Cratering Rate on Pluto Produced by the Inner Trans-Neptunian Population M
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DOUGLAS P. HAMILTON Career Summary Professor, University of Maryland, Astronomy Dept., 9/1995 – Present
CURRICULUM VITAE: DOUGLAS P. HAMILTON Career Summary Professor, University of Maryland, Astronomy Dept., 9/1995 { Present. Postdoctoral Scholar, MPI Kernphysik, Heidelberg Germany, 12/1993 { 9/1995. Cornell University, M.S. and Ph.D. in Applied Physics, 8/1990 and 1/1994. Stanford University, B.S. in Physics with Distinction and Honors, 6/1988. Academic Honors NASA Group Achievement Award (New Horizons Team) 2016. U. Maryland Board of Regent's Faculty Award for Scholarship 2010. Dean's Award for Excellence in Teaching 1997, 2008. U. Maryland Parents Association, Outstanding Faculty Nominee 2003. Certificate of Teaching Excellence 2003. Asteroid 12494 DH11 renamed Doughamilton 2000. Harold C. Urey Prize for Outstanding Research in Planetary Science 1999. NSF CAREER Award \Orbital Dynamics of Solar System Dust" 1998-2003. Professional Activities Co-Investigator with NASA's Juno mission to Jupiter. Collaborator with NASA's New Horizons mission to Pluto. Co-Investigator with the Galileo Dust Detection System (DDS) Team. Reviewer on over 100 occasions for 18 scientific journals and 6 book publishers. Reviewer for 6 domestic and 3 foreign funding agencies. Member of IAU C-A4 Organizing Committee (2015-Present); DDA Vice Chair, Chair, Past Chair (2011-2014); DDA Student Participation Committee (2005-2007); AAS Shapley Lecturer (2006-Present); DDA Committee (2003-2005); DPS Prize Committee (2000-2003); AAS Millennium Speaker (2000-2003); Planetary Data System Rings Node Advisory Council (1997-Present); Icarus editorial board (1999- 2002); AAS, AGU, DDA, DPS and IAU societies. Research Interests Solar System Dynamics: Orbital Evolution; Celestial Mechanics; Resonances; Numerical Methods; Rotational Dynamics; Charged Particle Motion. Origins: Satellite and Ring Systems; The Solar System; Extrasolar Planets. -
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. -
CHORUS: Let's Go Meet the Dwarf Planets There Are Five in Our Solar
Meet the Dwarf Planet Lyrics: CHORUS: Let’s go meet the dwarf planets There are five in our solar system Let’s go meet the dwarf planets Now I’ll go ahead and list them I’ll name them again in case you missed one There’s Pluto, Ceres, Eris, Makemake and Haumea They haven’t broken free from all the space debris There’s Pluto, Ceres, Eris, Makemake and Haumea They’re smaller than Earth’s moon and they like to roam free I’m the famous Pluto – as many of you know My orbit’s on a different path in the shape of an oval I used to be planet number 9, But I break the rules; I’m one of a kind I take my time orbiting the sun It’s a long, long trip, but I’m having fun! Five moons keep me company On our epic journey Charon’s the biggest, and then there’s Nix Kerberos, Hydra and the last one’s Styx 248 years we travel out Beyond the other planet’s regular rout We hang out in the Kuiper Belt Where the ice debris will never melt CHORUS My name is Ceres, and I’m closest to the sun They found me in the Asteroid Belt in 1801 I’m the only known dwarf planet between Jupiter and Mars They thought I was an asteroid, but I’m too round and large! I’m Eris the biggest dwarf planet, and the slowest one… It takes me 557 years to travel around the sun I have one moon, Dysnomia, to orbit along with me We go way out past the Kuiper Belt, there’s so much more to see! CHORUS My name is Makemake, and everyone thought I was alone But my tiny moon, MK2, has been with me all along It takes 310 years for us to orbit ‘round the sun But out here in the Kuiper Belt… our adventures just begun Hello my name’s Haumea, I’m not round shaped like my friends I rotate fast, every 4 hours, which stretched out both my ends! Namaka and Hi’iaka are my moons, I have just 2 And we live way out past Neptune in the Kuiper Belt it’s true! CHORUS Now you’ve met the dwarf planets, there are 5 of them it’s true But the Solar System is a great big place, with more exploring left to do Keep watching the skies above us with a telescope you look through Because the next person to discover one… could be me or you… . -
Sha'áłchíní Welcome to Science Class! What If… My Teacher Gets Kicked August 27, 2020 out of Zoom?
April 26, 2021 Yá’át’ééh! sha'áłchíní Welcome to science class! What if… My teacher gets kicked August 27, 2020 out of Zoom? Then.. 1. If you get assigned as the host end the meeting. 2. Everyone immediately log out of Zoom. 3. Re-enter the class in 5 minutes. 4. If you do not get back into the meeting after continuous tries, class is cancelled. 5. Refer to agenda slides from website. In case Mrs. Yazzie loses internet connection: ● someone becomes host ● host monitors class until Mrs. Yazzie returns or four minutes have passed ● after 4 minutes host ends class ● everyone tries to re-enter class ● if Mrs. Yazzie doesn’t return after another 4 minutes, class is ended for the day Sun. Mon. Tues. Wed. Thurs. Fri. Sat. 1 Intervention 2 3 Science Project PTC 4-7PM Check-In 4 5 6 7 8 9 10 No school Intervention Science Project Check-In 11 12 13 14 15 16 17 Intervention Science Project Due 40 points 18 19 20 21 22 23 24 Intervention 25 26 27 28 29 30 Community Forum Last Intervention NO SCHOOL 5:30pm No School Sun. Mon. Tues. Wed. Thurs. Fri. Sat. 25 26 27 28 29 30 1 Community Forum Last Day of Intervention 5:30PM No School 2 3 4 5 6 7 8 Last Day of Science Zoom No School 9 10 11 12 13 14 15 Mother’s No Zoom No Zoom No Zoom Return school laptops Day NWEA- Math NWEA-RDG NWEA-LANG No School 16 17 18 19 20 21 22 ALL WORK DUE No School 23 24 25 26 27 28 29 30 31 Last Day of School 8th Grade Promotion Announcements ● April 28th-Community Forum ● Friday, April 30th-NO SCHOOL ● Thurs., May 27th- 8th Grade Promotion ● Thurs., May 27th - Last Day of School Agenda -Announcements and Calendar -Student Objective & Essential Question -Intro to Vocabulary -Dwarf Planets -Kahoot! On a scale from 1-10 with 10 being excellent, how was your weekend? UPDATE! ● INGENUITY-2nd Flight Success! ● Perseverance makes oxygen! Student Objective Day 1, Monday: I can describe the relationship of objects in the solar system. -
Study Points ⚫ Name a Dwarf Planet
⚫ What is the major difference between a planet and a dwarf planet? Study Points ⚫ Name a dwarf planet. ⚫ Where are the dwarf planets in our solar system? ⚫ Distinguish between a meteor, a meteorite, and a meteoroid. ⚫ What is a "shooting star"? Why do we see it? On average, how big is one? ⚫ Why do we study meteorites? ⚫ What is a comet? ⚫ Describe a comet including the nucleus, head and tail. Why do we see a comet? ⚫ Roughly, how big are comets? ⚫ What is the Asteroid Belt? the Oort Cloud? the Kuiper Belt? Where is each located? ⚫ Why study comets? ⚫ What is a meteor shower? What is the comet connection to a meteor shower? What’s in our solar system? Sun Planets Terrestrial Jovian Dwarf Small Solar System Bodies Meteoroids Comets Dust Sun (future lecture after Test 2 all about the Sun) a. Most of mass (>99%) of solar system b. Star – produces own energy by fusion c. Hot http://sohowww.nascom.nasa.gov/gallery/images/large/eit001_prev.jpg What’s in our solar system? Sun Planets Terrestrial Jovian http://www.techastronomy.com/UserFiles/2007/7/22/solar_system4(1).jpg From**KNOW Last THIS**Lecture: Terrestrial* Jovian* “Earth-like” “Jupiter-like” • Small, less massive • Large, massive • Close to Sun (warm) • Far from Sun (cold) • Rings • Big storms, turbulent atmosphere, belt rotation • Heavy elements • Hydrogen rich (light elements) • High density • Low density • Solid Surfaces • Gas and Liquid • Cratered • Few moons • Many moons • Thin atmospheres • Thick atmospheres • Weak magnetic fields • Large magnetic fields (some tilted) • Slow rotation -
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). -
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 -
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 Nature of the Giant Exomoon Candidate Kepler-1625 B-I René Heller
A&A 610, A39 (2018) https://doi.org/10.1051/0004-6361/201731760 Astronomy & © ESO 2018 Astrophysics The nature of the giant exomoon candidate Kepler-1625 b-i René Heller Max Planck Institute for Solar System Research, Justus-von-Liebig-Weg 3, 37077 Göttingen, Germany e-mail: [email protected] Received 11 August 2017 / Accepted 21 November 2017 ABSTRACT The recent announcement of a Neptune-sized exomoon candidate around the transiting Jupiter-sized object Kepler-1625 b could indi- cate the presence of a hitherto unknown kind of gas giant moon, if confirmed. Three transits of Kepler-1625 b have been observed, allowing estimates of the radii of both objects. Mass estimates, however, have not been backed up by radial velocity measurements of the host star. Here we investigate possible mass regimes of the transiting system that could produce the observed signatures and study them in the context of moon formation in the solar system, i.e., via impacts, capture, or in-situ accretion. The radius of Kepler-1625 b suggests it could be anything from a gas giant planet somewhat more massive than Saturn (0:4 MJup) to a brown dwarf (BD; up to 75 MJup) or even a very-low-mass star (VLMS; 112 MJup ≈ 0:11 M ). The proposed companion would certainly have a planetary mass. Possible extreme scenarios range from a highly inflated Earth-mass gas satellite to an atmosphere-free water–rock companion of about +19:2 180 M⊕. Furthermore, the planet–moon dynamics during the transits suggest a total system mass of 17:6−12:6 MJup. -
Big Astronomy Educator Guide
Show Summary 2 EDUCATOR GUIDE National Science Standards Supported 4 Main Questions and Answers 5 TABLE OF CONTENTS Glossary of Terms 9 Related Activities 10 Additional Resources 17 Credits 17 SHOW SUMMARY Big Astronomy: People, Places, Discoveries explores three observatories located in Chile, at extreme and remote places. It gives examples of the multitude of STEM careers needed to keep the great observatories working. The show is narrated by Barbara Rojas-Ayala, a Chilean astronomer. A great deal of astronomy is done in the nation of Energy Camera. Here we meet Marco Bonati, who is Chile, due to its special climate and location, which an Electronics Detector Engineer. He is responsible creates stable, dry air. With its high, dry, and dark for what happens inside the instrument. Marco tells sites, Chile is one of the best places in the world for us about this job, and needing to keep the instrument observational astronomy. The show takes you to three very clean. We also meet Jacoline Seron, who is a of the many telescopes along Chile’s mountains. Night Assistant at CTIO. Her job is to take care of the instrument, calibrate the telescope, and operate The first site we visit is the Cerro Tololo Inter-American the telescope at night. Finally, we meet Kathy Vivas, Observatory (CTIO), which is home to many who is part of the support team for the Dark Energy telescopes. The largest is the Victor M. Blanco Camera. She makes sure the camera is producing Telescope, which has a 4-meter primary mirror. The science-quality data. -
On the Detection of Exomoons in Photometric Time Series
On the Detection of Exomoons in Photometric Time Series Dissertation zur Erlangung des mathematisch-naturwissenschaftlichen Doktorgrades “Doctor rerum naturalium” der Georg-August-Universität Göttingen im Promotionsprogramm PROPHYS der Georg-August University School of Science (GAUSS) vorgelegt von Kai Oliver Rodenbeck aus Göttingen, Deutschland Göttingen, 2019 Betreuungsausschuss Prof. Dr. Laurent Gizon Max-Planck-Institut für Sonnensystemforschung, Göttingen, Deutschland und Institut für Astrophysik, Georg-August-Universität, Göttingen, Deutschland Prof. Dr. Stefan Dreizler Institut für Astrophysik, Georg-August-Universität, Göttingen, Deutschland Dr. Warrick H. Ball School of Physics and Astronomy, University of Birmingham, UK vormals Institut für Astrophysik, Georg-August-Universität, Göttingen, Deutschland Mitglieder der Prüfungskommision Referent: Prof. Dr. Laurent Gizon Max-Planck-Institut für Sonnensystemforschung, Göttingen, Deutschland und Institut für Astrophysik, Georg-August-Universität, Göttingen, Deutschland Korreferent: Prof. Dr. Stefan Dreizler Institut für Astrophysik, Georg-August-Universität, Göttingen, Deutschland Weitere Mitglieder der Prüfungskommission: Prof. Dr. Ulrich Christensen Max-Planck-Institut für Sonnensystemforschung, Göttingen, Deutschland Dr.ir. Saskia Hekker Max-Planck-Institut für Sonnensystemforschung, Göttingen, Deutschland Dr. René Heller Max-Planck-Institut für Sonnensystemforschung, Göttingen, Deutschland Prof. Dr. Wolfram Kollatschny Institut für Astrophysik, Georg-August-Universität, Göttingen,