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Contributions of a Lunar Geoscience Observer (Lgo) Mission to Fundamental Questions in Lunar Science
CONTRIBUTIONS OF A LUNAR GEOSCIENCE OBSERVER (LGO) MISSION TO FUNDAMENTAL QUESTIONS IN LUNAR SCIENCE by LGO SCIENCE WORKSHOP MEMBERS Contributions Lunar Geoscience Observer Mission Frontispiece: Earth-rise over the lunar highlands. Contributions of a Lunar Geoscience Observer Mission to Fundaments Questions in Lunar Science LGO Science Workshop Members March LGO Science Workshop Members Roger Phillips (Chair), Southern Methodist University Merton Davies, Rand Coworation Michael Drake, University of Arizona Michael Duke, Johnson Space Center Larry Haskin. Washington University James Head, Brown University Eon Mood, University of Arizona Robert Lin, University of California, Berkeley Duane Muhleman, California Institute of Technology Doug Nash (Study Scientist), Jet Propulsion Laboratory Carle Pieters, Brown University Bill Sjogren, Jet Propulsion Laboratory Paul Spudis, U .S. Geological Survey Jeff Taylor, University of New Mexico Jacob Trombka, Goddard Space Flight Center This report was compiled and prepared in the Department of Geological Sciences and the AnthroGraphics Laboratory of Southern Methodist University. Material in this document may be copied without restraint for library, abstract service, educational or personal research purposes. Republication of any portion should be accompanied by the appropriate acknowledgment of this document. For further information, contact: Dr. Roger Phillips Department of Geological Sciences Southern Methodist University Dallas, TX 75275 Executive Summary THE IMPORTANCE OF LUNAR SCIENCE STATUS OF LUNAR SCIENCE DATA AND THEORY The Moon is the keystone in the interlinked knowledge that forms the foundation of our understanding of the silicate Unlike other solar system bodies beyond Earth, the Moon bodies of the solar system. The Moon is remarkable in that it has been intensely studied by telescope, unmanned space- remains the only other planet for which we have samples of crafi and manned missions. -
Moon Minerals a Visual Guide
Moon Minerals a visual guide A.G. Tindle and M. Anand Preliminaries Section 1 Preface Virtual microscope work at the Open University began in 1993 meteorites, Martian meteorites and most recently over 500 virtual and has culminated in the on-line collection of over 1000 microscopes of Apollo samples. samples available via the virtual microscope website (here). Early days were spent using LEGO robots to automate a rotating microscope stage thanks to the efforts of our colleague Peter Whalley (now deceased). This automation speeded up image capture and allowed us to take the thousands of photographs needed to make sizeable (Earth-based) virtual microscope collections. Virtual microscope methods are ideal for bringing rare and often unique samples to a wide audience so we were not surprised when 10 years ago we were approached by the UK Science and Technology Facilities Council who asked us to prepare a virtual collection of the 12 Moon rocks they loaned out to schools and universities. This would turn out to be one of many collections built using extra-terrestrial material. The major part of our extra-terrestrial work is web-based and we The authors - Mahesh Anand (left) and Andy Tindle (middle) with colleague have build collections of Europlanet meteorites, UK and Irish Peter Whalley (right). Thank you Peter for your pioneering contribution to the Virtual Microscope project. We could not have produced this book without your earlier efforts. 2 Moon Minerals is our latest output. We see it as a companion volume to Moon Rocks. Members of staff -
Geokniga-Introduction-Mineral-Exploration.Pdf
Introduction to Mineral Exploration Second Edition Edited by Charles J. Moon, Michael K.G. Whateley & Anthony M. Evans With contributions from William L. Barrett Timothy Bell Anthony M. Evans John Milsom Charles J. Moon Barry C. Scott Michael K.G. Whateley introduction to mineral exploration Introduction to Mineral Exploration Second Edition Edited by Charles J. Moon, Michael K.G. Whateley & Anthony M. Evans With contributions from William L. Barrett Timothy Bell Anthony M. Evans John Milsom Charles J. Moon Barry C. Scott Michael K.G. Whateley Copyright © 2006 by Charles J. Moon, Michael K.G. Whateley, and Anthony M. Evans BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The rights of Charles J. Moon, Michael K.G. Whateley, and Anthony M. Evans to be identified as the Authors of this Work have been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher. First edition published 1995 by Blackwell Publishing Ltd Second edition published 2006 1 2006 Library of Congress Cataloging-in-Publication Data Introduction to mineral exploration.–2nd ed. / edited by Charles J. Moon, Michael K.G. Whateley & Anthony M. Evans; with contributions from William L. Barrett . [et al.]. p. cm. -
Broward County Hands-On Science Teacher Guide
170370 Q2c_ACT_19&20 5/8/07 6:16 PM Page 165 ivit act ies 19&20 TheThe PhasesPhases ofof thethe MoonMoon (Sessions(Sessions II andand II)II) BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 2—Quarter 2 Activities 19 & 20 SC.E.1.1.1 The student knows that the light reflected by the Moon looks a little different every day but looks the same again about every 28 days. SC.H.1.1.1 The student knows that in order to learn, it is important to observe the same things often and compare them. SC.H.1.1.3 The student knows that in doing science, it is often helpful to work with a team and to share findings with others. SC.H.1.1.4 The student knows that people use scientific processes including hypotheses, making inferences, and recording and communicating data when exploring the natural world. SC.H.2.1.1 The student knows that most natural events occur in patterns. ACTIVITY ASSESSMENT OPPORTUNITIES The following suggestions are intended to help identify major concepts covered in the activity that may need extra reinforcement. The goal is to provide opportunities to assess student progress without creating the need for a separate, formal assessment session (or activity) for each of the 40 hands-on activities at this grade level. 1. Session I—Activity 19: Challenge students to explain how the phases of the Moon form a FORcycle. (The MoonPERSONAL starts out as a new Moon, slowly gets bigger until it is a USEfull Moon, then slowly gets smaller until it is a new Moon again. -
COORDINATES, TIME, and the SKY John Thorstensen
COORDINATES, TIME, AND THE SKY John Thorstensen Department of Physics and Astronomy Dartmouth College, Hanover, NH 03755 This subject is fundamental to anyone who looks at the heavens; it is aesthetically and mathematically beautiful, and rich in history. Yet I'm not aware of any text which treats time and the sky at a level appropriate for the audience I meet in the more technical introductory astronomy course. The treatments I've seen either tend to be very lengthy and quite technical, as in the classic texts on `spherical astronomy', or overly simplified. The aim of this brief monograph is to explain these topics in a manner which takes advantage of the mathematics accessible to a college freshman with a good background in science and math. This math, with a few well-chosen extensions, makes it possible to discuss these topics with a good degree of precision and rigor. Students at this level who study this text carefully, work examples, and think about the issues involved can expect to master the subject at a useful level. While the mathematics used here are not particularly advanced, I caution that the geometry is not always trivial to visualize, and the definitions do require some careful thought even for more advanced students. Coordinate Systems for Direction Think for the moment of the problem of describing the direction of a star in the sky. Any star is so far away that, no matter where on earth you view it from, it appears to be in almost exactly the same direction. This is not necessarily the case for an object in the solar system; the moon, for instance, is only 60 earth radii away, so its direction can vary by more than a degree as seen from different points on earth. -
Arxiv:Astro-Ph/0608273 V1 13 Aug 2006 Ln Oteotclpt Ea Ocuetemanuscript the Conclude IV
CORE Metadata, citation and similar papers at core.ac.uk Provided by CERN Document Server Spherical Trigonometry of the Projected Baseline Angle Richard J. Mathar∗ Leiden Observatory, P.O. Box 9513, 2300 RA Leiden, The Netherlands (Dated: August 15, 2006) The basic geometry of a stellar interferometer with two telescopes consists of a baseline vector and a direction to a star. Two derived vectors are the delay vector, and the projected baseline vector in the plane of the wavefronts of the stellar light. The manuscript deals with the trigonometry of projecting the baseline further outwards onto the celestial sphere. The position angle of the projected baseline is defined, measured in a plane tangential to the celestial sphere, tangent point at the position of the star. This angle represents two orthogonal directions on the sky, differential star positions which are aligned with or orthogonal to the gradient of the delay recorded in the u−v plane. The North Celestial Pole is chosen as the reference direction of the projected baseline angle, adapted to the common definition of the “parallactic” angle. PACS numbers: 95.10.Jk, 95.75.Kk Keywords: projected baseline; parallactic angle; position angle; celestial sphere; spherical astronomy; stellar interferometer I. SCOPE II. SITE GEOMETRY A. Telescope Positions The paper describes a standard to define the plane that 1. Spherical Approximation contains the baseline of a stellar interferometer and the star, and its intersection with the Celestial Sphere. This In a geocentric coordinate system, the Cartesian coor- intersection is a great circle, and its section between the dinates of the two telescopes of a stellar interferometer star and the point where the stretched baseline meets the are related to the geographic longitude λi, latitude Φi Celestial Sphere defines an oriented projected baseline. -
Is It Lunar Or Lunacy?
Is It Lunar or Lunacy? Summary Learn all about the moon, its phases and even how to make a model. Materials One 4" foam ball to represent Earth One foam ball to represent moon (1/4 size of the Earth) Twelve wooden Skewers pointed on each end Black paint Red paint or red permanent marker Heavy foam board measuring 26" X 26" between 3/4" to an inch" in thickness Hula hoop Protractor Straw String Two small washers - Galileo - Moon Phase Chart - The Rising and Setting of the Sun Table - The Rising and Setting of the Moon Table - Instructions for Making Moon Model Additional Resources Books - Earth, Moon, and Sun--Earth Science Delta Science Module , Teacher's Guide. ISBN# 0-87504-166-3 - Earth, Moon, and Stars -- LHS GEMS, Teacher's Guide ISBN# 0-912511-18-4 - The Moon Book , by Gail Gibbons - Galileo , by Leonard Everett Fisher ISBN# 0-02-735235-8 - The Universe at Your Fingertips--An Astronomy Activity and Resource Notebook Project ASTRO Astronomical Society of the Pacific (415) 337 - 1100 ISBN# 1-886733-00-7 Videos - How and Why--The Moon and the Universe , Volume 4. 1-888-661d-8104 www.mediakids.com Background for Teachers When Buzz Aldrin first stepped on the lunar surface and looked around at the alien landscape, he exclaimed: "Magnificent desolation!" It was a perfect description of the stark, inhospitable lunar surface which has no atmosphere or water. Standing on the Moon's surface, the astronauts saw a barren vista of rocks, boulders and fine dust. In the distance, rounded hills and mountains reaching toward an utterly black sky, whether it was day or night. -
From the Editor Chair's Report by Bernie Venasse Volume 24
Volume 24, Number 6 April 2017 From The Chair’s Report by Bernie Venasse Editor Hamilton Amateur Astronomers General Meeting for April 7th 2017. With the arrival of Note that this occurs on the FIRST Friday of the month…… April, winter skies and Our scheduled speaker this month is Dr. Pauline Barmby, visiting us from weather give way to Western University in London, Ontario. Her presentation will focus on the past, the Spring constel- present, and future of big data in astronomy. lations and Spring “Big data” is the hot new thing in finance, health care, advertising and weather …and more. But as one of the first observational sciences, astronomy has been dealing hopefully clearer with big data for thousands of years. New and imminent facilities for capturing skies! and storing astronomical observations will lead to what some call the “tsunami of data” in astronomy. Techniques like machine learning and citizen science Happy Reading! are needed to get the most science out of these enormous datasets. You will learn how big our big data in astronomy really is, and about some of the Bob Christmas, Editor discoveries that it has enabled. Pauline Barmby is an associate professor in Western’s Department of editor ‘AT’ Physics & Astronomy and associate dean (graduate and postdoctoral studies) amateurastronomy.org in Western’s Faculty of Science. She received her BSc in Physics and Astronomy (Continued on page 2) IN THIS ISSUE: § NASA’s Space Place § Snippets from April Fools’ Day § § Cartoon Corner March 2017 General Meeting Summary § § The Sky This Month 2017 Calendar of Events § § Upcoming McCallion Planetarium Shows Treasurer’s Report § § Easter and Astronomy Upcoming Events Contact Information Hamilton Amateur Astronomers Event Horizon April 2017 Page 1 Chair’s Report (continued) H.A.A.’s Loaner Scope Program from UBC (1995) and her PhD in Astronomy We at the HAA are proud of our from Harvard University (2001). -
Eclipse Observations Enabled by NASA's Lunar Reconnaissance
National Aeronautics and Space Administration Eclipse Observations enabled by NASA’s Lunar Reconnaissance Orbiter Eclipse Observations enabled by NASA’s Lunar Reconnaissance Orbiter Data from NASA’s Lunar Reconnaissance Orbiter (LRO) is revolutionizing our understanding of the Moon. With LRO, we have found evidence of recent lunar volcanism. Some lava may have erupted onto the Moon’s surface only tens to hundreds of millions of years ago, instead of billions of years ago, as previously thought. We have found faults that indicate the entire Moon is shrinking! (Just a little bit, within the past few million years.) LRO has also witnessed changes on the Moon’s surface (including lots of new impact craters) since the mission began in 2009. Every day, this spacecraft is helping us better understand our nearest celestial neighbor, and processes that are occurring throughout the Solar System. You can learn more about these discoveries on LRO’s website, www.nasa.gov/lro. A B Thanks to LRO’s onboard laser altimeter and high-resolution cameras we know the shape of the Moon better than any other object in the Solar System – including Earth (since the majority of the Earth’s solid surface is under water). The top left image (A), shows the topography of the Moon, where cool colors represent low elevations and warm colors show areas with higher elevation. The blue line surrounding the Moon in the top right image (B) shows the outline of the Moon’s topographic profile, exaggerated 20 times. The bottom image shows an oblique view of the Orientale basin: an example of the rough topography found on the Moon. -
A NASA STEM Facilitation
NASA STEM A Facilitation Kit Sun-Earth-Moon Connections NASA@ My Library is based upon work funded by NASA under cooperative agreement No. NNX16AE30A. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the NASA@ My Library initiative and do not necessarily reflect the views of the National Aeronautics and Space Administration. Table of Contents Getting Started Section 1: - Welcome Letter - How to Use This Resource - Inventory Checklist Activity Guides Section 2: - UV Kid - Taking Earth’s Temperature - Sorting Games: How Big? How Far? How Hot? - Jump to Jupiter - Shadow Play - Modeling Meaningful Eclipses (Yardstick Eclipse) - Wind Streamer - Moon Skits: How’s the Weather? - Moon Skits: Space Adventure Travel Corporation Commercials - Tour the Moon and Mars Using Google Earth - Whip Up a Moon-Like Crater Quick Facilitation Guides Section 3: - Tablet Contents: Sun-Earth-Moon Connection Apps - Sunoculars for Solar Viewing - Using an Infrared Thermometer to Meaure Temperatures from Afar Science Books Section 4: - List of Suggested Books and Tips for Use Table of Contents Kit A Section 1: Getting Started Thank you for taking the time to utilize Kit A: Sun-Earth-Moon Connections. This kit was developed to support the 2017 Total Solar Eclipse, but continues to be extremely engaging and relevant today! With this kit your patrons will explore how eclipses happen, be able to safely observe the sun, and participate in fun hands-on activities around solar concepts. Please visit www.starnetlibraries.org to learn more about the STAR Library Education Network (STAR Net), a hands-on learning network for libraries and their communities across the country. -
Instrument Manual
MODS Instrument Manual Document Number: OSU-MODS-2011-003 Version: 1.2.4 Date: 2012 February 7 Prepared by: R.W. Pogge, The Ohio State University MODS Instrument Manual Distribution List Recipient Institution/Company Number of Copies Richard Pogge The Ohio State University 1 (file) Chris Kochanek The Ohio State University 1 (PDF) Mark Wagner LBTO 1 (PDF) Dave Thompson LBTO 1 (PDF) Olga Kuhn LBTO 1 (PDF) Document Change Record Version Date Changes Remarks 0.1 2011-09-01 Outline and block draft 1.0 2011-12 Too many to count... First release for comments 1.1 2012-01 Numerous comments… First-round comments 1.2 2012-02-07 LBTO comments First Partner Release 2 MODS Instrument Manual OSU-MODS-2011-003 Version 1.2 Contents 1 Introduction .................................................................................................................. 6 1.1 Scope .......................................................................................................................... 6 1.2 Citing and Acknowledging MODS ............................................................................ 6 1.3 Online Materials ......................................................................................................... 6 1.4 Acronyms and Abbreviations ..................................................................................... 7 2 Instrument Characteristics .......................................................................................... 8 2.1 Instrument Configurations ....................................................................................... -
Physical Science Can I Believe My Eyes?
Student Edition I WST Physical Science Can I Believe My Eyes? Second Edition CAN I BELIEVE MY EYES? Light Waves, Their Role in Sight, and Interaction with Matter IQWST LEADERSHIP AND DEVELOPMENT TEAM Joseph S. Krajcik, Ph.D., Michigan State University Brian J. Reiser, Ph.D., Northwestern University LeeAnn M. Sutherland, Ph.D., University of Michigan David Fortus, Ph.D., Weizmann Institute of Science Unit Leaders Strand Leader: David Fortus, Ph.D., Weizmann Institute of Science David Grueber, Ph.D., Wayne State University Jeffrey Nordine, Ph.D., Trinity University Jeffrey Rozelle, Ph.D., Syracuse University Christina V. Schwarz, Ph.D., Michigan State University Dana Vedder Weiss, Weizmann Institute of Science Ayelet Weizman, Ph.D., Weizmann Institute of Science Unit Contributor LeeAnn M. Sutherland, Ph.D., University of Michigan Unit Pilot Teachers Dan Keith, Williamston, MI Kalonda Colson McDonald, Bates Academy, Detroit Public Schools, MI Christy Wonderly, Martin Middle School, MI Unit Reviewers Vincent Lunetta, Ph.D., Penn State University Sofia Kesidou, Ph.D., Project 2061, American Association for the Advancement of Science Investigating and Questioning Our World through Science and Technology (IQWST) CAN I BELIEVE MY EYES? Light Waves, Their Role in Sight, and Interaction with Matter Student Edition Physical Science 1 (PS1) PS1 Eyes SE 2.0.3 ISBN-13: 978- 1- 937846- 47 - 3 Physical Science 1 (PS1) Can I Believe My Eyes? Light Waves, Their Role in Sight, and Interaction with Matter ISBN- 13: 978- 1- 937846- 47- 3 Copyright © 2013 by SASC LLC. All rights reserved. No part of this book may be reproduced, by any means, without permission from the publisher.