Voyage to the Planets Lecture 2: the Moon, and Spaceflight Tonight
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New Candidate Pits and Caves at High Latitudes on the Near Side of the Moon
52nd Lunar and Planetary Science Conference 2021 (LPI Contrib. No. 2548) 2733.pdf NEW CANDIDATE PITS AND CAVES AT HIGH LATITUDES ON THE NEAR SIDE OF THE MOON. 1,2 1,3,4 1 2 Wynnie Avent II and Pascal Lee , S ETI Institute, Mountain View, VA, USA, V irginia Polytechnic Institute 3 4 and State University Blacksburg, VA, USA. M ars Institute, N ASA Ames Research Center. Summary: 35 new candidate pits are identified in Anaxagoras and Philolaus, two high-latitude impact structures on the near side of the Moon. Introduction: Since the discovery in 2009 of the Marius Hills Pit (Haruyama et al. 2009), a.k.a. the “Haruyama Cavern”, over 300 hundred pits have been identified on the Moon (Wagner & Robinson 2014, Robinson & Wagner 2018). Lunar pits are small (10 to 150 m across), steep-walled, negative relief features (topographic depressions), surrounded by funnel-shaped outer slopes and, unlike impact craters, no raised rim. They are interpreted as collapse features resulting from the fall of the roof of shallow (a few Figure 1: Location of studied craters (Polar meters deep) subsurface voids, generally lava cavities. projection). Although pits on the Moon are found in mare basalt, impact melt deposits, and highland terrain of the >300 Methods: Like previous studies searching for pits pits known, all but 16 are in impact melts (Robinson & (Wagner & Robinson 2014, Robinson & Wagner 2018, Wagner 2018). Many pits are likely lava tube skylights, Lee 2018a,b,c), we used imaging data collected by the providing access to underground networks of NASA Lunar Reconnaissance Orbiter (LRO) Narrow tunnel-shaped caves, including possibly complex Angle Camera (NAC). -
Exploring the Bombardment History of the Moon
EXPLORING THE BOMBARDMENT HISTORY OF THE MOON Community White Paper to the Planetary Decadal Survey, 2011-2020 September 15, 2009 Primary Author: William F. Bottke Center for Lunar Origin and Evolution (CLOE) NASA Lunar Science Institute at the Southwest Research Institute 1050 Walnut St., Suite 300 Boulder, CO 80302 Tel: (303) 546-6066 [email protected] Co-Authors/Endorsers: Carlton Allen (NASA JSC) Mahesh Anand (Open U., UK) Nadine Barlow (NAU) Donald Bogard (NASA JSC) Gwen Barnes (U. Idaho) Clark Chapman (SwRI) Barbara A. Cohen (NASA MSFC) Ian A. Crawford (Birkbeck College London, UK) Andrew Daga (U. North Dakota) Luke Dones (SwRI) Dean Eppler (NASA JSC) Vera Assis Fernandes (Berkeley Geochronlogy Center and U. Manchester) Bernard H. Foing (SMART-1, ESA RSSD; Dir., Int. Lunar Expl. Work. Group) Lisa R. Gaddis (US Geological Survey) 1 Jim N. Head (Raytheon) Fredrick P. Horz (LZ Technology/ESCG) Brad Jolliff (Washington U., St Louis) Christian Koeberl (U. Vienna, Austria) Michelle Kirchoff (SwRI) David Kring (LPI) Harold F. (Hal) Levison (SwRI) Simone Marchi (U. Padova, Italy) Charles Meyer (NASA JSC) David A. Minton (U. Arizona) Stephen J. Mojzsis (U. Colorado) Clive Neal (U. Notre Dame) Laurence E. Nyquist (NASA JSC) David Nesvorny (SWRI) Anne Peslier (NASA JSC) Noah Petro (GSFC) Carle Pieters (Brown U.) Jeff Plescia (Johns Hopkins U.) Mark Robinson (Arizona State U.) Greg Schmidt (NASA Lunar Science Institute, NASA Ames) Sen. Harrison H. Schmitt (Apollo 17 Astronaut; U. Wisconsin-Madison) John Spray (U. New Brunswick, Canada) Sarah Stewart-Mukhopadhyay (Harvard U.) Timothy Swindle (U. Arizona) Lawrence Taylor (U. Tennessee-Knoxville) Ross Taylor (Australian National U., Australia) Mark Wieczorek (Institut de Physique du Globe de Paris, France) Nicolle Zellner (Albion College) Maria Zuber (MIT) 2 The Moon is unique. -
Lab # 12: Surface of the Moon
Name: Date: 12 Surface of the Moon 12.1 Introduction One can learn a lot about the Moon by looking at the lunar surface. Even before astronauts landed on the Moon, scientists had enough data to formulate theories about the formation and evolution of the Earth’s only natural satellite. However, since the Moon rotates once for every time it orbits around the Earth, we can only see one side of the Moon from the surface of the Earth. Until spacecraft were sent to orbit the Moon, we only knew half the story. The type of orbit our Moon makes around the Earth is called a synchronous orbit. This phenomenon is shown graphically in Figure 12.1 below. If we imagine that there is one large mountain on the hemisphere facing the Earth (denoted by the small triangle on the Moon), then this mountain is always visible to us no matter where the Moon is in its orbit. As the Moon orbits around the Earth, it turns slightly so we always see the same hemisphere. Figure 12.1: The Moon’s synchronous orbit. (Not drawn to scale.) On the Moon, there are extensive lava flows, rugged highlands and many impact craters of all sizes. The overlapping of these features implies relative ages. Because of the lack of ongoing mountain building processes, or weathering by wind and water, the accumulation of volcanic processes and impact cratering is readily visible. Thus by looking at the images of the Moon, one can trace the history of the lunar surface. 129 Lab Goals: to discuss the Moon’s terrain, craters, and the theory of relative ages; to • use pictures of the Moon to deduce relative ages and formation processes of surface features Materials: Moon pictures, ruler, calculator • 12.2 Craters and Maria A crater is formed when a meteor from space strikes the lunar surface. -
No. 40. the System of Lunar Craters, Quadrant Ii Alice P
NO. 40. THE SYSTEM OF LUNAR CRATERS, QUADRANT II by D. W. G. ARTHUR, ALICE P. AGNIERAY, RUTH A. HORVATH ,tl l C.A. WOOD AND C. R. CHAPMAN \_9 (_ /_) March 14, 1964 ABSTRACT The designation, diameter, position, central-peak information, and state of completeness arc listed for each discernible crater in the second lunar quadrant with a diameter exceeding 3.5 km. The catalog contains more than 2,000 items and is illustrated by a map in 11 sections. his Communication is the second part of The However, since we also have suppressed many Greek System of Lunar Craters, which is a catalog in letters used by these authorities, there was need for four parts of all craters recognizable with reasonable some care in the incorporation of new letters to certainty on photographs and having diameters avoid confusion. Accordingly, the Greek letters greater than 3.5 kilometers. Thus it is a continua- added by us are always different from those that tion of Comm. LPL No. 30 of September 1963. The have been suppressed. Observers who wish may use format is the same except for some minor changes the omitted symbols of Blagg and Miiller without to improve clarity and legibility. The information in fear of ambiguity. the text of Comm. LPL No. 30 therefore applies to The photographic coverage of the second quad- this Communication also. rant is by no means uniform in quality, and certain Some of the minor changes mentioned above phases are not well represented. Thus for small cra- have been introduced because of the particular ters in certain longitudes there are no good determi- nature of the second lunar quadrant, most of which nations of the diameters, and our values are little is covered by the dark areas Mare Imbrium and better than rough estimates. -
Introduction to Astronomy from Darkness to Blazing Glory
Introduction to Astronomy From Darkness to Blazing Glory Published by JAS Educational Publications Copyright Pending 2010 JAS Educational Publications All rights reserved. Including the right of reproduction in whole or in part in any form. Second Edition Author: Jeffrey Wright Scott Photographs and Diagrams: Credit NASA, Jet Propulsion Laboratory, USGS, NOAA, Aames Research Center JAS Educational Publications 2601 Oakdale Road, H2 P.O. Box 197 Modesto California 95355 1-888-586-6252 Website: http://.Introastro.com Printing by Minuteman Press, Berkley, California ISBN 978-0-9827200-0-4 1 Introduction to Astronomy From Darkness to Blazing Glory The moon Titan is in the forefront with the moon Tethys behind it. These are two of many of Saturn’s moons Credit: Cassini Imaging Team, ISS, JPL, ESA, NASA 2 Introduction to Astronomy Contents in Brief Chapter 1: Astronomy Basics: Pages 1 – 6 Workbook Pages 1 - 2 Chapter 2: Time: Pages 7 - 10 Workbook Pages 3 - 4 Chapter 3: Solar System Overview: Pages 11 - 14 Workbook Pages 5 - 8 Chapter 4: Our Sun: Pages 15 - 20 Workbook Pages 9 - 16 Chapter 5: The Terrestrial Planets: Page 21 - 39 Workbook Pages 17 - 36 Mercury: Pages 22 - 23 Venus: Pages 24 - 25 Earth: Pages 25 - 34 Mars: Pages 34 - 39 Chapter 6: Outer, Dwarf and Exoplanets Pages: 41-54 Workbook Pages 37 - 48 Jupiter: Pages 41 - 42 Saturn: Pages 42 - 44 Uranus: Pages 44 - 45 Neptune: Pages 45 - 46 Dwarf Planets, Plutoids and Exoplanets: Pages 47 -54 3 Chapter 7: The Moons: Pages: 55 - 66 Workbook Pages 49 - 56 Chapter 8: Rocks and Ice: -
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. -
University Microfilms, a XEROX Company/Ann Arbor, Michigan
1 72-4602^ FAPO, Haim Benzion, 1932- OPTIMAL SELENODETIC CONTROL. The Ohio State University, Ph.Dl, i'971‘ Geodesy University Microfilms, A X E R O X Company /Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED ! OPTIMAL SELENODETIC CONTROL DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by • Halm Benzion Papo, B.Sc., M.Sc. The Ohio State University 1971 Approved by f U l t U , /■ llU 'gsileA ^ Advisor Department of Geodetic Science To Viola ACKNOWLEDGEMENTS ' « ‘ It gives me a great pleasure to be able to extend my gratitude and appreciation to the many persons without whom this work would not have * been possible. From my parents I inherited a deep and sincere love for learning and an acute curiosity for the unknown and the unsurveyed. The Technion, Israels Institute of Technology and The Ohio State University provided me with the best education one could ask for in my field. Working in Room 231, Lord Hall on the OSU campus with other graduate students like myself has been a wonderful experience. There was an atmosphere of enthusiastic learning, of a fruitful exchange of ideas, of sharing ones excitement over finding an answer to a problem, of true friendship of people working together. The OSU Computer Center provided me generously with computer time needed for the study and through the invaluable assistance of Mr. John M. Snowden, I was able to make full use of its excellent facilities. Discussions on many conceptual and practical problems with Doctors Peter Meissl, Dean C. -
Sky and Telescope
SkyandTelescope.com The Lunar 100 By Charles A. Wood Just about every telescope user is familiar with French comet hunter Charles Messier's catalog of fuzzy objects. Messier's 18th-century listing of 109 galaxies, clusters, and nebulae contains some of the largest, brightest, and most visually interesting deep-sky treasures visible from the Northern Hemisphere. Little wonder that observing all the M objects is regarded as a virtual rite of passage for amateur astronomers. But the night sky offers an object that is larger, brighter, and more visually captivating than anything on Messier's list: the Moon. Yet many backyard astronomers never go beyond the astro-tourist stage to acquire the knowledge and understanding necessary to really appreciate what they're looking at, and how magnificent and amazing it truly is. Perhaps this is because after they identify a few of the Moon's most conspicuous features, many amateurs don't know where Many Lunar 100 selections are plainly visible in this image of the full Moon, while others require to look next. a more detailed view, different illumination, or favorable libration. North is up. S&T: Gary The Lunar 100 list is an attempt to provide Moon lovers with Seronik something akin to what deep-sky observers enjoy with the Messier catalog: a selection of telescopic sights to ignite interest and enhance understanding. Presented here is a selection of the Moon's 100 most interesting regions, craters, basins, mountains, rilles, and domes. I challenge observers to find and observe them all and, more important, to consider what each feature tells us about lunar and Earth history. -
Planning a Mission to the Lunar South Pole
Lunar Reconnaissance Orbiter: (Diviner) Audience Planning a Mission to Grades 9-10 the Lunar South Pole Time Recommended 1-2 hours AAAS STANDARDS Learning Objectives: • 12A/H1: Exhibit traits such as curiosity, honesty, open- • Learn about recent discoveries in lunar science. ness, and skepticism when making investigations, and value those traits in others. • Deduce information from various sources of scientific data. • 12E/H4: Insist that the key assumptions and reasoning in • Use critical thinking to compare and evaluate different datasets. any argument—whether one’s own or that of others—be • Participate in team-based decision-making. made explicit; analyze the arguments for flawed assump- • Use logical arguments and supporting information to justify decisions. tions, flawed reasoning, or both; and be critical of the claims if any flaws in the argument are found. • 4A/H3: Increasingly sophisticated technology is used Preparation: to learn about the universe. Visual, radio, and X-ray See teacher procedure for any details. telescopes collect information from across the entire spectrum of electromagnetic waves; computers handle Background Information: data and complicated computations to interpret them; space probes send back data and materials from The Moon’s surface thermal environment is among the most extreme of any remote parts of the solar system; and accelerators give planetary body in the solar system. With no atmosphere to store heat or filter subatomic particles energies that simulate conditions in the Sun’s radiation, midday temperatures on the Moon’s surface can reach the stars and in the early history of the universe before 127°C (hotter than boiling water) whereas at night they can fall as low as stars formed. -
Rare Astronomical Sights and Sounds
Jonathan Powell Rare Astronomical Sights and Sounds The Patrick Moore The Patrick Moore Practical Astronomy Series More information about this series at http://www.springer.com/series/3192 Rare Astronomical Sights and Sounds Jonathan Powell Jonathan Powell Ebbw Vale, United Kingdom ISSN 1431-9756 ISSN 2197-6562 (electronic) The Patrick Moore Practical Astronomy Series ISBN 978-3-319-97700-3 ISBN 978-3-319-97701-0 (eBook) https://doi.org/10.1007/978-3-319-97701-0 Library of Congress Control Number: 2018953700 © Springer Nature Switzerland AG 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. -
II. Causes of Tides III. Tidal Variations IV. Lunar Day and Frequency of Tides V
Tides I. What are Tides? II. Causes of Tides III. Tidal Variations IV. Lunar Day and Frequency of Tides V. Monitoring Tides Wikimedia FoxyOrange [CC BY-SA 3.0 Tides are not explicitly included in the NGSS PerFormance Expectations. From the NGSS Framework (M.S. Space Science): “There is a strong emphasis on a systems approach, using models oF the solar system to explain astronomical and other observations oF the cyclic patterns oF eclipses, tides, and seasons.” From the NGSS Crosscutting Concepts: Observed patterns in nature guide organization and classiFication and prompt questions about relationships and causes underlying them. For Elementary School: • Similarities and diFFerences in patterns can be used to sort, classiFy, communicate and analyze simple rates oF change For natural phenomena and designed products. • Patterns oF change can be used to make predictions • Patterns can be used as evidence to support an explanation. For Middle School: • Graphs, charts, and images can be used to identiFy patterns in data. • Patterns can be used to identiFy cause-and-eFFect relationships. The topic oF tides have an important connection to global change since spring tides and king tides are causing coastal Flooding as sea level has been rising. I. What are Tides? Tides are one oF the most reliable phenomena on Earth - they occur on a regular and predictable cycle. Along with death and taxes, tides are a certainty oF liFe. Tides are apparent changes in local sea level that are the result of long-period waves that move through the oceans. Photos oF low and high tide on the coast oF the Bay oF Fundy in Canada. -
1. Two Objects Attract Each Other Gravitationally. If the Distance Between Their Centers Is Cut in Half, the Gravitational Force A) Is Cut to One Fourth
MULTIPLE CHOICE REVIEW – GRAVITATION (Dynamics Part 3) 1. Two objects attract each other gravitationally. If the distance between their centers is cut in half, the gravitational force A) is cut to one fourth. B) is cut in half. C) doubles. D) quadruples 2. Two objects, with masses m1 and m2, are originally a distance r apart. The magnitude of the gravitational force between them is F. The masses are changed to 2m1 and 2m2, and the distance is changed to 4r. What is the magnitude of the new gravitational force? A) F/16 B) F/4 C) 16F D) 4F 3. As a rocket moves away from the Earth's surface, the rocket's weight A) increases. B) decreases. C) remains the same. D) depends on how fast it is moving. 4. A hypothetical planet has a mass of half that of the Earth and a radius of twice that of the Earth. What is the acceleration due to gravity on the planet in terms of g, the acceleration due to gravity at the Earth? A) g B) g/2 C) g/4 D) g/8 5. Two planets have the same surface gravity, but planet B has twice the mass of planet A. If planet A has radius r, what is the radius of planet B? A) 0.707r B) r C) 1.41r D) 4r 6. A planet is discovered to orbit around a star in the galaxy Andromeda, with the same orbital diameter as the Earth around our Sun. If that star has 4 times the mass of our Sun, what will the period of revolution of that new planet be, compared to the Earth's orbital period? A) one-fourth as much B) one-half as much C) twice as much D) four times as much 7.