Showing posts with label tilt. Show all posts
Showing posts with label tilt. Show all posts

20120804

Presentation: jovian planets

Moons, rings, and belt-zones, oh my! (Video link: "Outer Space.")

Despite their fascinating moons and rings, in this presentation we will concentrate only on certain features of the jovian planets themselves, many of the details will be covered only in the textbook reading.

All of the jovian planets are composed primarily of hydrogen, but for the purposes of comparison we can group together Jupiter and Saturn as "gas giants," while Uranus and Neptune are grouped together as "ice giants," due to their weird warm slushy ice layers.

First, the gas giants: Jupiter and Saturn.

These are cylindrical maps of Jupiter and Saturn, if you unwrapped their exteriors and laid them flat by unrolling them. You are actually looking at the tops of their clouds, which are visibly more active and colorful on Jupiter than on Saturn. Let's investigate the reasons why weather on Jupiter is more active and bolder. (Video link: "PIA02863: Planetwide Color Movie.")

Jupiter is much more massive than Saturn, so the "turkey/cornish hen effect" discussed for terrestrial planets applies here as well--Jupiter retains much more core heat than Saturn.

The weather on jovian planets is driven by core heat, like these cups of coffee, one of which is steaming hot, while the other has been chilled in a refrigerator. Cream is poured into both cups, and the only stirring is due to convection currents (or lack thereof). What do you observe that lets you know which cup is hotter, and which is cooler? (Video link: "081126-1060756.")

Although core heat provides the energy for active weather patterns on Jupiter, sunlight is the energy for Jupiter's bolder cloud colors. Here are cross-sections of Jupiter's and Saturn's atmospheres (scale has been normalized for comparison), where the sun is shown at different sizes to represent the amount of energy each planet receives. The topmost clouds of both planets is identical in composition and color, but the clouds in Jupiter a warmed more by sunlight, and rise higher up than on Saturn, where clouds do not receive as much sunlight, and so sink lower in the atmosphere, where their colors are obscured.

So there are two distinct sources of energy that drive the weather in these gas giants--core heat (determined by mass), and sunlight (determined by distance from the sun) that make weather more active and colorful on Jupiter, and less active and hazy on Saturn.

Second, the ice giants: Uranus and Neptune.

Cylindrical maps of Uranus and Neptune, if you unwrapped their exteriors and laid them flat by unrolling them. (These approximate features visible to the naked eye, many images of Uranus and Neptune that show more features have been enhanced, or are other wavelengths such ultraviolet or infrared.)
Why does Neptune have more atmospheric circulation than Uranus?
(A) Neptune is closer to the sun.
(B) Neptune has more moons to exert tidal heating.
(C) Neptune is hotter.
(D) Neptune rotates faster.
(E) (Unsure/guessing/lost/help!)

This is interesting because Neptune is further from the sun than Uranus, so sunlight cannot be the energy source for Neptune's more active weather patterns, and they are approximately the same mass, so core heat does not seem to be the energy source that accounts for their differences in weather activity. What is markedly different is that Uranus' axis is drastically tilted over. Rotating on a tilted axis by itself should not be the cause for differences in weather activity, but it may stem from the cause of this tilted axis...

Consider a Cooper CoolerTM, which spins a bottle in a circulating ice water bath. This demonstrably chills faster than keeping a bottle still in an unstirred ice water bath. It is not the sideways rotation axis that is important here, but the continuous forced circulation that accounts for the faster cooling rate. A large impact hypothesis may explain not only how Uranus' axis was tilted over from being vertical (like all other planets, and the sun from the formation of the solar system) to sideways, but the stirring up of Uranus' interior during this large impact would have forced it to cool off faster, resulting in much less weather patterns than Neptune, which has retained more of its core heat. These large impacts in the early stages of planet-forming may indeed be very common, as seen with similar hypotheses for the formation of the moon and the disproportionally large core of Mercury. (Video link: "081108-1060446.")

20110910

Astronomy quiz question: cause of sun rise/set?

Astronomy 210 Quiz 1, fall semester 2011
Cuesta College, San Luis Obispo, CA

Earth's __________ causes the sun to rise and set, as seen by an observer in San Luis Obispo, CA.
(A) rotation.
(B) revolution.
(C) precession.
(D) tilt.
(E) (More than one of the above choices.)

Correct answer: (A)

Section 70160
Exam code: quiz01n8tE
(A) : 20 students
(B) : 1 student
(C) : 2 students
(D) : 3 students
(E) : 4 students

"Success level": 69% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.88

20110204

Astronomy quiz question: San Luis Obispo, CA equinox

Astronomy 210 Quiz 1, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

On a certain day an observer in San Luis Obispo, CA notices that there are 12 hours between sunrise and sunset. How soon after this date will there be 12 hours between sunrise and sunset?
(A) One month.
(B) Three months.
(C) Six months.
(D) Nine months.
(E) Twelve months.

Correct answer: (C)

12 hours between sunrise and sunset occurs on an equinox, either in March (vernal) or September (autumnal). The time between any type of equinox ("how soon after this date") is six months.

Section 30674
(A) : 5 students
(B) : 5 students
(C) : 25 students
(D) : 1 student
(E) : 6 students

"Success level": 62% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.69

Section 30676
(A) : 3 students
(B) : 3 students
(C) : 34 students
(D) : 0 students
(E) : 10 students

"Success level": 71% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.42

20101020

Astronomy midterm question: orbital eccentricity as reason for the seasons?

Astronomy 210 Midterm 1, Fall Semester 2010
Cuesta College, San Luis Obispo, CA

[20 points.] A Harvard undergraduate student was interviewed just after his commencement ceremony to explain the causes of the seasons:
I think the seasons happen because as Earth travels around the sun, it gets nearer to the sun, which produces warmer weather, and [Earth] gets farther away [from the sun] which produces colder weather.
--A Private Universe, Science Media Group, Harvard University/Smithsonian Institution, Cambridge, MA (1989), http://www.youtube.com/watch?v=p0wk4qG2mIg.
With the assumption that this explanation is correct, discuss the type of seasons that an observer in San Luis Obispo, CA (above the equator) will experience compared to an observer in Sydney, Australia (below the equator). Support your answer using a diagram showing the positions of the sun, Earth, and observers above and below the equator.

Solution and grading rubric:
  • p = 20/20:
    Correct. Discusses that if the variation in sun-Earth distance is the cause of seasons (regardless of tilt), then SLO and Sydney will essentially experience the same seasons at the same time.
  • r = 16/20:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. Some discussion of the student's assertion that distance is the cause of seasons, but emphasis on disproving student's assertion rather than on discussion of the seasons resulting from if the assertion were true. May have minor errors or inclusion of unrelated factors.
  • t = 12/20:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. Explains (correctly with a diagram) how Earth's tilt causes SLO and Sydney to have opposite seasons, but does not discuss the type of seasons that SLO and Sydney will experience if the student's assertion that distance is the cause of seasons is true.
  • v = 8/20:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. As (t), but diagram or explanation of the effect of tilt on seasons is problematic.
  • x = 4/20:
    Implementation/application of ideas, but credit given for effort rather than merit.
  • y = 2/20:
    Irrelevant discussion/effectively blank.
  • z = 0/20:
    Blank.
Grading distribution:
Section 70158
p: 18 students
r: 5 students
t: 19 students
v: 5 students
x: 0 students
y: 0 students
z: 0 students

A sample "p" response (from student 4242):

A sample "t" response (from student 1134):

20100209

Astronomy quiz question: astrological sun-sign date discrepancy

Astronomy 210 Quiz 1, Spring Semester 2010
Cuesta College, San Luis Obispo, CA

Earth's __________ causes the discrepancy between astrological sun-sign dates and the dates when the sun is actually in front of certain zodiac constellations.
(A) rotation.
(B) revolution.
(C) precession.
(D) tilt.

Correct answer: (C)

Section 30676
(A) : 6 students
(B) : 20 students
(C) : 45 students
(D) : 9 students

Success level: 59% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.69