temperature is a measure of the 3kT v = random speed of m atoms (or v typical speed of atom molecules).