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Abstracts of reports which summarize work conducted by Planetology Program Principal Investigators are presented. Full reports of selected abstracts were presented to the annual meeting of Planetology Program Principal Investigators at the Center for Astrogeology, U.S. Geological Survey, Flagstaff, Arizona, March 8, 9, 19, 1976.
This session will engage participants in a hands‐on activity that uses stunning NASA imagery from space to help participants gain an understanding of how scientists use Earth to gain a better understanding of other planetary bodies in the solar system. Participants will make observations, develop identification criteria, and use evidence to justify inferences made about processes sculpting the surface of different planetary worlds. Participants will also "build" a comparative planetology feature wall that will facilitate a comparative view of major geologic processes and features across the inner solar system. This session will highlight additional comparative planetology activities and demonstrate how the use of authentic data and imagery can help facilitate student‐led research in the classroom, helping teachers address the Next Generation Science Standards.
Isotope geochemistry has played a critical role in understanding processes at work in and the history of solar system bodies. Application of these techniques to exoplanets would be revolutionary and would allow comparative planetology with the formation and evolution of exoplanet systems. The roadmap for comparative planetology of the origins and workings of exoplanets involves isotopic geochemistry efforts in three areas: (1) technology development to expand observations of the isotopic composition of solar system bodies and expand observations to isotopic composition of exoplanet atmospheres; (2) theoretical modeling of how isotopes fractionate and the role they play in evolution of exoplanetary systems, atmospheres, surfaces and interiors; and (3) laboratory studies to constrain isotopic fractionation due to processes at work throughout the solar system.
Planetology studies in 1965 by space probes, ground-based observations, and theoretical studies
Planetology, terrestrial geochemistry and geophysics, impact cratering and metamorphism, lunar probes, stony-iron meteorites, and tektites - literature review for 1967
Planetology research in 1967, with data on planet atmospheres and origins, moon, meteorites, impact cratering, and metamorphism
Spacecraft, experiment, and data sets are presented of lunar explorations. Apollo lunar surface experiments are listed and brief discriptions are included. Areas of data include: astronomy, meteorology, planetology, and solar physics.
Comparative planetological analyses of cratering and geomorphological processes were researched, with emphasis on the Martian surface. Asteroid fragmentation processes and collisional evolution were also investigated.
The state of knowledge concerning the asteroids is reviewed and discussed in terms of the relationship of the asteroids with other solar system bodies. The data on spectral reflectances of asteroids are examined, and their implications for comparative planetology are discussed.
Research supported wholly or in part by NASA's Planetary Programs Office is summarized. Topics covered include: the evaporation of ice in planetary atmospheres: ice-covered rivers on Mars; reducing greenhouses and the temperature history of Earth and Mars; particle motion on Mars inferred from the Viking Lander cameras; the nature and visibility of crater-associated streaks on Mars; the equilibrium figure of Phobos and other small bodies; striations on Phobos; radiation pressure and Poynting-Robertson drag for small spherical particles; direct imaging of extra-solar planets with stationary occultations; the relation between planetology and conventional astrophysics; remote spectral studies and in situ X-ray fluorescence analysis of the Martian surface; small channels on Mars; junction angles of Martian channels; constraints on Aeolian phenomena on Mars; the geology of Mars; and the flow of erosional debris on the Martian terrain.
Papers were presented at the 47th Annual Meteoritical Society Meeting on the Comparative planetology of Terrestrial Planets. Subject matter explored concerning terrestrial planets includes: interrelationships among planets; plaentary evolution; planetary structure; planetary composition; planetary Atmospheres; noble gases in meteorites; and planetary magnetic fields.
For experimentation, space offers a unique environment which is unobtainable on Earth. One characteristic is a gravity force less than 1 g, where g is the mean Earth gravity acceleration of 9.8 m/sq s. The production of uniform gravity levels above zero g in space is discussed in relationship to experimental needs. For planetology experiments, providing gravity in space will make it possible to more nearly simulate conditions on natural bodies. The g-level is but one parameter involved in the design of a specific experiment. Other requirements may be: g-level range; g-level tolerance value; Coriolis tolerance value; volume requirement; g-level duration; power and materials for the experiment; and automated or man-tended operation. These requirements, and certainly others, will dictate the type of facility which should be considered. The use of the Space Station or the Tethered Satellite System configurations is discussed.
For experimentation, space offers an environment which is unobtainable on earth. One characteristic is a gravity force less than 1 g, where g is the mean earth gravity acceleration of 9.8 m/sq s. The production of uniform gravity levels above zero g in space is discussed in relationship to experimental needs. For planetology experiments, providing gravity in space will make it possible to more nearly simulate conditions on natural bodies. The g-level is but one parameter involved in the design of a specific experiment. Other requirements may be: g-level range; g-level tolerance value; Coriolis tolerance value; volume requirement g-level duration; power and materials for the experiment; and automated or man-tended operations. These requirements, and certainly others, will dictate the type of facility which should be considered. The use of the Space Station of the Tethered Satellite System configurations is discussed.
The element lithium is observed to be underabundant in the Sun by a factor of approx. equal to 100. To account for this depletion, Boothroyd et al. (Ap. J., in press 1991) proposed a model in which the Sun's zero-age-main-sequence mass was approx. 1.1 solar magnitude. If this is the explanation for the lithium depletion, then astronomical observations of F/G dwarfs in clusters suggest that the timescale for mass loss is approx. equal to 0.6 Gyr. Assuming this approximate timescale, the authors investigated several planetological implications of the astrophysical model.
The Planetary Geodynamics Laboratory (http://geodynamics.gsfc.nasa.gov) of NASA s Goddard Space Flight Center designed, produced and recently delivered a "museum-friendly" version of GRIDVIEW, a grid visualization and analysis application, to the Smithsonian's National Air and Space Museum where it will be used in a guided comparative planetology education exhibit. The software was designed to enable museum visitors to interact with the same Earth and Mars topographic data and tools typically used by planetary scientists, and experience the thrill of discovery while learning about the geologic differences between Earth and Mars.
To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an "allinclusive" comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting research. Designed as an entry level research engagement investigation, the activity introduces, illustrates, and teaches the skills involved in each step of the research process. Students use astronaut photos, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as well as remote sensing imagery of other planetary worlds. By including all the necessary tools to complete the investigation, students can focus on gaining experience in the process of science. Additionally, students are able to extend their experience of modeling the skills and practices of scientists through the opportunity to request new data of Earth from the ISS. Professional development offered through in-person and webinar trainings, along with the resources provided, enable educators to gain first-hand experience implementing a structured research investigation in the classroom. Through data and feedback collected from teachers, this type of "all-inclusive" investigation activity aims to become a model that can be utilized for other research topics and STEM disciplines.
Geochemical data and orbital photography from Apollo, Mariner, and Venera missions were combined with terrestrial geologic evidence to study the problem of why the earth has two contrasting types of crust (oceanic and continental). The following outline of terrestrial crustal evolution is proposed. A global crust of intermediate to acidic composition, high in aluminum, was formed by igneous processes early in the earth's history; portions survive in some shield areas as granitic and anorthositic gneisses. This crust was fractured by major impacts and tectonic processes, followed by basaltic eruptions analogous to the lunar maria and the smooth plains of the north hemisphere of Mars. Seafloor spreading and subduction ensued, during which portions of the early continental crust and sediments derived therefrom were thrust under the remaining continental crust. The process is exemplified today in regions such as the Andes/Peru-Chile trench system. Underplating may have been roughly concentric, and the higher radioactive element content of the underplated sialic material could thus eventually cause concentric zones of regional metamorphism and magmatism.
The value of synoptic imaging of the planets is reported. The advantage of the Large Space Telescope, as compared with ground-based telescopes and planetary orbiters and flybys, is discussed. Desirable LST camera parameters and observing strategies are considered from the standpoint of synoptic imaging.