The document provides information about Earth's moon, Luna. It discusses Luna's interior structure, including its crust, mantle, and core. It also describes Luna's surface features such as impact craters, maria (large dark plains), and regolith (loose rock and soil). Additionally, it discusses Luna's origin from a giant impact event about 4.5 billion years ago and its surface ages, with the highlands being the oldest at 4.4 billion years. The document also summarizes the Earth-Moon system, particularly how the Moon causes Earth's tides and is tide-locked in its orbit.
The document provides information about outer solar system objects including Trans-Neptunian objects, Centaurs, Kuiper Belt objects, asteroids, comets, and dwarf planets. It discusses their classification, composition, formation processes, and what they reveal about the early solar system. Images show various outer solar system bodies like Pluto, Eris, asteroids, and comets, helping to illustrate their characteristics and relative sizes.
The document summarizes key information about the geology of Venus. It states that Venus' surface is only about 500 million years old, as evidenced by impact craters, yet erosion rates are very low. Notable surface features include pancake-shaped volcanoes, coronae, and tectonic ridges and cracks. Venus has a slow 243-day rotation period that results in low wind speeds and erosion. Its atmosphere is extremely hot and dense.
Since the late 1970’s, NASA’s space probes have reached all planets in the Solar System - and Pluto is no longer classed as a planet.
Mainstream Astronomy has a view of the Solar System which considers it to be “dead” and “never alive”.
Since the late 1990’s, our access to Image Data from Space Missions has grown considerably. Exploring some of this image data reveals a fair number of things which NASA and ESA seem reluctant to talk about. Some people say there is life on Mars - some of them are scientists who have worked for NASA.
This presentation looks at some of the NASA photos and data which suggest there may be life on Mars. In most cases, NASA will not discuss what is shown on some of these photos - discussion and analysis is left to independent researchers. Why would it be left to Ron Bennett to spot small “bug like objects” moving in the soil on Mars? Why do the BBC lie about the way the colour of the Martian sky has been determined? Why is the evidence of liquid water muddled up and covered up? Is there anything to the idea about the Ringmakers of Saturn?
In this presentation, we will explore some of the compelling evidence and try to uncover some of the secrets in the Solar System.
This document provides an overview of comets, predictions of the end of the world, and the alleged "Planet X." It discusses comet composition, past comet and asteroid impacts on Earth, the solar system's scale and amateur astronomy. It examines data from comets Wild 2, Halley and Tempel 1, as well as comet probe missions. The document analyzes the story of Comet Hale-Bopp and its link to an apocalyptic prediction. It also reviews theories about comets, including the standard "dirty snowball" model and alternative "electric comet" theory. Finally, it summarizes the controversy over an alleged companion object photographed near Hale-Bopp by amateur astronomer Chuck Shramek.
Suzanne Metlay. "Geosciences of Dwarf Planets: Pluto Update". Public talk at Estes Park Memorial Observatory (EPMO), Estes Park, Colorado, on 22 August 2015.
Fomalhaut B is the first planet imaged outside our solar system, orbiting the star Fomalhaut 25 light-years away. Estimated to be no more than three times Jupiter's mass, it orbits 17 billion kilometers from Fomalhaut with an orbital period of 872 years. The discovery provides insight into the formation of new planetary systems and a chance to study the development of a system much younger than our own.
The document summarizes key concepts about high mass stars and binary systems from sections 22.1, 22.2, and 23.5 of the textbook. It notes that high mass stars (>10 solar masses) end their lives as Type II supernovae, sometimes gamma-ray bursters. Binary systems produce novae, Type Ia supernovae, x-ray binaries, and x-ray bursters. All stars enrich the interstellar medium with heavier elements through their evolution and deaths. The goal is to answer fundamental questions about the universe and our origins.
This document discusses natural satellites or moons that orbit planets in the solar system. It provides information on the formation of moons through the collapse of protoplanetary disks during planetary formation. It details that 173 moons have been discovered orbiting planets in our solar system so far. Examples of large moons discussed include Ganymede, Titan, Europa, and Earth's moon Luna. The document also discusses tidal locking of moons and examples of moons with atmospheres and potential liquid oceans beneath icy surfaces.
The document provides information about outer solar system objects including Trans-Neptunian objects, Centaurs, Kuiper Belt objects, asteroids, comets, and dwarf planets. It discusses their classification, composition, formation processes, and what they reveal about the early solar system. Images show various outer solar system bodies like Pluto, Eris, asteroids, and comets, helping to illustrate their characteristics and relative sizes.
The document summarizes key information about the geology of Venus. It states that Venus' surface is only about 500 million years old, as evidenced by impact craters, yet erosion rates are very low. Notable surface features include pancake-shaped volcanoes, coronae, and tectonic ridges and cracks. Venus has a slow 243-day rotation period that results in low wind speeds and erosion. Its atmosphere is extremely hot and dense.
Since the late 1970’s, NASA’s space probes have reached all planets in the Solar System - and Pluto is no longer classed as a planet.
Mainstream Astronomy has a view of the Solar System which considers it to be “dead” and “never alive”.
Since the late 1990’s, our access to Image Data from Space Missions has grown considerably. Exploring some of this image data reveals a fair number of things which NASA and ESA seem reluctant to talk about. Some people say there is life on Mars - some of them are scientists who have worked for NASA.
This presentation looks at some of the NASA photos and data which suggest there may be life on Mars. In most cases, NASA will not discuss what is shown on some of these photos - discussion and analysis is left to independent researchers. Why would it be left to Ron Bennett to spot small “bug like objects” moving in the soil on Mars? Why do the BBC lie about the way the colour of the Martian sky has been determined? Why is the evidence of liquid water muddled up and covered up? Is there anything to the idea about the Ringmakers of Saturn?
In this presentation, we will explore some of the compelling evidence and try to uncover some of the secrets in the Solar System.
This document provides an overview of comets, predictions of the end of the world, and the alleged "Planet X." It discusses comet composition, past comet and asteroid impacts on Earth, the solar system's scale and amateur astronomy. It examines data from comets Wild 2, Halley and Tempel 1, as well as comet probe missions. The document analyzes the story of Comet Hale-Bopp and its link to an apocalyptic prediction. It also reviews theories about comets, including the standard "dirty snowball" model and alternative "electric comet" theory. Finally, it summarizes the controversy over an alleged companion object photographed near Hale-Bopp by amateur astronomer Chuck Shramek.
Suzanne Metlay. "Geosciences of Dwarf Planets: Pluto Update". Public talk at Estes Park Memorial Observatory (EPMO), Estes Park, Colorado, on 22 August 2015.
Fomalhaut B is the first planet imaged outside our solar system, orbiting the star Fomalhaut 25 light-years away. Estimated to be no more than three times Jupiter's mass, it orbits 17 billion kilometers from Fomalhaut with an orbital period of 872 years. The discovery provides insight into the formation of new planetary systems and a chance to study the development of a system much younger than our own.
The document summarizes key concepts about high mass stars and binary systems from sections 22.1, 22.2, and 23.5 of the textbook. It notes that high mass stars (>10 solar masses) end their lives as Type II supernovae, sometimes gamma-ray bursters. Binary systems produce novae, Type Ia supernovae, x-ray binaries, and x-ray bursters. All stars enrich the interstellar medium with heavier elements through their evolution and deaths. The goal is to answer fundamental questions about the universe and our origins.
This document discusses natural satellites or moons that orbit planets in the solar system. It provides information on the formation of moons through the collapse of protoplanetary disks during planetary formation. It details that 173 moons have been discovered orbiting planets in our solar system so far. Examples of large moons discussed include Ganymede, Titan, Europa, and Earth's moon Luna. The document also discusses tidal locking of moons and examples of moons with atmospheres and potential liquid oceans beneath icy surfaces.
The document discusses Nibiru, a hypothesized planet in our solar system according to ancient Sumerian texts. It is said to be located beyond Pluto in an elliptical orbit, and possibly larger than Jupiter with an atmosphere of hydrogen and helium. Some claim NASA detected Nibiru with the WISE telescope, describing it as a giant planet over 15,000 times farther from the sun than Earth. However, astronomers have rejected the idea that it will collide with Earth, as such a large planet would be visible.
Small dust particles escaping from Pluto's moons Nix and Hydra could temporarily form a ring around Pluto due to impacts, but the solar radiation pressure would remove about half of 1 micrometer particles within a year by causing collisions with Pluto and its moons. Numerical simulations found that a tenuous ring with an optical depth of 6×10^-11 could be maintained by dust released from Nix and Hydra.
The document provides information about the solar system and its components. It begins with definitions and descriptions of the solar system and what constitutes a planet. It then provides detailed descriptions of Mercury and Venus, the first two planets from the Sun. For each planet, it describes their physical characteristics such as size, composition, atmosphere, rotation, and orbit around the Sun. It also discusses past and current missions that have explored these planets, such as MESSENGER and Magellan, and some of their key findings.
Pluto is classified as a dwarf planet located in the Kuiper Belt beyond Neptune's orbit. It has a diameter less than one-fifth of Earth and a surface composed of ice such as methane and nitrogen. Pluto has 5 known moons - Charon, Nix, Hydra, Kerberos, and Styx. In 2015, the New Horizons probe conducted the first flyby of Pluto and provided more details of its geology, moons, and atmosphere.
New Horizons is a NASA spacecraft that was launched in 2006 as part of the New Frontiers program. It performed a flyby of Pluto in 2015, capturing the first close-up images of the dwarf planet. After completing its Pluto flyby, New Horizons maneuvered for a 2019 flyby of Kuiper belt object 2014 MU69, becoming the first mission to explore the Kuiper belt. The spacecraft continues to send back new data about its encounters, helping scientists learn more about the formation and geology of planetary bodies in the outer solar system.
The document provides information about the solar system, including the sun, nine planets, and sixty-one planetary satellites. It discusses the composition and properties of each planet from Mercury to Pluto. Jupiter is described as the largest planet, containing over 70% of the solar system's mass outside the sun. Saturn is noted to have more moons than any other planet except Jupiter and Uranus.
This is a powerpoint presentation that I completed for EDU 290 in the Fall of 2009. The intent of the assingment was to create a lesson that could be used by a student that missed the classroom instruction
The document provides information about the dwarf planet Pluto, including details about its eccentric orbit around the sun, composition and surface features, exploration by the New Horizons spacecraft, and its status as the largest object in the Kuiper Belt. Pluto has an eccentric elliptical orbit that takes it from 30 to 39 astronomical units from the sun over 248 Earth years, and it has a surface temperature ranging from -396°F to -378°F with an atmosphere composed primarily of nitrogen. The New Horizons mission launched in 2006 to conduct the first flyby and imaging of Pluto and its largest moon Charon.
This document provides an overview of the solar system. It begins by discussing the sun, which makes up over 99% of the mass of the solar system. It then describes the inner terrestrial planets, including their rocky composition. It discusses asteroids that exist between Mars and Jupiter. The outer planets are described as large gas giants with tumultuous atmospheres. Beyond the outer planets are the Kuiper Belt and distant Oort Cloud. Specific details are then provided about Mercury, Venus, Earth, and Mars.
Planetesimal ejection describes how leftover debris from the formation of the planets was captured as moons or ended up in the asteroid belt, Kuiper belt, or Oort cloud. Asteroids and meteoroids are small rocky or metallic objects found primarily in the inner solar system, with asteroids larger than 100 meters and meteoroids smaller. They orbit near the plane of the solar system in regions like the asteroid belt. When these objects enter the Earth's atmosphere, they appear as meteors and some survive impact as meteorites. Larger impacts are rarer but can cause global effects like the extinction of dinosaurs.
Pluto was originally classified as the ninth planet from the Sun after its discovery in 1930. However, in 2006 the International Astronomical Union reclassified Pluto as a dwarf planet due to discoveries of other large bodies in the Kuiper belt and a new definition of a planet requiring it to dominate its orbital neighborhood. While some scientists accepted this change, others sought to overturn it, and some members of the public rejected Pluto's demotion from planet status despite the IAU decision.
New Horizons was the first spacecraft to visit Pluto, capturing the first high-resolution images of its surface in July 2015. It is now en route to a Kuiper Belt object called 2014 MU69, which it will reach on January 1, 2019. The spacecraft has provided valuable new insights into Pluto and its moons, such as evidence of past geological activity on Pluto and a possible subsurface ocean on Charon, but communicating with it is challenging due to its great distance from Earth.
The Juno spacecraft was launched in 2011 to study Jupiter's composition, gravity and magnetic fields. It will map Jupiter's auroras and fields to understand its formation and inner workings. Juno aims to determine if Jupiter has a solid core like Earth and the nature of its powerful magnetic dynamo. The mission seeks to reveal how Jupiter formed and evolved to provide insights about the early solar system.
The Solar System is made up of the Sun and objects that orbit around it, including 8 major planets. Nearest the Sun are 4 small, rocky inner planets, followed by an asteroid belt. Beyond are the gas giants Jupiter and Saturn, and ice giants Uranus and Neptune. The distances between objects in the Solar System are described in astronomical units, with 1 AU representing the average Earth-Sun distance.
Pluto was discovered in 1930 and was originally classified as the ninth planet from the Sun. However, in 2006 the International Astronomical Union reclassified Pluto as a dwarf planet after the discovery of other large objects in the Kuiper Belt similar to Pluto. Pluto is now the largest known dwarf planet and is composed of ice and rock. It has an eccentric and inclined orbit that takes it from closer to the Sun than Neptune to beyond Neptune's orbit. Pluto has five known moons, the largest being Charon, about half the size of Pluto itself. There continues to be some debate within the scientific community about whether Pluto should regain its status as a true planet.
The document summarizes information about the planets in our solar system. It describes the four inner, terrestrial planets - Mercury, Venus, Earth, and Mars - and their small, rocky compositions. It then discusses the four outer, gas giant planets - Jupiter, Saturn, Uranus, and Neptune - noting their large sizes and gaseous compositions. It also mentions other bodies like asteroids, Pluto, and the Kuiper Belt.
This document describes the 8 planets in our solar system - Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. It provides 1-2 sentences on each planet, describing their name, position from the Sun, and some distinguishing physical characteristics. It also notes that our Sun is a common yellow star and that many other stars likely have their own planetary systems.
Our solar system consists of the Sun and eight planets that orbit around it, along with dozens of moons and other objects. The four inner planets - Mercury, Venus, Earth, and Mars - are smaller rocky bodies. The four outer planets - Jupiter, Saturn, Uranus, and Neptune - are large gas giants. Pluto, originally the ninth planet, is now classified as a dwarf planet due to its small size. The planets have many differences in their characteristics, but all revolve around the Sun due to its strong gravitational pull.
The document discusses asteroids and meteorites. Asteroids are remnants of planetary formation in the solar system. They are classified based on composition and location in relation to gravitational resonances with Jupiter. Ceres is the largest asteroid and is now classified as a dwarf planet. Meteorites provide information about early solar system conditions. They are classified based on composition as iron, stony, or stony-iron meteorites. Carbonaceous chondrites contain organic compounds and water, indicating the early solar system environment allowed these to form. Meteorites can also originate from the Moon or Mars.
In our solar system, the differences between planets and other objects mostly occur because of their formation at the birth of our solar system. Although it is very difficult to tell, most scientists believe that our solar system formed from a small chunk of an interstellar gas cloud. If true, the composition of the gas cloud would have caused the composition of our sun as well as that of other objects in our solar system. Once the sun formed, that influenced the formation of the planets. Since it was much warmer closer to the sun, only denser, metallic elements were able to condense. This warmer region is now home to the terrestrial planets, which include Mercury, Venus, Earth, and Mars.
The document discusses Nibiru, a hypothesized planet in our solar system according to ancient Sumerian texts. It is said to be located beyond Pluto in an elliptical orbit, and possibly larger than Jupiter with an atmosphere of hydrogen and helium. Some claim NASA detected Nibiru with the WISE telescope, describing it as a giant planet over 15,000 times farther from the sun than Earth. However, astronomers have rejected the idea that it will collide with Earth, as such a large planet would be visible.
Small dust particles escaping from Pluto's moons Nix and Hydra could temporarily form a ring around Pluto due to impacts, but the solar radiation pressure would remove about half of 1 micrometer particles within a year by causing collisions with Pluto and its moons. Numerical simulations found that a tenuous ring with an optical depth of 6×10^-11 could be maintained by dust released from Nix and Hydra.
The document provides information about the solar system and its components. It begins with definitions and descriptions of the solar system and what constitutes a planet. It then provides detailed descriptions of Mercury and Venus, the first two planets from the Sun. For each planet, it describes their physical characteristics such as size, composition, atmosphere, rotation, and orbit around the Sun. It also discusses past and current missions that have explored these planets, such as MESSENGER and Magellan, and some of their key findings.
Pluto is classified as a dwarf planet located in the Kuiper Belt beyond Neptune's orbit. It has a diameter less than one-fifth of Earth and a surface composed of ice such as methane and nitrogen. Pluto has 5 known moons - Charon, Nix, Hydra, Kerberos, and Styx. In 2015, the New Horizons probe conducted the first flyby of Pluto and provided more details of its geology, moons, and atmosphere.
New Horizons is a NASA spacecraft that was launched in 2006 as part of the New Frontiers program. It performed a flyby of Pluto in 2015, capturing the first close-up images of the dwarf planet. After completing its Pluto flyby, New Horizons maneuvered for a 2019 flyby of Kuiper belt object 2014 MU69, becoming the first mission to explore the Kuiper belt. The spacecraft continues to send back new data about its encounters, helping scientists learn more about the formation and geology of planetary bodies in the outer solar system.
The document provides information about the solar system, including the sun, nine planets, and sixty-one planetary satellites. It discusses the composition and properties of each planet from Mercury to Pluto. Jupiter is described as the largest planet, containing over 70% of the solar system's mass outside the sun. Saturn is noted to have more moons than any other planet except Jupiter and Uranus.
This is a powerpoint presentation that I completed for EDU 290 in the Fall of 2009. The intent of the assingment was to create a lesson that could be used by a student that missed the classroom instruction
The document provides information about the dwarf planet Pluto, including details about its eccentric orbit around the sun, composition and surface features, exploration by the New Horizons spacecraft, and its status as the largest object in the Kuiper Belt. Pluto has an eccentric elliptical orbit that takes it from 30 to 39 astronomical units from the sun over 248 Earth years, and it has a surface temperature ranging from -396°F to -378°F with an atmosphere composed primarily of nitrogen. The New Horizons mission launched in 2006 to conduct the first flyby and imaging of Pluto and its largest moon Charon.
This document provides an overview of the solar system. It begins by discussing the sun, which makes up over 99% of the mass of the solar system. It then describes the inner terrestrial planets, including their rocky composition. It discusses asteroids that exist between Mars and Jupiter. The outer planets are described as large gas giants with tumultuous atmospheres. Beyond the outer planets are the Kuiper Belt and distant Oort Cloud. Specific details are then provided about Mercury, Venus, Earth, and Mars.
Planetesimal ejection describes how leftover debris from the formation of the planets was captured as moons or ended up in the asteroid belt, Kuiper belt, or Oort cloud. Asteroids and meteoroids are small rocky or metallic objects found primarily in the inner solar system, with asteroids larger than 100 meters and meteoroids smaller. They orbit near the plane of the solar system in regions like the asteroid belt. When these objects enter the Earth's atmosphere, they appear as meteors and some survive impact as meteorites. Larger impacts are rarer but can cause global effects like the extinction of dinosaurs.
Pluto was originally classified as the ninth planet from the Sun after its discovery in 1930. However, in 2006 the International Astronomical Union reclassified Pluto as a dwarf planet due to discoveries of other large bodies in the Kuiper belt and a new definition of a planet requiring it to dominate its orbital neighborhood. While some scientists accepted this change, others sought to overturn it, and some members of the public rejected Pluto's demotion from planet status despite the IAU decision.
New Horizons was the first spacecraft to visit Pluto, capturing the first high-resolution images of its surface in July 2015. It is now en route to a Kuiper Belt object called 2014 MU69, which it will reach on January 1, 2019. The spacecraft has provided valuable new insights into Pluto and its moons, such as evidence of past geological activity on Pluto and a possible subsurface ocean on Charon, but communicating with it is challenging due to its great distance from Earth.
The Juno spacecraft was launched in 2011 to study Jupiter's composition, gravity and magnetic fields. It will map Jupiter's auroras and fields to understand its formation and inner workings. Juno aims to determine if Jupiter has a solid core like Earth and the nature of its powerful magnetic dynamo. The mission seeks to reveal how Jupiter formed and evolved to provide insights about the early solar system.
The Solar System is made up of the Sun and objects that orbit around it, including 8 major planets. Nearest the Sun are 4 small, rocky inner planets, followed by an asteroid belt. Beyond are the gas giants Jupiter and Saturn, and ice giants Uranus and Neptune. The distances between objects in the Solar System are described in astronomical units, with 1 AU representing the average Earth-Sun distance.
Pluto was discovered in 1930 and was originally classified as the ninth planet from the Sun. However, in 2006 the International Astronomical Union reclassified Pluto as a dwarf planet after the discovery of other large objects in the Kuiper Belt similar to Pluto. Pluto is now the largest known dwarf planet and is composed of ice and rock. It has an eccentric and inclined orbit that takes it from closer to the Sun than Neptune to beyond Neptune's orbit. Pluto has five known moons, the largest being Charon, about half the size of Pluto itself. There continues to be some debate within the scientific community about whether Pluto should regain its status as a true planet.
The document summarizes information about the planets in our solar system. It describes the four inner, terrestrial planets - Mercury, Venus, Earth, and Mars - and their small, rocky compositions. It then discusses the four outer, gas giant planets - Jupiter, Saturn, Uranus, and Neptune - noting their large sizes and gaseous compositions. It also mentions other bodies like asteroids, Pluto, and the Kuiper Belt.
This document describes the 8 planets in our solar system - Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. It provides 1-2 sentences on each planet, describing their name, position from the Sun, and some distinguishing physical characteristics. It also notes that our Sun is a common yellow star and that many other stars likely have their own planetary systems.
Our solar system consists of the Sun and eight planets that orbit around it, along with dozens of moons and other objects. The four inner planets - Mercury, Venus, Earth, and Mars - are smaller rocky bodies. The four outer planets - Jupiter, Saturn, Uranus, and Neptune - are large gas giants. Pluto, originally the ninth planet, is now classified as a dwarf planet due to its small size. The planets have many differences in their characteristics, but all revolve around the Sun due to its strong gravitational pull.
The document discusses asteroids and meteorites. Asteroids are remnants of planetary formation in the solar system. They are classified based on composition and location in relation to gravitational resonances with Jupiter. Ceres is the largest asteroid and is now classified as a dwarf planet. Meteorites provide information about early solar system conditions. They are classified based on composition as iron, stony, or stony-iron meteorites. Carbonaceous chondrites contain organic compounds and water, indicating the early solar system environment allowed these to form. Meteorites can also originate from the Moon or Mars.
In our solar system, the differences between planets and other objects mostly occur because of their formation at the birth of our solar system. Although it is very difficult to tell, most scientists believe that our solar system formed from a small chunk of an interstellar gas cloud. If true, the composition of the gas cloud would have caused the composition of our sun as well as that of other objects in our solar system. Once the sun formed, that influenced the formation of the planets. Since it was much warmer closer to the sun, only denser, metallic elements were able to condense. This warmer region is now home to the terrestrial planets, which include Mercury, Venus, Earth, and Mars.
This document provides information about comets, meteors, asteroids, and the moon. It defines each celestial object and describes their composition and origins. It notes that a large comet impact would likely only injure humans, while a large meteor could endanger humanity or damage Earth's orbit. The largest known asteroid impact 65 million years ago likely caused the extinction of dinosaurs. It also describes the moon's phases and how eclipses occur.
Typical stellar evolution proceeds through several stages:
1. Red Giant Branch: Stars expand and cool as hydrogen fuses to helium in a shell around the core.
2. Horizontal Giant Branch: A helium flash occurs, followed by helium fusing to carbon in the core while hydrogen fuses in a shell.
3. Asymptotic Giant Branch: Helium and hydrogen shells alternately fuse heavier elements, causing the star to further expand and cool before ejecting its outer layers as a planetary nebula.
This document discusses comets, meteors, asteroids, and the moon. It provides details on their composition, sizes, orbits, and the potential effects of large impacts. A large comet impact would likely only injure humans, while the largest meteor ever could endanger humanity. The largest known asteroid impact 65 million years ago caused the extinction of dinosaurs. A second moon would result in bigger tides and more frequent solar eclipses.
The document is a student paper on the solar system written for an astronomy class. It provides an overview of the formation of the solar system and details about some of the major components, including the sun and planets. It discusses the types of stars that formed before population I stars and the basic structure of the solar system. The paper also provides some background on the author and due date for the assignment.
The document is a solar system essay that discusses:
1) How our solar system formed from a giant gas cloud that collapsed under gravity 5 billion years ago, forming the sun and planets.
2) It describes the nine major planets - Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto.
3) It also mentions smaller bodies like asteroids and comets that orbit the sun.
1. The document provides information about the planet Jupiter and its moons. Jupiter is the largest planet in the solar system and has many moons, including the four largest Galilean moons - Io, Europa, Ganymede, and Callisto.
2. The Cassini spacecraft obtained images of Saturn and its rings and moons. Saturn has a vast ring system made of small particles of ice and rock. It has several large moons such as Titan, which has a thick atmosphere.
3. The document discusses the gas giant planets Jupiter and Saturn, their compositions, atmospheric features, rotations, magnetic fields, rings and moons as observed by spacecraft such as Galileo, Cassini, and Voyager.
The document is a chapter from an astronomy textbook. It contains 13 multiple choice questions about topics relating to the solar system, including the differences between terrestrial and Jovian planets, asteroids, comets, meteor showers, and theories of the origin of the solar system. It also briefly discusses techniques for detecting exoplanets and why Earth-sized exoplanets have not yet been detected.
HOW TO SAVE HUMANITY FROM THE EXTINCTION OF EXISTING THREATS ON PLANET EARTH ...Faga1939
This article aims to present the scientific advances that need to be made in Cosmology to contribute to the adoption of technological solutions to protect humanity from threats to its extinction that exist on planet Earth, coming from outer space and that can reach humans in space travel. There are countless threats to the survival of humanity today and in the short, medium and long term future. Some of these events may occur, in the short and medium term, such as the collision of asteroids, comets or pieces of comets on the planet Earth and the emission of cosmic rays and, in the long term, such as the cooling of the Earth's core, the consequences of changes catastrophic for the Earth's environment resulting from the progressive departure of the Moon from the Earth, the death of the Sun, the collision of the Andromeda and Milky Way galaxies where the Earth is located and the end of the Universe and can contribute to humanity being taken to the its extinction as a species. The future of humanity in facing these threats depends on the success achieved in the advancement of knowledge about the Universe, especially about 9 main cosmological questions that need to be elucidated so that humanity can, with scientific knowledge, defend itself from the existing threats to its survival on planet Earth and coming from outer space and look for places in the solar system or outside it with the possibility of being habitable by humans in the event that their existence is threatened on planet Earth.
The document provides an overview of a course on Earth science and the universe. It includes 12 lessons covering topics like mapping the seafloor, plate tectonics, earthquakes and volcanoes, the origin of the universe, the solar system, what we are made of, the extinction of dinosaurs, and whether life exists elsewhere. The first lesson introduces concepts of time, space, the structure of Earth, and the rock cycle. Subsequent lessons will explore these topics in more depth.
Pesquisa mostra que as exoluas podem ser os corpos mais comuns no universo onde se pode encontrar vida. As exoluar aumentam o número de corpos presentes na chamada zona habitável dos exoplanetas.
This document is a webquest assignment on the solar system for a 6th grade class. It contains links to multiple websites for students to explore and answer questions about the planets, asteroids, comets, meteors, and satellites. Key points covered include the order and characteristics of the planets, temperatures on different planets, sizes of planets compared to Earth, what asteroids, comets and meteors are made of, and the definition and examples of artificial satellites. The assignment aims to help students learn about different objects in our solar system through interactive online exploration.
The document discusses celestial coordinates and navigation using stars. It describes the celestial equator, celestial poles, ecliptic plane, right ascension and declination coordinates. It explains how measuring the altitude of celestial objects like the pole star can be used to determine latitude on Earth and navigate.
The document summarizes information about the moon. It discusses what satellites are, that the moon is Earth's only natural satellite, and presents the main theories for how the moon was formed - fission theory, impact-trigger theory, capture theory, and co-accretion theory. It also describes some of the moon's effects on Earth like ocean tides and influences on climate, rotation, and life. The moon has helped humanity determine distances in the solar system and learn how to travel to space.
The document summarizes an experience looking at the stars on a porch, which led to questions about stars. It then provides information to answer those questions. The sun is the closest star to Earth at about 92 million miles. Stars form from clouds of dust and gas that collapse under gravity. Gravity helps hold stars in place through its pushing and pulling effects. To locate stars like Polaris, one must first look north and use knowledge of constellations.
This document discusses evidence that the Moon-forming impact occurred later than previously thought, at around 95 million years after the formation of the solar system. The study uses simulations of planetary formation to show a correlation between the timing of the last giant impact and the amount of mass later accreted by the planet. Comparing this to highly siderophile element abundances in Earth's mantle, which constrain the amount of late-accreted mass, the study determines the Moon-forming impact was most likely 95 million years after solar system formation. Earlier times of 40 million years or less are ruled out at a 99.9% confidence level. The simulations include both classical scenarios and scenarios where Jupiter and Saturn migrated inward early in the solar
The moon is Earth's natural satellite that orbits our planet. It is approximately 1/6th the size of Earth with a diameter of 3,474 kilometers. The moon is located an average distance of about 238,000 miles from Earth. The document discusses the moon's appearance, phases, gravity, tidal effects on Earth, lunar exploration history including the Apollo missions, and theories on how the moon was formed such as the Giant Impact Hypothesis.
The solar system formed around 4.6 billion years ago. The Sun is over 300,000 times larger than Earth. Venus is the hottest planet with a surface temperature over 450 degrees Celsius. Many scientists believe an asteroid impact caused the extinction of the dinosaurs around 65 million years ago.
Powerpoint presentation discussing six of the planets in our solar system: Earth, Saturn, Mars, Jupiter, Venus and Pluto.
The presentation includes credible information on the above planets which include - descriptions, moons, rings, sizes and interesting facts.
Images and references are provided.
Collaborated by Ash Bell, Catherine Bond, Charlie Miles, Olivia McMillan, Paige Harrington and Phil Rodis of Swinburne University of Technology, 2014.
The document summarizes key information about the atmospheres of Venus, Earth, and Mars:
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
A1 07 Moon Mercury
1. Luna
LACC §8.2, 4, 5
• Know Luna’s (Earth’s Moon) interior and origin
• Know Luna’s (Earth’s Moon) surface features
and age
• Understand the Earth-Moon system
An attempt to answer the “big question”: what is
out there? Are we alone?
Thursday, March 4, 2010 1
4. Earth and Moon to Scale
or 239,000 ± 13,500 miles
(which amounts to 30.1 Earth diameters)
http://hyperphysics.phy-astr.gsu.edu/hbase/solar/moonscale.html#c2
It took the Apollo astronauts about three days to get
to the moon. Once they got their, they weighed only
1/6th what they did on Earth. E.g. if you weigh 100 lbs
on hear, you’d weight 17 lbs on the moon.
Thursday, March 4, 2010 4
5. Earth-Moon System: Tides
The Moon is the
dominant tidal
influence because the
fractional difference in
its force across the
Earth is greater than
the fractional
difference seen from
the Sun. This difference
in force follows the
inverse square law.
http://hyperphysics.phy-astr.gsu.edu/hbase/tide.html#mstid
Thursday, March 4, 2010 5
7. Earth-Moon System:
Moon’s Tide Locked Orbit
When the Moon first formed after the Giant Impact, it was much nearer to the Earth (20,000km
or 20 times nearer than present.) Both bodies exerted a pull on each other causing huge tidal
forces. ...which resulted in the slowing on both the Earth’s and the Moon’s speed of rotation. The
resultant imparting of angular momentum then caused the Moon to move further away. This
process is still ongoing, with the Earth’s days shortening by 0.0015 milliseconds per
year and the Moon moving away at about 3.8 cm a year. The Moon is no longer
slowing its rotation as it is in orbital synchronicity with the Earth. That means that it takes just as
long for it to rotate a full 360 degrees on its axis as it does to orbit once round the Earth. Will
the Moon move so far out that it may actually leave its orbit altogether? No worries; The Sun is
set to explode long before that!
http://www.math.nus.edu.sg/aslaksen/gem-projects/hm/0102-1-phase/ORIENTATIONOFTHEMOON.htm
Thursday, March 4, 2010 7
8. The Moon has a
Luna: Interior
crust (C) which is
around 60 km (37
miles) thick on the (red light)
near side and even
thicker on the far
side. The mantle
(B) extends down
to a depth of 1000
km (620 miles). A
semi-molten core
(A) is probably in
the centre...
http://www.nmm.ac.uk/server?show=conWebDoc.8024&setPaginate=No
Thursday, March 4, 2010 8
10. Our Moon’s Origin
and Evolution
http://videos.howstuffworks.com/hsw/9998-the-moon-formation-video.htm 3:32
Thursday, March 4, 2010 10
11. Luna Timeline
Years Ago Event
4.5 billion A Mars sized object (about 1/10th the mass of the
Earth) impacts the Earth.
4.5 billion The accretion of material thrown into orbit by the
impact forms the Moon. Massive impacts heat the
moon resulting in differentiation, but eventually a
crust forms over magma oceans.
3.8 billion Lowland basins fill with lava, forming the maria.
3.2 billion As the Moon continues to cool, volcanic activity
ceases. Meteorites impacts continue--but at an
ever decreasing rate--forming fresh craters and
lunar regolith.
(based on crater counting and radiometric dating)
Thursday, March 4, 2010 11
12. Lunar Impact Rate
http://muller.lbl.gov/pages/crateringrates.htm
Thursday, March 4, 2010 12
13. Current Impact Rates
http://woodahl.physics.iupui.edu/Astro100/12-25.jpg
Thursday, March 4, 2010 13
14. Notable Crater:
Tycho
http://antwrp.gsfc.nasa.gov/apod/ap050305.html
Thursday, March 4, 2010 14
15. Notable Crater: Tycho
Copernicus (upper left) and Tycho (lower right), each with extensive ray
systems of light colored debris blasted out by the crater-forming
impacts. In general, ray craters are relatively young as their rays overlay
the lunar terrain. In fact, at 85 kilometers wide, Tycho, with its far
reaching rays, is the youngest large crater on the nearside. Crater
Copernicus, surrounded by dark mare which contrast nicely with its
bright rays, is 93 kilometers in diameter.
http://antwrp.gsfc.nasa.gov/apod/ap050305.html
Thursday, March 4, 2010 15
16. Notable Crater: Tycho
• The 170 km Baptistina parent
body disrupted ~160 My ago in
the main asteroid belt and created
many fragments.
• Many of the 1-10 km fragments
reached a nearby resonance and
escaped to the terrestrial planet
region. A few hit the Earth and
Moon.
• These fragments likely produced
the ~65 My old Chicxulub
crater on Earth and the ~110 My
old Tycho crater on the Moon.
http://www.boulder.swri.edu/science.php
Thursday, March 4, 2010 16
17. Apollo Missions
http://www.lpi.usra.edu/lunar/missions/apollo/
Thursday, March 4, 2010 17
18. Ice (H2O) on the Moon
Surface Temperature
Day: 107°C (225°F)
Night: 153°C (-243°F)
The Moon has no
atmosphere...this means
[ice] will rapidly sublime
directly into water
vapor and escape into
space.... Over the course
of a lunar day (~29
Earth days), all regions
of the Moon are
exposed to sunlight
[unless you’re] in a
permanently shadowed
http://www.cmf.nrl.navy.mil/clementine/
area.
Thursday, March 4, 2010 18
19. You on The Moon
There is no atmosphere to speak of. You will be at the mercy of harmful
radiation and meteorites. The temperatures are extreme: 257°F days,
-283°F nights. You’ll weigh 1/6th what you do on Earth. (If you weigh
100 lbs on Earth, you’ll weigh only 17 lbs on the moon.)
A “day” will take about
29.5 Earth days. If you
can see the Earth, it will
be 1.9° on the sky (or
3 1/2 times larger than
the moon) and never
change its position in
the sky, but it will go
through phases. It took
the Apollo astronauts
about three days to get
to the moon. http://www.sciencedaily.com/releases/2007/02/070205130324.htm
Thursday, March 4, 2010 19
20. Luna
LACC §8.2, 4, 5
• Know Luna’s (Earth’s Moon) interior (mantle is
solid, core is unusually small) and origin
(impact theory)
• Know Luna’s (Earth’s Moon) surface features
(highlands, maria, craters, regolith, water ice!)
and age (highlands--4.4 billion, maria--3.5
billion; young crater vs old crater)
• Understand the Earth-Moon system: tides,
tide locked orbit
An attempt to answer the “big question”: what is
out there? Are we alone?
Thursday, March 4, 2010 20
21. LACC HW: Franknoi, Morrison, and Wolff,
Voyages Through the Universe, 3rd ed.
• Ch. 8, pp. 192-193: 14.
Due at the beginning of the next class period.
Be thinking about the Solar System Project.
Thursday, March 4, 2010 21
22. Mercury
LACC §8.2, 4, 5
• Know Mercury’s interior and origins
• Know Mercury’s surface features and age
• Understand the length of a Mercury day and
year
An attempt to answer the “big question”: what is
out there? Are we alone?
Thursday, March 4, 2010 22
23. Mercury: A Planet of Craters
This spectacular
image ... was snapped
[6 Oct 2008] ... about
90 minutes after
MESSENGER's closest
approach to Mercury,
when the spacecraft was
at a distance of about
27,000 kilometers
(about 17,000 miles)
http://science.nasa.gov/headlines/y2008/07oct_firstresults.htm
Thursday, March 4, 2010 23
24. Mercury: Size
Earth Mercury Luna
Diameter: 7926 mi 3032 mi 2160 mi
2.54 1.0 0.71
http://www.arcadiastreet.com/cgvistas/mercury_002.htm
Diameter:
Thursday, March 4, 2010 24
25. Mercury’s Interior
The metallic core extends from the center to a large fraction of the planetary
radius. Radar observations show that the core or outer core is molten.
Image credit: Nicolle Rager Fuller, National Science Foundation
http://www.jpl.nasa.gov/news/news.cfm?release=2007-050
Thursday, March 4, 2010 25
26. Mercury Timeline
http://www.5min.com/Video/Learn-about-The-Formation-of-
Years Ago Event the-Planet-Mercury-117568413 1:19
4.5 billion Mercury forms with an unusually large iron core,
either because few lighter elements could condense
so close to the sun, or because a catastrophic
impact ripped away most of its mantle
4.5 billion
The heat of accretion results in differentiation, but
eventually Mercury cools and a crust forms. As the
planet cools, it shrinks, forming scarps. Many
craters still exist from this period within Mercury’s
intercrater plains.
3.9 billion The smooth plains form until the crust becomes too
thick for vulcanism. The rate of impacts decreases.
(based on crater counting)
Thursday, March 4, 2010 26
27. Mercury: Intercrater Plains
vs Smooth Plains
Intercrater Plains w/ Old Craters Smooth Plains w/ Young Craters
Which surface is older? How can you tell?
http://photojournal.jpl.nasa.gov/targetFamily/Mercury?order=Mission&sort=ASC&start=200
Thursday, March 4, 2010 27
28. Mercury: Scarps
This scarp is about 350 km (220
mi) long and transects two
craters.... The maximum height of
the scarp south of the [lower]
crater is about 3 kilometers.
Notice the shallow older crater
perched on the crest of the scarp. Ridges, Scarps, Craters
http://photojournal.jpl.nasa.gov/targetFamily/Mercury?order=Mission&sort=ASC&start=200
Thursday, March 4, 2010 28
29. Mercury: Caloris Basin
The largest surface feature on Mercury is the Caloris Basin,
which resulted from a collision with an asteroid. The basin, which is more
that 1000 kilometers across, is visible as the large circular feature at the
bottom of the above photograph.
http://apod.nasa.gov/apod/ap960120.html
Thursday, March 4, 2010 29
30. Mercury:
3:2 Spin-Orbit Resonance
Sidereal rotational period = 58.7 d. (sidereal day)
Period of revolution = 88 d. (sidereal year)
“a day” = 176 c. (solar day)
2:3 ratio, spin orbit coupling (58.7/88 = 2/3)
Solar day = 3 sidereal days = 2 years
http://www.csulb.edu/~gordon/LectureNotes/Mercury.html
Thursday, March 4, 2010 30
31. You on Mercury
There is no atmosphere to speak
of. You will be at the mercy of
harmful radiation and meteorites.
The temperatures are the most
extreme in the solar system: 257°F
days, -283°F nights. (Lead melts at
622°F.) The sun is 1.4° on the sky
(or 3 times larger than on Earth)
and appears 6.7 times brighter. A
full “day” will take about 157 Earth
days. You’ll weigh just over a 1/3 of
what you do on Earth. (If you
weigh 100 lbs on Earth, you’ll
weigh only 38 lbs on Mercury.)
http://www.sci-fi-o-rama.com/2008/08/06/
chesley-bonestell-the-surface-of-mercury/
Thursday, March 4, 2010 31
32. Mercury
LACC §8.2, 4, 5
• Know Mercury’s interior (large iron core) and
origins (condensation vs impact theory)
• Know Mercury’s surface features (intercrater
planes, smooth planes, scarps, Caloris Basin)
and age (4.5 billion years)
• Understand the length of a Mercury day
(solar--157 days, sidereal--59 days) and
year (--88 days): spin-orbit resonance
An attempt to answer the “big question”: what is
out there? Are we alone?
Thursday, March 4, 2010 32
33. LACC HW: Franknoi, Morrison, and Wolff,
Voyages Through the Universe, 3rd ed.
• Ch. 8, pp. 192-193: 18.
• Ch 9: Tutorial Quiz accessible from: http://
www.brookscole.com/cgi-brookscole/course_products_bc.pl?
fid=M20b&product_isbn_issn=9780495017899&discipline_number=19
Due at the beginning of the next class period.
Be thinking about the Solar System Project.
Thursday, March 4, 2010 33