Showing posts with label geology. Show all posts
Showing posts with label geology. Show all posts

20141213

Astronomy midterm question: habitability of Mars forming closer to the sun

Astronomy 210 Midterm 2, fall semester 2014
Cuesta College, San Luis Obispo, CA

An astronomy question on an online discussion board[*] was asked:
Pd: If Mars had originally formed closer to the sun, would it be more habitable today?
qu: Mars closer to the sun would be warmer, but actually less habitable with less water and atmosphere.
Discuss how Mars forming closer to the sun would have less water and atmosphere today, and how you know this. Explain using the properties of planet mass, atmosphere, and geological activity.

[*] answers.yahoo.com/question/index?qid=20141101111207AAt4Wdm.

Solution and grading rubric:
  • p:
    Correct. Discusses why both statements are correct about Mars located closer to the sun and being warmer would result in:
    1. less water, due to warmer temperatures evaporating all available water (or ultraviolet light breaking apart water molecules);
    2. less atmosphere, as warmer temperatures would allow atmosphere molecules to move faster and more easily escape from Mars' weak gravity.
  • r:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. One of the two points (1)-(2) correct, other is problematic/incomplete.
  • t:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. Both points (1)-(2) problematic/incomplete, or one is correct while the other is garbled/missing.
  • v:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least attempts to use relationships between planet location and mass with atmosphere temperature and retention.
  • x:
    Implementation/application of ideas, but credit given for effort rather than merit. Discussion not clearly based on relationships between planet location and mass with atmosphere temperature and retention.
  • y:
    Irrelevant discussion/effectively blank.
  • z:
    Blank.
Grading distribution:
Section 70158
Exam code: midterm02s0vA
p: 10 students
r: 4 students
t: 18 students
v: 10 students
x: 3 students
y: 0 students
z: 0 students

Section 70160
Exam code: midterm02n4Rs
p: 7 students
r: 6 students
t: 15 students
v: 2 students
x: 3 students
y: 0 students
z: 0 students

A sample "p" response (from student 1123):

A sample "x" response (from student):

20140511

Astronomy midterm question: Martian volcanoes reactivating?

Astronomy 210 Midterm 2, spring semester 2014
Cuesta College, San Luis Obispo, CA

An astronomy question on an online discussion board[*] was asked and answered:
py: What would happen if Mars' volcanoes became active again? Like if all of the sudden Olympus Mons just exploded and melted the ice caps? Would Mars' climate become more like Earth's?
Al: (a) It would be impossible for Mars' volcanoes to become active again, but (b) if they could become active, Mars' climate would then become more Earth-like.
Discuss why both these answers (a)-(b) are correct, and how you know this. Explain using the properties of greenhouse gases and geological activity.

[*] Adapted from https://answers.yahoo.com/question/index?qid=20110615233622AAjIa8s.

Solution and grading rubric:
  • p = 20/20:
    Discusses why both statements are correct: (a) Mars' volcanic activity has ceased because there is no heat left in its small core, which caused it to cool off rapidly; and (b) if there was an increase in volcanic activity, outgassing and melting of polar ice caps would introduce more carbon dioxide and water vapor greenhouse gases, allowing Mars to retain more heat from the sun and increase its atmospheric temperatures.
  • r = 16/20:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. One of two points (a)-(b) correct, other is problematic/incomplete.
  • t = 12/20:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. Both points (a)-(b) problematic/incomplete, or one point correct while other is missing.
  • v = 8/20:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least understands factors that contribute to (lack of) volcanic activity and greenhouse effect.
  • x = 4/20:
    Implementation/application of ideas, but credit given for effort rather than merit. Discusses factors other than relevant to geological activity and greenhouse effect.
  • y = 2/20:
    Irrelevant discussion/effectively blank.
  • z = 0/20:
    Blank.
Grading distribution:
Section 30674
Exam code: midterm02n4iL
p: 10 students
r: 6 students
t: 8 students
v: 2 students
x: 2 students
y: 0 students
z: 0 students

Section 30676
Exam code: midterm02sh7F
p: 18 students
r: 5 students
t: 12 students
v: 7 students
x: 0 students
y: 0 students
z: 0 students

A sample "p" response (from student 0123):

Another sample "p" response (from student 7342):

A sample "t" response (from student 1378), only discussing why Mars' volcanoes cannot erupt again:

Another sample "t" response (from student 6620), only discussing the effect of volcanic eruptions on Mars' climate:

20120802

Presentation: the impacted worlds

The Apollo 16 mission to the moon--good times. But was there a scientifically sound reason to go to the moon? (Video link: "John Young's Lunar Salute on Apollo 16.")

After the previous presentation on Earth, we now turn to the terrestrial planets most different from Earth: Mercury, and the moon (not a planet), which are very similar in some aspects, and also very different. In the next presentation we will discuss the terrestrial planets most similar to Earth: Venus and Mars.

First: similarities and differences in their surface features.

At first glance, the moon and Mercury appear much alike, with similar colors, and covered with impact craters.

Taking a closer look at the moon, there are the lighter-colored highlands, which are completely covered with impact craters upon impact craters; and the darker-colored flat lava plains (maria, due to their passing resemblance to oceans), which fill in large impact crater basins, and the maria are themselves covered with a sprinkling of small impact craters.
Which feature on the moon is the youngest?
(A) Craters partially filled in with flat lava plains.
(B) Craters on top of flat lava plains.
(C) Flat lava plains.
(D) (There is a tie.)
(E) (Unsure/guessing/lost/help!)
What did you observe in this slide that tells you that your answer is correct? Video link: "Moon Images Shot by the Onboard HDTV of the KAGUYA.")

This was a major goal of the Apollo moon missions--to verify this hypothesis of which features on the moon are oldest to youngest. Landings occurred on the maria to gather and bring back rocks for analysis on Earth, with side trips to the small impact craters located there, and then to the highlands in later landings.

Now for a close-up on Mercury, where there are also highlands saturated with impact craters, lava-filled lowlands (which are more nearly the same color as the highlands than on the moon), and interestingly long, curving ridges (sometimes called rupes or rilles that pass through the highlands and lowlands.
Which feature on Mercury is the youngest?
(A) Lava-filled lowlands.
(B) Large crater basins.
(C) Long curving ridges.
(D) (There is a tie.)
(E) (Unsure/guessing/lost/help!)
What did you observe in this slide that tells you that your answer is correct? How do you know that the long curving ridges are neither midocean rises nor subduction zones associated with tectonic motion?

Although we have never landed on any terrestrial planet beyond Earth, we have a very good understanding of which features on Mercury are oldest to youngest because of the groundwork established for similar structures on the moon. Video link: "A...Movie of Mercury's Surface.")

Second, cores and catastrophes.

If the moon and Mercury had formed in the same manner as Earth, then they would be expected to have the proportionally the same size cores as Earth (shown outlined in white in these cross-sections). The sizes of the cores of the moon and Mercury can be measured from studies of the gravitational fields, and it is found that the moon has a core that is smaller than expected for its size (making it nearly all crust), while Mercury has a core that is larger than expected for its size, meaning that its crust is quite small.

Recall from the "turkey/cornish hen effect" that small objects cool off faster than larger objects, such that the cores of the moon and Mercury will have cooled off faster than all the other terrestrial planets. This explains their lack of geological activity today, and why most of their impact craters are still intact, unchanged by the brief amount of lava flows when they were still geological active.

The very thin crust of Mercury suggests that the long curving ridges on its surface are the result of its large core cooling and shrinking, such that the crust wrinkles up, much like the skin of an apple as its insides dry out and shrink.

But what made the core of the moon so small, and Mercury's core so large?

The hypothesis best supported by evidence so far for the origin of the moon involves a large impact between two planetesimals. The larger object on the right is not really Earth, and the smaller object on the left is not really the moon. But together as they collide in the early stages of our solar system formation, these two bodies will become Earth and the moon. (Video link: "Planetary Smash-Up.")

The bulk of these two objects will combine to form Earth, with most of their cores and the surrounding crust melting, then coalescing. (Video link: "Planetary Smash-Up.")

However, the outer layers the vaporized off of both of these objects contains mostly crust material, and very little core material. This is the stuff that will eventually coalesce and form the moon in orbit around Earth, and the samples brought back from the moon by the Apollo missions best support this scenario over many other historical theories of the formation of the moon. (Video link: "Planetary Smash-Up.")

And early planetesimal collisions in the early solar system may have been very common, as a similar scenario has the cores of two objects colliding forming Mercury's core. The difference here is that the outer layers that are vaporized mostly escape, due to the weaker gravitational pull of proto-Mercury, such that there was no crust material captured to give Mercury a moon, and even the crust that was captured was not very much, giving proto-Mercury a very thin layer around its sizable core. However, other evidence suggests that Mercury could not have formed from a large impact--as its crust material is volatile (easily vaporized), such that it would not have stuck around to reform a crust after a large impact event. How to resolve two contradictory theories, each supported by different pieces of evidence...gather more evidence?

20081116

Folded mountain range analog

081115-1060592
http://www.flickr.com/photos/waiferx/3032576847/
Originally uploaded by Waifer X

Carpet wrinkles, simulating a folded mountain range due to motion caused by plate tectonics.

20080305

Astronomy clicker question: Moon feature age

Astronomy 10, Spring Semester 2008
Cuesta College, San Luis Obispo, CA

Astronomy 10 learning goal Q5.1

Students were asked the following clicker question (Classroom Performance System, einstruction.com) in the middle of their learning cycle:

[0.3 points.] List the following features on the Moon from oldest to youngest:
I. Craters partially filled in with flat lava plains.
II. Craters on top of flat lava plains.
III. Flat lava plains.

(A) I, III, II.
(B) III, I, II.
(C) II, I, III.
(D) III, II, I.

Correct answer: not revealed yet (see discussion below).

Student responses
Section 4160
(A) : 4 students
(B) : 10 students
(C) : 18 students
(D) : 2 students

Section 5166
(A) : 22 students
(B) : 9 students
(C) : 13 students
(D) : 9 students

After showing the lack of consensus in their replies, students were asked to discuss their responses with each other before responding again.

Student responses
Section 4160
(A) : 5 students
(B) : 9 students
(C) : 11 students
(D) : 9 students

Section 5166
(A) : 19 students
(B) : 9 students
(C) : 9 students
(D) : 18 students

Correct answer: (A)

It is easiest to start with the flat lava plains for comparison, which represent the lunar maria. The craters on top of the flat lava plains are newer than the maria, while the craters partially filled in with lava are older than the maria.

Students did not successfully attain the correct answer after conferring with each other. Note that response (D) gained the most from pre- to post-discussion, interestingly enough.