Motion in the Heavens, Project Physics Text and Handbook Volume 2
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Glossary Glossary
Glossary Glossary Albedo A measure of an object’s reflectivity. A pure white reflecting surface has an albedo of 1.0 (100%). A pitch-black, nonreflecting surface has an albedo of 0.0. The Moon is a fairly dark object with a combined albedo of 0.07 (reflecting 7% of the sunlight that falls upon it). The albedo range of the lunar maria is between 0.05 and 0.08. The brighter highlands have an albedo range from 0.09 to 0.15. Anorthosite Rocks rich in the mineral feldspar, making up much of the Moon’s bright highland regions. Aperture The diameter of a telescope’s objective lens or primary mirror. Apogee The point in the Moon’s orbit where it is furthest from the Earth. At apogee, the Moon can reach a maximum distance of 406,700 km from the Earth. Apollo The manned lunar program of the United States. Between July 1969 and December 1972, six Apollo missions landed on the Moon, allowing a total of 12 astronauts to explore its surface. Asteroid A minor planet. A large solid body of rock in orbit around the Sun. Banded crater A crater that displays dusky linear tracts on its inner walls and/or floor. 250 Basalt A dark, fine-grained volcanic rock, low in silicon, with a low viscosity. Basaltic material fills many of the Moon’s major basins, especially on the near side. Glossary Basin A very large circular impact structure (usually comprising multiple concentric rings) that usually displays some degree of flooding with lava. The largest and most conspicuous lava- flooded basins on the Moon are found on the near side, and most are filled to their outer edges with mare basalts. -
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. -
The Human Orrery
The Human Orrery APowerfulResourceforRaising Universe Awareness Mark E. Bailey Armagh Observatory http://star.arm.ac.uk/ [email protected] http://climate.arm.ac.uk EU-UNAWE Workshop 2012 March 26–30 – #1 What is an Orrery? The answer brings in History, Culture, Cosmology, Religion, the Develop- ment of Scientific Ideas ... An Orrery is: 1. A dynamic model of the Solar System; 2. A model of the world, dating back to early eighteenth century; 3. A table-top model to illustrate what was then still a new idea: that the Earth revolves around the Sun, and — contrary to immediate experience: the Sun lies apparently motionless at the centre of the Solar System; the Earth spins on its axis and Earth moves through space. 4. An orrery can illustrate some key observations, namely: the planets nearer the Sun show phases, like the Moon; the outer planets retrograde at certain points of their orbits; the Jovian system provides a visual analogue for the structure of the Solar System. Think: How do you know the Earth goes around the Sun? EU-UNAWE Workshop 2012 March 26–30 – #2 Cross-Cutting Links: Use Orrery Science to Teach History Think again: How do you know the Earth moves? Use the extraordinarily slow acceptance of the heliocentric picture to illustrate: 1. Development of scientific ideas; their interaction with society; 2. Key moments in history; key personalities; bringing ‘science to life’, e.g. the labours of Copernicus, who in 1543 (on his death-bed) ultimately produced his famous De Revolutionibus Orbium Coelestium; Martin Luther’s disparaging remarks: “The fool will overturn the whole science of astronomy. -
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 -
Complete Kepler Planet Transit Demonstration with LEGO Orrery
Kepler Planet Transit Demonstration Demonstrates how the Kepler science team will use the Kepler satellite photometer to discover Earth-size planets around other stars by the transit method. © 2006, 2011 by the Regents of Produced for NASA’s Kepler Mission LEGO Orrery Table-top Demonstration—version 2011 p. 1 the University of California Kepler Planet Transit Demonstration including a LEGO orrery* with 4-planets+1moon The Kepler Transit Demonstration illustrates Components: how the Kepler science team will discover A LEGO-orrery model represents a planet Earth-size planets around other stars by system that can be set in motion with the transit method with the Kepler satellite either a hand crank or electric motor. photometer. A light bulb at the center of the orrery represents the star. This document can be downloaded from the A light sensor represents the Kepler Kepler Education website at spacecraft photometer. http://kepler.nasa.gov/education/Modelsand- The light sensor is connected through an Simulations/LegoOrrery/ interface box (which represents NASA Deep Space Network) to… A computer that represents the Kepler Science Office. * An orrery is a model of planets going around a star. p. 2 LEGO Orrery Table-top Demonstration—version 2011 Produced for NASA’s Kepler Mission Setting Up the Demonstration Star Light sensor holder Planets 1. Assemble the LEGO orrery that makes beads (planets) go in orbits (if it’s not already assembled). 2. Position the light (star) near the center of the planet orbits. 3. Mount and aim the light sensor to point at the star. It should be far enough away from the light that the planets do not hit it, but in general, the closer the better, even though Crank this is one of the unrealistic elements of the model. -
Solar System Orrery (3D Printed) by Dragonator on July 4, 2016
technology workshop craft home food play outside costumes Solar System Orrery (3D printed) by dragonator on July 4, 2016 Table of Contents Solar System Orrery (3D printed) . 1 Intro: Solar System Orrery (3D printed) . 2 Step 1: Design process . 3 Step 2: Gathering materials . 4 Step 3: 3D printing . 5 Step 4: Optional, Polishing Bronzefill . 6 Step 5: Cleaning The 3D Prints and preparing the Parts . 7 Step 6: Assembling The Base . 9 Step 7: Gears For Saturn To Mercury . 10 Step 8: Motorizing The Sun . 12 Step 9: The Sun . 13 Step 10: Bending Pipes . 16 Step 11: Moon ring assembly . 17 Step 12: Mounting The Planets . 18 Step 13: Appreciate it . 19 Related Instructables . 20 Advertisements . 20 Comments . 20 http://www.instructables.com/id/Solar-System-Orrery-3D-Printed/ Intro: Solar System Orrery (3D printed) "An orrery is a mechanical model of the solar system that illustrates or predicts the relative positions and motions of the planets and moons, usually according to the heliocentric model." -Wikipedia- In this Instructable I will share how to make a fully 3D printed orrery of the sun, with the planets from Mercury to Saturn. The earth has a moon orbiting around it. The orrery is a combination of 3D printed parts, brass tube and miniature bearings. Optionally, the planets Uranus and Neptune are also designed, but it makes the orrery quite large and both planets hardly move. I personally don't think it is wise to make one with the last 2 planets. Most old orreries don't have them. Optionally, using a slipring and leds, the sun can be made to light up. -
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. -
The Geological Orrery: Using Earth's Sedimentary Record to Map the Chaotic Evolution of the Solar System
The Geological Orrery: Using Earth's Sedimentary Record to Map the Chaotic Evolution of the Solar System The Geological Orrery is proposed as an international program to explore the dynamic evolution and stability of the Solar System by recovering geological records of climate change on Earth to empirically constrain numerical solutions for the gravitational system of the Sun, planets, and smaller bodies. Because of the limitations imposed by the n-body problem, the precision of relevant measurements, and the inherently chaotic nature of Solar System, it is presently impossible to constrain the nearly endless number of solutions beyond about 50 million years; but, because the system’s history is imbedded in climate records extending billions of years into the past it is potentially possible to massively improve the accuracy of the solutions, excluding those that do not conform to history. Here I will detail a proof-of-concept plan grounded in work on the Triassic-Jurassic Newark and Hartford basin (199-225 Ma) lacustrine records of tropical climate where I have previously shown the empirical modulations of climatic precession are inconsistent with the presently favored numerical solutions in period and phase, but not inconsistent with what is possible because of chaotic drift, thus comprising the first part of my proof-of-concept. The second part of the proof-of-concept consists of testing the Triassic part of the time scale by analysis of the recently recovered cores from the Colorado Plateau Coring Project where abundant U-Pb datable levels are being correlated to the Newark by paleomagnetic polarity stratigraphy. The time scale for the Early Jurassic age part of the Newark record has already been strongly corroborated by U-Pb dated zircons from interbedded lava flows and associated intrusions, comprising the second part of the proof-of-concept. -
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. -
Theme 4: from the Greeks to the Renaissance: the Earth in Space
Theme 4: From the Greeks to the Renaissance: the Earth in Space 4.1 Greek Astronomy Unlike the Babylonian astronomers, who developed algorithms to fit the astronomical data they recorded but made no attempt to construct a real model of the solar system, the Greeks were inveterate model builders. Some of their models—for example, the Pythagorean idea that the Earth orbits a celestial fire, which is not, as might be expected, the Sun, but instead is some metaphysical body concealed from us by a dark “counter-Earth” which always lies between us and the fire—were neither clearly motivated nor obviously testable. However, others were more recognisably “scientific” in the modern sense: they were motivated by the desire to describe observed phenomena, and were discarded or modified when they failed to provide good descriptions. In this sense, Greek astronomy marks the birth of astronomy as a true scientific discipline. The challenges to any potential model of the movement of the Sun, Moon and planets are as follows: • Neither the Sun nor the Moon moves across the night sky with uniform angular velocity. The Babylonians recognised this, and allowed for the variation in their mathematical des- criptions of these quantities. The Greeks wanted a physical picture which would account for the variation. • The seasons are not of uniform length. The Greeks defined the seasons in the standard astronomical sense, delimited by equinoxes and solstices, and realised quite early (Euctemon, around 430 BC) that these were not all the same length. This is, of course, related to the non-uniform motion of the Sun mentioned above. -
Communications of the LUNAR and PLANETARY LABORATORY
Communications of the LUNAR AND PLANETARY LABORATORY Number 70 Volume 5 Part 1 THE UNIVERSITY OF ARIZONA 1966 Communications of the Lunar and Planetary Laboratory These Communications contain the shorter publications and reports by the staff of the Lunar and Planetary Laboratory. They may be either original contributions, reprints of articles published in professional journals, preliminary reports, or announcements. Tabular material too bulky or specialized for regular journals is included if future use of such material appears to warrant it. The Communications are issued as separate numbers, but they are paged and indexed by volumes. The Communications are mailed to observatories and to laboratories known to be engaged in planetary, interplanetary or geophysical research in exchange for their reports and publica- tions. The University of Arizona Press can supply at cost copies to other libraries and interested persons. The University of Arizona GERARD P. KUIPER, Director Tucson, Arizona Lunar and Planetary Laboratory Published with the support of the National Aeronautics and Space Administration Library of Congress Catalog Number 62-63619 NO. 70 THE SYSTEM OF LUNAR CRATERS, QUADRANT IV by D. W. G. ARTHUR, RUTH H. PELLICORI, AND C. A. WOOD May25,1966 , ABSTRACT The designation, diameter, position, central peak information, and state of completeness are listed for each discernible crater with a diameter exceeding 3.5 km in the fourth lunar quadrant. The catalog contains about 8,000 items and is illustrated by a map in 11 sections. hiS Communication is the fourth and final part of listed in the catalog nor shown in the accompanying e System of Lunar Craters, which is a_calalag maps.