Seasons on Other Planets
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Galileo and the Telescope
Galileo and the Telescope A Discussion of Galileo Galilei and the Beginning of Modern Observational Astronomy ___________________________ Billy Teets, Ph.D. Acting Director and Outreach Astronomer, Vanderbilt University Dyer Observatory Tuesday, October 20, 2020 Image Credit: Giuseppe Bertini General Outline • Telescopes/Galileo’s Telescopes • Observations of the Moon • Observations of Jupiter • Observations of Other Planets • The Milky Way • Sunspots Brief History of the Telescope – Hans Lippershey • Dutch Spectacle Maker • Invention credited to Hans Lippershey (c. 1608 - refracting telescope) • Late 1608 – Dutch gov’t: “ a device by means of which all things at a very great distance can be seen as if they were nearby” • Is said he observed two children playing with lenses • Patent not awarded Image Source: Wikipedia Galileo and the Telescope • Created his own – 3x magnification. • Similar to what was peddled in Europe. • Learned magnification depended on the ratio of lens focal lengths. • Had to learn to grind his own lenses. Image Source: Britannica.com Image Source: Wikipedia Refracting Telescopes Bend Light Refracting Telescopes Chromatic Aberration Chromatic aberration limits ability to distinguish details Dealing with Chromatic Aberration - Stop Down Aperture Galileo used cardboard rings to limit aperture – Results were dimmer views but less chromatic aberration Galileo and the Telescope • Created his own (3x, 8-9x, 20x, etc.) • Noted by many for its military advantages August 1609 Galileo and the Telescope • First observed the -
Geological Timeline
Geological Timeline In this pack you will find information and activities to help your class grasp the concept of geological time, just how old our planet is, and just how young we, as a species, are. Planet Earth is 4,600 million years old. We all know this is very old indeed, but big numbers like this are always difficult to get your head around. The activities in this pack will help your class to make visual representations of the age of the Earth to help them get to grips with the timescales involved. Important EvEnts In thE Earth’s hIstory 4600 mya (million years ago) – Planet Earth formed. Dust left over from the birth of the sun clumped together to form planet Earth. The other planets in our solar system were also formed in this way at about the same time. 4500 mya – Earth’s core and crust formed. Dense metals sank to the centre of the Earth and formed the core, while the outside layer cooled and solidified to form the Earth’s crust. 4400 mya – The Earth’s first oceans formed. Water vapour was released into the Earth’s atmosphere by volcanism. It then cooled, fell back down as rain, and formed the Earth’s first oceans. Some water may also have been brought to Earth by comets and asteroids. 3850 mya – The first life appeared on Earth. It was very simple single-celled organisms. Exactly how life first arose is a mystery. 1500 mya – Oxygen began to accumulate in the Earth’s atmosphere. Oxygen is made by cyanobacteria (blue-green algae) as a product of photosynthesis. -
Current State of Knowledge of the Magnetospheres of Uranus and Neptune
Current State of Knowledge of the Magnetospheres of Uranus and Neptune 28 July 2014 Abigail Rymer [email protected] What does a ‘normal’ magnetosphere look like? . N-S dipole field perpendicular to SW . Solar wind driven circulation system . Well defined central tail plasmasheet . Loaded flux tubes lost via substorm activity . Trapped radiation on closed (dipolar) field lines close to the planet. …but then what is normal…. Mercury Not entirely at the mercy of the solar wind after all . Jupiter . More like its own little solar system . Sub-storm activity maybe totally internally driven …but then what is normal…. Saturn Krimigis et al., 2007 What is an ice giant (as distinct from a gas giant) planet? Consequenses for the magnetic field Soderlund et al., 2012 Consequenses for the magnetic field Herbert et al., 2009 Are Neptune and Uranus the same? URANUS NEPTUNE Equatorial radius 25 559 km 24 622 km Mass 14.5 ME 17.14 ME Sidereal spin period 17h12m36s (retrograde) 16h6m36s Obliquity (axial tilt to ecliptic) -97.77º 28.32 Semi-major axis 19.2 AU 30.1 AU Orbital period 84.3 Earth years 164.8 Earth years Dipole moment 50 ME 25 ME Magnetic field Highly complex with a surface Highly complex with a surface field up to 110 000 nT field up to 60 000 nT Dipole tilt -59º -47 Natural satellites 27 (9 irregular) 14 (inc Triton at 14.4 RN) Spacecraft at Uranus and Neptune – Voyager 2 Voyager 2 observations - Uranus Stone et al., 1986 Voyager 2 observations - Uranus Voyager 2 made excellent plasma measurements with PLS, a Faraday cup type instrument. -
Solar Illumination Conditions at 4 Vesta: Predictions Using the Digital Elevation Model Derived from Hst Images
42nd Lunar and Planetary Science Conference (2011) 2506.pdf SOLAR ILLUMINATION CONDITIONS AT 4 VESTA: PREDICTIONS USING THE DIGITAL ELEVATION MODEL DERIVED FROM HST IMAGES. T. J. Stubbs 1,2,3 and Y. Wang 1,2,3 , 1Goddard Earth Science and Technology Center, University of Maryland, Baltimore County, Baltimore, MD, USA, 2NASA Goddard Space Flight Center, Greenbelt, MD, USA, 3NASA Lunar Science Institute, Ames Research Center, Moffett Field, CA, USA. Corresponding email address: Timothy.J.Stubbs[at]NASA.gov . Introduction: As with other airless bodies in the plane), the longitude of the ascending node is 103.91° Solar System, the surface of 4 Vesta is directly exposed and the argument of perihelion is 149.83°. Based on to the full solar spectrum. The degree of solar illumina- current estimates, Vesta’s orbital plane is believed to tion plays a major role in processes at the surface, in- have a precession period of 81,730 years [6]. cluding heating (surface temperature), space weather- For the shape of Vesta we use the 5 × 5° DEM ing, surface charging, surface chemistry, and exo- based on HST images [5], which is publicly available spheric production via photon-stimulated desorption. from the Planetary Data System (PDS). To our knowl- The characterization of these processes is important for edge, this is the best DEM of Vesta currently available. interepreting various surface properties. It is likely that The orbital information for Vesta is obtained from the solar illumination also controls the transport and depo- Dawn SPICE kernel, which currently limits us to the sition of volatiles at Vesta, as has been proposed at the current epoch (1900 to present). -
Outer Planets: the Ice Giants
Outer Planets: The Ice Giants A. P. Ingersoll, H. B. Hammel, T. R. Spilker, R. E. Young Exploring Uranus and Neptune satisfies NASA’s objectives, “investigation of the Earth, Moon, Mars and beyond with emphasis on understanding the history of the solar system” and “conduct robotic exploration across the solar system for scientific purposes.” The giant planet story is the story of the solar system (*). Earth and the other small objects are leftovers from the feast of giant planet formation. As they formed, the giant planets may have migrated inward or outward, ejecting some objects from the solar system and swallowing others. The giant planets most likely delivered water and other volatiles, in the form of icy planetesimals, to the inner solar system from the region around Neptune. The “gas giants” Jupiter and Saturn are mostly hydrogen and helium. These planets must have swallowed a portion of the solar nebula intact. The “ice giants” Uranus and Neptune are made primarily of heavier stuff, probably the next most abundant elements in the Sun – oxygen, carbon, nitrogen, and sulfur. For each giant planet the core is the “seed” around which it accreted nebular gas. The ice giants may be more seed than gas. Giant planets are laboratories in which to test our theories about geophysics, plasma physics, meteorology, and even oceanography in a larger context. Their bottomless atmospheres, with 1000 mph winds and 100 year-old storms, teach us about weather on Earth. The giant planets’ enormous magnetic fields and intense radiation belts test our theories of terrestrial and solar electromagnetic phenomena. -
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. -
Our Solar System
This graphic of the solar system was made using real images of the planets and comet Hale-Bopp. It is not to scale! To show a scale model of the solar system with the Sun being 1cm would require about 64 meters of paper! Image credit: Maggie Mosetti, NASA This book was produced to commemorate the Year of the Solar System (2011-2013, a martian year), initiated by NASA. See http://solarsystem.nasa.gov/yss. Many images and captions have been adapted from NASA’s “From Earth to the Solar System” (FETTSS) image collection. See http://fettss.arc.nasa.gov/. Additional imagery and captions compiled by Deborah Scherrer, Stanford University, California, USA. Special thanks to the people of Suntrek (www.suntrek.org,) who helped with the final editing and allowed me to use Alphonse Sterling’s awesome photograph of a solar eclipse! Cover Images: Solar System: NASA/JPL; YSS logo: NASA; Sun: Venus Transit from NASA SDO/AIA © 2013-2020 Stanford University; permission given to use for educational and non-commericial purposes. Table of Contents Why Is the Sun Green and Mars Blue? ............................................................................... 4 Our Sun – Source of Life ..................................................................................................... 5 Solar Activity ................................................................................................................... 6 Space Weather ................................................................................................................. 9 Mercury -
Download Student Activities Objects from the Area Around Its Orbit, Called Its Orbital Zone; at Amnh.Org/Worlds-Beyond-Earth-Educators
INSIDE Essential Questions Synopsis Missions Come Prepared Checklist Correlation to Standards Connections to Other Halls Glossary ONLINE Student Activities Additional Resources amnh.org/worlds-beyond-earth-educators EssentialEssential Questions Questions What is the solar system? In the 20th century, humans began leaving Earth. NASA’s Our solar system consists of our star—the Sun—and all the Apollo space program was the first to land humans on billions of objects that orbit it. These objects, which are bound another world, carrying 12 human astronauts to the Moon’s to the Sun by gravity, include the eight planets—Mercury, surface. Since then we’ve sent our proxies—robots—on Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune; missions near and far across our solar system. Flyby several dwarf planets, including Ceres and Pluto; hundreds missions allow limited glimpses; orbiters survey surfaces; of moons orbiting the planets and other bodies, including landers get a close-up understanding of their landing Jupiter’s four major moons and Saturn’s seven, and, of course, location; and rovers, like human explorers, set off across the Earth’s own moon, the Moon; thousands of comets; millions surface to see what they can find and analyze. of asteroids; and billions of icy objects beyond Neptune. The solar system is shaped like a gigantic disk with the Sun at The results of these explorations are often surprising. With its center. Everywhere we look throughout the universe we the Moon as our only reference, we expected other worlds see similar disk-shaped systems bound together by gravity. to be cold, dry, dead places, but exploration has revealed Examples include faraway galaxies, planetary systems astonishing variety in our solar system. -
Discovery of a Low-Mass Companion to a Metal-Rich F Star with the Marvels Pilot Project
The Astrophysical Journal, 718:1186–1199, 2010 August 1 doi:10.1088/0004-637X/718/2/1186 C 2010. The American Astronomical Society. All rights reserved. Printed in the U.S.A. DISCOVERY OF A LOW-MASS COMPANION TO A METAL-RICH F STAR WITH THE MARVELS PILOT PROJECT Scott W. Fleming1,JianGe1, Suvrath Mahadevan1,2,3, Brian Lee1, Jason D. Eastman4, Robert J. Siverd4, B. Scott Gaudi4, Andrzej Niedzielski5, Thirupathi Sivarani6, Keivan G. Stassun7,8, Alex Wolszczan2,3, Rory Barnes9, Bruce Gary7, Duy Cuong Nguyen1, Robert C. Morehead1, Xiaoke Wan1, Bo Zhao1, Jian Liu1, Pengcheng Guo1, Stephen R. Kane1,10, Julian C. van Eyken1,10, Nathan M. De Lee1, Justin R. Crepp1,11, Alaina C. Shelden1,12, Chris Laws9, John P. Wisniewski9, Donald P. Schneider2,3, Joshua Pepper7, Stephanie A. Snedden12, Kaike Pan12, Dmitry Bizyaev12, Howard Brewington12, Olena Malanushenko12, Viktor Malanushenko12, Daniel Oravetz12, Audrey Simmons12, and Shannon Watters12,13 1 Department of Astronomy, University of Florida, 211 Bryant Space Science Center, Gainesville, FL 326711-2055, USA; scfl[email protected]fl.edu 2 Department of Astronomy and Astrophysics, The Pennsylvania State University, 525 Davey Laboratory, University Park, PA 16802, USA 3 Center for Exoplanets and Habitable Worlds, The Pennsylvania State University, University Park, PA 16802, USA 4 Department of Astronomy, The Ohio State University, 140 West 18th Avenue, Columbus, OH 43210, USA 5 Torun´ Center for Astronomy, Nicolaus Copernicus University, ul. Gagarina 11, 87-100, Torun,´ Poland 6 Indian Institute of Astrophysics, Bangalore 560034, India 7 Department of Physics and Astronomy, Vanderbilt University, Nashville, TN 37235, USA 8 Department of Physics, Fisk University, 1000 17th Ave. -
Effects of the Moon on the Earth in the Past, Present, and Future
Effects of the Moon on the Earth in the Past, Present, and Future Rina Rast*, Sarah Finney, Lucas Cheng, Joland Schmidt, Kessa Gerein, & Alexandra Miller† Abstract The Moon has fascinated human civilization for millennia. Exploration of the lunar surface played a pioneering role in space exploration, epitomizing the heights to which modern science could bring mankind. In the decades since then, human interest in the Moon has dwindled. Despite this fact, the Moon continues to affect the Earth in ways that seldom receive adequate recognition. This paper examines the ways in which our natural satellite is responsible for the tides, and also produces a stabilizing effect on Earth’s rotational axis. In addition, phenomena such as lunar phases, eclipses and lunar libration will be explained. While investigating the Moon’s effects on the Earth in the past and present, it is hoped that human interest in it will be revitalized as it continues to shape life on our blue planet. Keywords: Moon, Earth, tides, Earth’s axis, lunar phases, eclipses, seasons, lunar libration Introduction lunar phases, eclipses and libration. In recognizing and propagating these effects, the goal of this study is to rekindle the fascination humans once held for the Moon Decades have come and gone since humans’ fascination and space exploration in general. with the Moon galvanized exploration of the galaxy and observation of distant stars. During the Space Race of the 1950s and 1960s, nations strived and succeeded in reaching Four Prominent Lunar Effects on Earth Earth’s natural satellite to propel mankind to new heights. Although this interest has dwindled and humans have Effect on Oceans and Tides largely distanced themselves from the Moon’s relevance, its effects on Earth remain as far-reaching as ever. -
Stellium Handbook Part
2 Donna Cunningham’s Books on the Outer Planets If you’re dealing with a stellium that contains one or more outer planets, these ebooks will help you understand their role in your chart and explore ways to change difficult patterns they represent. Since The Stellium Handbook can’t cover them in the depth they deserve, you’ll gain a greater perspective through these ebooks that devote entire chapters to the meanings of Uranus, Neptune, or Pluto in a variety of contexts. The Outer Planets and Inner Life volumes are $15 each if purchased separately, or $35 for all three—a $10 savings. To order, go to PayPal.com and tell them which books you want, Donna’s email address ([email protected]), and the amount. The ebooks arrive on separate emails. If you want them sent to an email address other than the one you used, let her know. The Outer Planets and Inner Life, V.1: The Outer Planets as Career Indicators. If your stellium has outer planets in the career houses (2nd, 6th, or 10th), or if it relates to your chosen career, this book can give you helpful insights. There’s an otherworldly element when the outer planets are career markers, a sense of serving a greater purpose in human history. Each chapter of this e-book explores one of these planets in depth. See an excerpt here. The Outer Planets and Inner Life, v.2: Outer Planet Aspects to Venus and Mars. Learn about the love lives of people who have the outer planets woven in with the primary relationship planets, Venus and Mars, or in the relationship houses—the 7th, 8th, and 5th. -
Study Guide to Men Are from Mars, Women Are from Venus
Study Guide to Men are from Mars, Women are from Venus By John Gray (Thorsons (HarperCollins), 1993 Key Concepts Relationships, communication, self-help, gender rancour, men, women Summary John Gray uses the metaphor of men and women coming from different planets to illustrate the commonly occurring conflicts between men and women. When they first met they had happy relationships because they respected and accepted differences between them. Then they came to Earth and forgot they were from different plants. The differences between men and women are not understood and can prohibit mutually loving relationships. Men don’t understand what women need and want; women don’t understand what men need and want. Gray maintains that if we follow his guidelines we will be able to communicate with each other better and will be able to get what we want in our relationships. Overview 1. Men are from Mars, women are from Venus Men and women are very different in the ways they think, respond and behave. Understanding these differences helps relationships. ‘We mistakenly assume that if our partners love us they will react and behave in [the way] we react and behave when we love someone.’ 2. Mr. Fix-It and the Home-Improvement Committee Women complain that men don't listen but are just looking to provide solutions. Men complain that women are always trying to improve them and the way they do things. Men value power, competence, and achievement. They need to achieve results by themselves. Women value feelings and the quality of relationships. Women should not offer unsolicited advice to men as it would seem critical and unaccepting.