On the Trail of Comets
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Imaginative Geographies of Mars: the Science and Significance of the Red Planet, 1877 - 1910
Copyright by Kristina Maria Doyle Lane 2006 The Dissertation Committee for Kristina Maria Doyle Lane Certifies that this is the approved version of the following dissertation: IMAGINATIVE GEOGRAPHIES OF MARS: THE SCIENCE AND SIGNIFICANCE OF THE RED PLANET, 1877 - 1910 Committee: Ian R. Manners, Supervisor Kelley A. Crews-Meyer Diana K. Davis Roger Hart Steven D. Hoelscher Imaginative Geographies of Mars: The Science and Significance of the Red Planet, 1877 - 1910 by Kristina Maria Doyle Lane, B.A.; M.S.C.R.P. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August 2006 Dedication This dissertation is dedicated to Magdalena Maria Kost, who probably never would have understood why it had to be written and certainly would not have wanted to read it, but who would have been very proud nonetheless. Acknowledgments This dissertation would have been impossible without the assistance of many extremely capable and accommodating professionals. For patiently guiding me in the early research phases and then responding to countless followup email messages, I would like to thank Antoinette Beiser and Marty Hecht of the Lowell Observatory Library and Archives at Flagstaff. For introducing me to the many treasures held deep underground in our nation’s capital, I would like to thank Pam VanEe and Ed Redmond of the Geography and Map Division of the Library of Congress in Washington, D.C. For welcoming me during two brief but productive visits to the most beautiful library I have seen, I thank Brenda Corbin and Gregory Shelton of the U.S. -
AST101 Lecture 17 Barsoom
AST101 Lecture 17 Barsoom There are 4 Terrestrial Planets • Mercury • Venus • Earth • Mars Mercury From the Messenger Orbiter, March 2011. Rayed crater: Debussy Venus From the Venus Express, 2007. H2SO4 clouds Earth (Terra) Apollo 17 Mars Hubble Space Telescope Barsoom A world like our own? Populated by aliens? Telescopic Observations Mars is dynamic • Polar caps wax and wane • Surface features change shape regularly • Clouds obscure the surface Giovanni Schiaparelli Published a map of Mars in 1877 Identified surface features he called “canali” Schiaparelli’s Mars Percival Lowell Mistranslated “canali” (channels) as canals Established Lowell Observatory on Mars Hill, Flagstaff AZ Lowell’s map of Mars (excerpt) Lowell’s Mars Canals imply • intelligent life, and • deliberate construction Lowell created a Mars that is • a dying planet, • whose intelligent denizens built canals – to collect the melting polar ice, and – to distribute the water among the oases Camille Flammarion (1884) Chesley Bonestell: Surface of Mars © Bonestell Space Art No one would have believed in the last years of the nineteenth century that this world was being watched keenly and closely by intelligences greater than man's and yet as mortal as his own; that as men busied themselves about their various concerns they were scrutinised and studied, perhaps almost as narrowly as a man with a microscope might scrutinise the transient creatures that swarm and multiply in a drop of water. H. G. WELLS THE WAR OF THE WORLDS Illusions of Mars. I. This mythos arose from two optical illusions. 1. The human brain tends to connect the dots, which results in apparent linear features. -
Call to Let the People Decide New Place Names on Mercury and Pluto 20 April 2015, by Alice Gorman
Call to let the people decide new place names on Mercury and Pluto 20 April 2015, by Alice Gorman choose the new place-names. Mapping our celestial neighbours How do places in the solar system get named? We already use the names of gods and goddesses given by the Romans, over 2,000 years ago, to the most visible planets: Mercury, Venus, Mars, Jupiter and Saturn. The existence of Pluto, Uranus and Neptune wasn't known until much later; but they were similarly Artist’s impression of NASA’s New Horizons spacecraft named after classical deities. encountering Pluto and its largest moon, Charon. Credit: NASA/Applied Physics Laboratory/Southwest Research Planetary geography really kicked off with the Institute invention of telescopes in the 17th century. Celestial places were being mapped by European astronomers at the same time as places on the Earth, in the era of European colonial expansion. Do you think a place on Pluto should be named after the sinister tentacle-faced monster Cthulhu The lunar maria ("seas"), mountains and craters from the novels of horror writer H.P. Lovecraft? Or familiar to us today were mapped by the first real a crater on Mercury after iconic opera singer Dame selenographer (charter of the moon), the Dutch Nellie Melba? astronomer Michael van Langren, in 1645. (Incidentally, he also made the first known Mercury and Pluto are at the opposite ends of the statistical graph). solar system, but this year, as a result of two extraordinary space missions, some of their newly His place names were mostly European royalty and observed topographical features will receive notable scientists of the time. -
Schiaparelli and His Legacy. TABLE of CONTENTS
MEMORIE DELLA SOCIETA` ASTRONOMICA ITALIANA Vol.82 n.2 2011 Schiaparelli and his legacy. Milan, 19-20 October, Turin 21 October 2010 editors: G. Trinchieri, and A. Manara TABLE OF CONTENTS Index 203 Foreword 206 Session I: Life and science of Schiaparelli A. Manara, G. Trinchieri Schiaparelli and his legacy 209 G. Giorello, L. Guzzardi G.V. Schiaparelli: from scientific observations to scientific imagination 219 G. Berlucchi Some historical crossroads between astronomy and visual neuroscience 225 A. Ferrari Between two Halley’s comet visits 232 P. Tucci The Diary of Schiaparelli in Berlin (26 October 1857-10 May 1859): a guide for his future scientific activity 240 Victor K. Abalakin Some remarks on preparations for Giovanni Virginio Schiaparelli’s journey to Russia 248 S. Bianchi, D. Galli, A. Gasperini G. V. Schiaparelli and the Arcetri Observatory 253 S. Maffeo, S.J G.V. Schiaparelli and Fr. A. Secchi, S.J. 259 S. Debarbat´ Schiaparelli and French astronomers 268 204 A. Manara, A. Wolter Mars in the Schiaparelli−Lowell letters 276 E. Antonello Schiaparelli and the dawn of astronomy 280 S. De Meis A few aspects of Schiaparelli’s studies 290 Session II: Modern planetary science A. Cellino and A. Dell’Oro Minor bodies: small actors in Solar System’s history 300 T. J. Jopek Meteoroid streams and their parent bodies 310 A. Coradini and R. Orosei The exploration of Mars: past and future 321 C.R. Perotti and M. Rinaldi Mars and Earth topography: a preliminary comparative analysis 334 D. Lupishko,V. Kaydash and Yu. Shkuratov Global dust storms and highly polarizing clouds on Mars 341 V. -
02. Solar System (2001) 9/4/01 12:28 PM Page 2
01. Solar System Cover 9/4/01 12:18 PM Page 1 National Aeronautics and Educational Product Space Administration Educators Grades K–12 LS-2001-08-002-HQ Solar System Lithograph Set for Space Science This set contains the following lithographs: • Our Solar System • Moon • Saturn • Our Star—The Sun • Mars • Uranus • Mercury • Asteroids • Neptune • Venus • Jupiter • Pluto and Charon • Earth • Moons of Jupiter • Comets 01. Solar System Cover 9/4/01 12:18 PM Page 2 NASA’s Central Operation of Resources for Educators Regional Educator Resource Centers offer more educators access (CORE) was established for the national and international distribution of to NASA educational materials. NASA has formed partnerships with universities, NASA-produced educational materials in audiovisual format. Educators can museums, and other educational institutions to serve as regional ERCs in many obtain a catalog and an order form by one of the following methods: States. A complete list of regional ERCs is available through CORE, or electroni- cally via NASA Spacelink at http://spacelink.nasa.gov/ercn NASA CORE Lorain County Joint Vocational School NASA’s Education Home Page serves as a cyber-gateway to informa- 15181 Route 58 South tion regarding educational programs and services offered by NASA for the Oberlin, OH 44074-9799 American education community. This high-level directory of information provides Toll-free Ordering Line: 1-866-776-CORE specific details and points of contact for all of NASA’s educational efforts, Field Toll-free FAX Line: 1-866-775-1460 Center offices, and points of presence within each State. Visit this resource at the E-mail: [email protected] following address: http://education.nasa.gov Home Page: http://core.nasa.gov NASA Spacelink is one of NASA’s electronic resources specifically devel- Educator Resource Center Network (ERCN) oped for the educational community. -
The Rosetta Mission: Flying Towards the Origin of the Solar System
THE ROSETTA MISSION: FLYING TOWARDS THE ORIGIN OF THE SOLAR SYSTEM KARL-HEINZ GLASSMEIER1, HERMANN BOEHNHARDT2, DETLEF KOSCHNY3, EKKEHARD KUHRT¨ 4 and INGO RICHTER5 1Institut fur¨ Geophysik und extraterrestrische Physik, Technische Universitat¨ Braunschweig, Mendelssohnstrasse 3, D-38106 Braunschweig, Germany 2Max-Planck-Institut fur¨ Sonnensystemforschung, Lindau, Germany 3Research and Scientific Support Department, ESA/ESTEC, Noordwijk, The Netherlands 4Institut fur¨ Planetenforschung, Deutsches Zentrum fur¨ Luft- und Raumfahrt, Berlin, Germany 5Technische Universitat¨ zu Braunschweig, Germany (∗Author for correspondence: E-mail: [email protected]) (Received 16 November 2006; Accepted in final form 12 December 2006) Abstract. The ROSETTA Mission, the Planetary Cornerstone Mission in the European Space Agency’s long-term programme Horizon 2000, will rendezvous in 2014 with comet 67P/Churyumov- Gerasimenko close to its aphelion and will study the physical and chemical properties of the nucleus, the evolution of the coma during the comet’s approach to the Sun, and the development of the in- teraction region of the solar wind and the comet, for more than one year until it reaches perihelion. In addition to the investigations performed by the scientific instruments on board the orbiter, the ROSETTA lander PHILAE will be deployed onto the surface of the nucleus. On its way to comet 67P/Churyumov-Gerasimenko, ROSETTA will fly by and study the two asteroids 2867 Steins and 21 Lutetia. Keywords: ROSETTA, solar system, comets, asteroids 1. Introduction The International ROSETTA Mission, approved in November 1993 by the Science Programme Committee of the European Space Agency (ESA), is the planetary cornerstone mission in ESA’s long-term programme Horizon 2000 (Bonnet, 1985). -
Meet the Planets Table of Contents
Teaching Activity Guide Meet the Planets Table of Contents 3 How to Use This Activity Guide 4 What Do Children Already Know? 4 Pre-Reading Questions 5 Thinking It Through & Writing Prompts 5 Comprehension Questions 6 Find in the Art 8 People of History in the Art 11 Vocabulary Game 11 Using the Words 12 Silly Sentence Structure Activity 13 Sequence Sentence Strips 15 Word Search 16 Solar System Cards 21 Rotation or Revolution? 22 Science Journal 24 True or False? 25 Which Planet? 26 Temperatures 27 Scale and Distance 30 Coloring Pages 33 Glossary 39 Answers 51 Appendix A—“What Children Know” Cards 52 Appendix B—Venn Diagram 53 Appendix C—Vocabulary Cards Copyright 2011 © Arbordale Publishing These activities may be copied for personal and non-commercial use in educational settings. www.ArbordalePublishing.com Arbordale Publishing formerly Sylvan Dell Publishing by John McGranaghan Mt. Pleasant, SC 29464 illustrated by Laurie Allen Klein How to Use This Activity Guide There are a wide variety of activities that teach or supplement all curricular areas. The activities are easily adapted up or down depending on the age and abilities of the children involved. And, it is easy to pick and choose what is appropriate for your setting and the time involved. Most activities can be done with an individual child or a group of children. Glossary/Vocabulary words: Words may be written on index cards, a poster board, or on a chalkboard for a “word wall.” If writing on poster board or chalkboard, you might want to sort words into nouns, verbs, etc. -
Encke's Minima and Encke's Division in Saturn's A-Ring
ENCKE’S MINIMA AND ENCKE’S DIVISION IN SATURN’S A-RING Pedro Ré http://astrosurf.com/re When viewed with the aid of a good quality telescope Saturn is undoubtedly one of the most spectacular objects in the sky. Many amateur astronomers (including the author) say that their first observation of Saturn turned them on to astronomy. Saturn’s rings are easily visible with a good 60 mm refractor at 50x. The 3D appearance of this planet is what makes it so interesting. Details in the rings can be seen during moments of good seeing. The Cassini division (between ring A and B) is easily visible with moderate apertures. The Encke minima and Encke division are more difficult to observe and require large apertures and telescopes of excellent optical quality. These two features can be observed in Saturn’s A-Ring. The Encke minima consists of a broad, low contrast feature located about halfway out in the middle of the A-Ring. The Encke division is a narrow, high contrast feature located near the outer edge of the A-Ring. Unlike the Encke minima, the Encke division is an actual division of the ring (Figure 1). Figure 1- Saturn near Opposition on June 11, 2017. D. Peach, E. Kraaikamp, F. Colas, M. Delcroix, R. Hueso, G. Thérin, C. Sprianu, S2P, IMCCE, OMP. The Encke division is visible around the entire outer A ring. Astronomy Picture of the Day (20170617) https://apod.nasa.gov/apod/ap170617.html 1 Galileo Galilei observed the disk Saturn for the first time using one of his largest refractor. -
Mapping the Planet Mars by Philip Corneille
Planetary exploration Spaceflight Vol 47 July 2005 Mapping the planet Mars by Philip Corneille Ancient Babylonian clay tablets depicted the Earth as a flat circular disk but both Roman, Greek and Arab empires’ cartographers were more interested in producing celestial globes rather than terrestrial. The first terrestrial globe was produced by Crates of Mallos, around 150 BC, and the earliest surviving Earth globe was produced by Martin Behaim in 1492. However, it lasted until the 20th century when the first photos of Earth from space to produce the most accurate terrestrial globes. Since then mankind’s attention has turned to the planets. Mars before the space age The planet Mars, named after the Roman god of war, is fourth in order of distance from the Sun and seventh in order of size and mass. The astronomical symbol for Mars, represents a shield with a spear. The so- called red planet is slightly more than half the size of Earth but the lack of oceans gives it the same landmass as Earth. Mars has no Lowell observatory – Flagstaff Arizona plate motion and its rotational axis is inclined to the ecliptic, like Earth’s. The planet Mars globe (top) made by completes an elliptical orbit around the Sun Percival Lowell in 1911, in 687 days and spins on its axis with a based on his observations. It period of 24 hours 37 minutes. This period is shows the ‘canals’ in the named a ‘sol’ or Martian solar day. It has two area of Elysium planitia and moons, Phobos (Fear) and Deimos (Terror), Utopia planitia and (above) named after the mythical chariot horses of Mars photo-frames show the Mars. -
7 Mapping the Heavens
7 Mapping the Heavens Astronomy rather than natural philosophy was the eighteenth- century science. It was the science that set the standard to which others aspired. The phenomenal success of Newton’s Principia in setting the study of celestial motions on an apparently se- cure and certain mathematical footing had made astronomy the archetypal science. Newton’s triumph in reducing the night sky’s complexities to a simple law set the standard for achievement throughout natural philosophy. There were other reasons for astronomy’s high status as well. As Europe’s maritime nations squabbled over conquered territories in the New World and the Indies, mastery over the seas became crucial. Solving the prob- lem of longitude—to be able to know one’s position on the high seas with precision—was essential and astronomy seemed to be the key.Observatories were founded to map the sky with increas- ing accuracy. Expeditions set out to study celestial phenomena from outposts of empire—with the aim of positioning those out- posts more securely on the terrestrial globe. William Herschel’s discovery of Uranus demonstrated the power of new telescopes to push back the frontiers of the unseen. Herschel’s ambition was to produce a natural history of the heavens—to produce a map of the skies that charted each celestial object and put it securely in its place. Astronomy’s high status and evident utility at the end of the eighteenth century meant that it was one of the few sciences to attract substantial state patronage. As such, it was a 192 Mapping the Heavens 193 fruit ripe for the picking to ambitious young radicals as the new century commenced. -
Venusians: the Planet Venus in the 18Th-Century Extraterrestrial Life Debate
MEETING VENUS C. Sterken, P. P. Aspaas (Eds.) The Journal of Astronomical Data 19, 1, 2013 Venusians: the Planet Venus in the 18th-Century Extraterrestrial Life Debate David Dun´er1,2 1History of Science and Ideas, Lund University, Biskopsgatan 7, 223 62 Lund, Sweden 2Centre for Cognitive Semiotics, Lund University, Sweden Abstract. In the seventeenth and eighteenth centuries it became possible to believe in the existence of life on other planets on scientific grounds. Once the Earth was no longer the center of the universe according to Copernicus, once Galileo had aimed his telescope at the Moon and found it a rough globe with mountains and seas, the assumption of life on other planets became much less far-fetched. In general there were no actual differences between Earth and Venus, since both planets orbited the Sun, were of similar size, and possessed mountains and an atmosphere. If there is life on Earth, one may ponder why it could not also exist on Venus. In the extraterrestrial life debate of the seventeenth and eighteenth centuries, the Moon, our closest celestial body, was the prime candidate for life on other worlds, although a number of scientists and scholars also speculated about life on Venus and on other planets, both within our solar system and beyond its frontiers. This chapter discusses the arguments for life on Venus and those scientific findings that were used to support them, which were based in particular on assumptions and claims that both mountains and an atmosphere had been found on Venus. The transits of Venus in the 1760s became especially important for the notion that life could thrive on Venus. -
An Abstract of the Dissertation Of
AN ABSTRACT OF THE DISSERTATION OF Emily M. Simpson for the degree of Doctor of Philosophy in History of Science presented on June 12, 2018. Title: Mars and Popular Astronomy, 1890-1910 Abstract approved: ______________________________________________________________________ Jacob D. Hamblin Beginning in the late-nineteenth century, several dialogues emerged concerning life on Mars. Some supported the notion of an inhabited Mars, citing recent observations of the planet, while others, pointing to a lack of concrete evidence, denied the validity of such a bold hypothesis. The dialogues within and between different groups focused on three primary topics: the existence of artificial canals on Mars, evaluation of scientific values, and methods to contact Mars from Earth. Scientists and science popularizers recognized the power of popular media to legitimate and perpetuate their interpretations of Mars and employed several tools to promote their ideas, especially when those ideas proved controversial. These methods were the use of environmental conditions as scientific authority, the creation of popular public identities, and promotion of the power of technology to discover hidden truths of the universe. Mars and Popular Astronomy draws upon resources in several manuscript and correspondence collections from archives housed at Lowell Observatory, Caltech, Huntington Library, and University of California, Santa Cruz. This study also relies on contemporary newspapers and popular magazines. When pieced together, these documents reveal the tactics that scientists and science popularizers used in their efforts to define, create, and control popular science. They also show how competing interests overlapped and how participants in the debates grappled with definitions of scientific authority and the parameters for responsibility and accountability in science communication.