Sample records for astrogeology
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The U.S. Geological Survey Astrogeology Science Center
Kestay, Laszlo P.; Vaughan, R. Greg; Gaddis, Lisa R.; Herkenhoff, Kenneth E.; Hagerty, Justin J.
2017-07-17
In 1960, Eugene Shoemaker and a small team of other scientists founded the field of astrogeology to develop tools and methods for astronauts studying the geology of the Moon and other planetary bodies. Subsequently, in 1962, the U.S. Geological Survey Branch of Astrogeology was established in Menlo Park, California. In 1963, the Branch moved to Flagstaff, Arizona, to be closer to the young lava flows of the San Francisco Volcanic Field and Meteor Crater, the best preserved impact crater in the world. These geologic features of northern Arizona were considered good analogs for the Moon and other planetary bodies and valuable for geologic studies and astronaut field training. From its Flagstaff campus, the USGS has supported the National Aeronautics and Space Administration (NASA) space program with scientific and cartographic expertise for more than 50 years.
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Belhaï, D.; Chennaoui-Aoudjehane, H.; Baratoux, D.; Ferrière, L.; Lamali, A.; Sahoui, R.; Lambert, P.; Ayadi, A.
2017-09-01
We present a report about the fourth Arab Impact Cratering and Astrogeology Conference (AICAC IV) that took place in Algiers at the USTHB (Université des Sciences et Technologie Houari Boumedienne, Algiers, Algeria) in the presence of the presidents of the USTHB and Boumerdès Universities, the Director of CRAAG (Centre de Recherche en Astronomie, Astrophysique et Géophysique), and the General Director of the National Administration for Scientific Research (NASR/DGRSDT). This series of conferences aims to promote research interest for impact cratering in the Arab world and beyond, including for instance in African countries. In spite of persistently restraining travel measures to Algeria, the fourth edition held in Algiers was marked by continuous international participation, with participants from seven different countries. This conference focused on presentations of scientific results in the research fields related to planetology, meteorites, and impact craters. In particular, the Algerian impact structures were under the spotlights during both oral and poster sessions. During this conference, the presence of freshly graduated Ph.D. students and new Ph.D. projects related to impact cratering or meteoritic science was a positive sign for the consolidation of research groups in this domain in the Arab world and Africa. Therefore, international cooperation or external support and funding are still needed to ensure the development of this scientific discipline in this part of the world.
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International Nuclear Information System (INIS)
Dey, A.K.
1976-01-01
The science of the moon, called selenology, has been explained. Lunar surface studies, carried out with the help of experiments conducted by the lunar space-crafts orbiting or landing on the moon are described. Observations made on the nature of the lunar surface, age etc. are reported. (K.B.)
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Planetary Exploration Education: As Seen From the Point of View of Subject Matter Experts
Milazzo, M. P.; Anderson, R. B.; Gaither, T. A.; Vaughan, R. G.
2016-12-01
Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) was selected as one of 27 new projects to support the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice. Our goal is to develop and disseminate out-of-school time (OST) curricular and related educator professional development modules that integrate planetary science, technology, and engineering. We are a partnership between planetary science Subject Matter Experts (SMEs), curriculum developers, science and engineering teacher professional development experts and OST teacher networks. The PLANETS team includes the Center for Science Teaching and Learning (CSTL) at Northern Arizona University (NAU); the U.S. Geological Survey (USGS) Astrogeology Science Center (Astrogeology), and the Boston Museum of Science (MOS). Here, we present the work and approach by the SMEs at Astrogeology. As part of this overarching project, we will create a model for improved integration of SMEs, curriculum developers, professional development experts, and educators. For the 2016 and 2017 Fiscal Years, our focus is on creating science material for two OST modules designed for middle school students. We will begin development of a third module for elementary school students in the latter part of FY2017. The first module focuses on water conservation and treatment as applied on Earth, the International Space Station, and at a fictional Mars base. This unit involves the science and engineering of finding accessible water, evaluating it for quality, treating it for impurities (i.e., dissolved and suspended), initial use, a cycle of greywater treatment and re-use, and final treatment of blackwater. The second module involves the science and engineering of remote sensing as it is related to Earth and planetary exploration. This includes discussion and activities related to the electromagnetic spectrum, spectroscopy and various remote sensing systems and techniques. In
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An online planetary exploration tool: ;Country Movers;
Gede, Mátyás; Hargitai, Henrik
2017-08-01
Results in astrogeologic investigations are rarely communicated towards the general public by maps despite the new advances in planetary spatial informatics and new spatial datasets in high resolution and more complete coverage. Planetary maps are typically produced by astrogeologists for other professionals, and not by cartographers for the general public. We report on an application designed for students, which uses cartography as framework to aid the virtual exploration of other planets and moons, using the concepts of size comparison and travel time calculation. We also describe educational activities that build on geographic knowledge and expand it to planetary surfaces.
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A half-century of terrestrial analog studies: From craters on the Moon to searching for life on Mars
Léveillé, Richard
2010-03-01
Terrestrial analogs to the Moon and Mars have been used to advance knowledge in planetary science for over a half-century. They are useful in studies of comparative geology of the terrestrial planets and rocky moons, in astronaut training and testing of exploration technologies, and in developing hypotheses and exploration strategies in astrobiology. In fact, the use of terrestrial analogs can be traced back to the origins of comparative geology and astrobiology, and to the early phases of the Apollo astronaut program. Terrestrial analog studies feature prominently throughout the history of both NASA and the USGS' Astrogeology Research Program. In light of current international plans for a return missions to the Moon, and eventually to send sample return and manned missions to Mars, as well as the recent creation of various analog research and development programs, this historical perspective is timely.
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Testing geoscience data visualization systems for geological mapping and training
Head, J. W.; Huffman, J. N.; Forsberg, A. S.; Hurwitz, D. M.; Basilevsky, A. T.; Ivanov, M. A.; Dickson, J. L.; Senthil Kumar, P.
2008-09-01
Traditional methods of planetary geological mapping have relied on photographic hard copy and light-table tracing and mapping. In the last several decades this has given way to the availability and analysis of multiple digital data sets, and programs and platforms that permit the viewing and manipulation of multiple annotated layers of relevant information. This has revolutionized the ability to incorporate important new data into the planetary mapping process at all scales. Information on these developments and approaches can be obtained at http://astrogeology.usgs. gov/ Technology/. The processes is aided by Geographic Information Systems (GIS) (see http://astrogeology. usgs.gov/Technology/) and excellent analysis packages (such as ArcGIS) that permit co-registration, rapid viewing, and analysis of multiple data sets on desktop displays (see http://astrogeology.usgs.gov/Projects/ webgis/). We are currently investigating new technological developments in computer visualization and analysis in order to assess their importance and utility in planetary geological analysis and mapping. Last year we reported on the range of technologies available and on our application of these to various problems in planetary mapping. In this contribution we focus on the application of these techniques and tools to Venus geological mapping at the 1:5M quadrangle scale. In our current Venus mapping projects we have utilized and tested the various platforms to understand their capabilities and assess their usefulness in defining units, establishing stratigraphic relationships, mapping structures, reaching consensus on interpretations and producing map products. We are specifically assessing how computer visualization display qualities (e.g., level of immersion, stereoscopic vs. monoscopic viewing, field of view, large vs. small display size, etc.) influence performance on scientific analysis and geological mapping. We have been exploring four different environments: 1) conventional
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Preliminary results of oxygen isotope ratio measurement with a particle-gamma coincidence method
Energy Technology Data Exchange (ETDEWEB)
Borysiuk, Maciek, E-mail: maciek.borysiuk@pixe.lth.se; Kristiansson, Per; Ros, Linus; Abdel, Nassem S.; Elfman, Mikael; Nilsson, Charlotta; Pallon, Jan
2015-04-01
The possibility to study variations in the oxygen isotopic ratio with photon tagged nuclear reaction analysis (pNRA) is evaluated in the current work. The experiment described in the article was performed at Lund Ion Beam Analysis Facility (LIBAF) with a 2 MeV deuteron beam. Isotopic fractionation of light elements such as carbon, oxygen and nitrogen is the basis of many analytical tools in hydrology, geology, paleobiology and paleogeology. IBA methods provide one possible tool for measurement of isotopic content. During this experimental run we focused on measurement of the oxygen isotopic ratio. The measurement of stable isotopes of oxygen has a number of applications; the particular one driving the current investigation belongs to the field of astrogeology and specifically evaluation of fossil extraterrestrial material. There are three stable isotopes of oxygen: {sup 16}O, {sup 17}O and {sup 18}O. We procured samples highly enriched with all three isotopes. Isotopes {sup 16}O and {sup 18}O were easily detected in the enriched samples, but no significant signal from {sup 17}O was detected in the same samples. The measured yield was too low to detect {sup 18}O in a sample with natural abundances of oxygen isotopes, at least in the current experimental setup, but the spectral line from the reaction with {sup 16}O was clearly visible.
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Clark, J.; Bloom, N.
2017-12-01
Data driven design practices should be the basis for any effective educational product, particularly those used to support STEM learning and literacy. Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) is a five-year NASA-funded (NNX16AC53A) interdisciplinary and cross-institutional partnership to develop and disseminate STEM out-of-school time (OST) curricular and professional development units that integrate planetary science, technology, and engineering. The Center for Science Teaching and Learning at Northern Arizona University, the U.S. Geological Survey Astrogeology Science Center, and the Museum of Science Boston are partners in developing, piloting, and researching the impact of three out of school time units. Two units are for middle grades youth and one is for upper elementary aged youth. The presentation will highlight the data driven development process of the educational products used to provide support for educators teaching these curriculum units. This includes how data from the project needs assessment, curriculum pilot testing, and professional support product field tests are used in the design of products for out of school time educators. Based on data analysis, the project is developing and testing four tiers of professional support for OST educators. Tier 1 meets the immediate needs of OST educators to teach curriculum and include how-to videos and other direct support materials. Tier 2 provides additional content and pedagogical knowledge and includes short content videos designed to specifically address the content of the curriculum. Tier 3 elaborates on best practices in education and gives guidance on methods, for example, to develop cultural relevancy for underrepresented students. Tier 4 helps make connections to other NASA or educational products that support STEM learning in out of school settings. Examples of the tiers of support will be provided.
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Edgar, L. A.; Anderson, R. B.; Gaither, T. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.
2017-12-01
"Water in the Solar System" is an out-of-school time (OST) science education activity for middle school students that was developed as part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project. The PLANETS project was selected in support of the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice, with the goal of developing and disseminating OST curriculum and related professional development modules that integrate planetary science, technology, and engineering. "Water in the Solar System" is a science activity that addresses the abundance and availability of water in the solar system. The activity consists of three exercises based on the following guiding questions: 1) How much water is there on the Earth? 2) Where can you find water in the solar system? and 3) What properties affect whether or not water can be used by astronauts? The three exercises involve a scaling relationship demonstration about the abundance of useable water on Earth, a card game to explore where water is found in the solar system, and a hands-on exercise to investigate pH and salinity. Through these activities students learn that although there is a lot of water on Earth, most of it is not in a form that is accessible for humans to use. They also learn that most water in the solar system is actually farther from the sun, and that properties such as salinity and pH affect whether water can be used by humans. In addition to content for students, the activity includes background information for educators, and links to in-depth descriptions of the science content. "Water in the Solar System" was developed through collaboration between subject matter experts at the USGS Astrogeology Science Center, and curriculum and professional development experts in the Center for Science Teaching and Learning at Northern Arizona University. Here we describe our process of curriculum development, education objectives of
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The Role of NASA's Planetary Data System in the Planetary Spatial Data Infrastructure Initiative
Arvidson, R. E.; Gaddis, L. R.
2017-12-01
://pds-imaging.jpl.nasa.gov/search/), the Orbital Data Explorers (http://ode.rsl.wustl.edu/), and the Planetary Image Locator Tool (PILOT, https://pilot.wr.usgs.gov/); the latter offers ties to the Integrated Software for Imagers and Spectrometers (ISIS), the premier planetary cartographic software package from USGS's Astrogeology Science Team.
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Planetary Nomenclature: An Overview and Update for 2017
Gaither, Tenielle; Hayward, Rose; IAU Working GroupPlanetary System Nomenclature
2017-10-01
database and the naming process can be sent to Rosalyn Hayward, USGS Astrogeology Science Center, 2255 N. Gemini Dr., Flagstaff, AZ 86001, or by email to rhayward@usgs.gov.
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Anderson, R. B.; Gaither, T. A.; Edgar, L. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.
2017-12-01
the USGS Astrogeology Science Center and education experts from the Northern Arizona University Center for Science Teaching and Learning. It works as either a stand-alone activity or as an extension of the "Worlds Apart" Engineering is Everywhere unit, also developed as part of the PLANETS project in collaboration with the Boston Museum of Science.
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Vaughan, R. G.; Meyer, N.; Anderson, R. B.; Sokol, K.; Nolan, B.; Edgar, L. A.; Gaither, T. A.; Milazzo, M. P.; Clark, J.
2017-12-01
"In Good Hands: Engineering Space Gloves" is a new Engineering Adventures® curriculum unit created for students in grades 3-5 in out-of-school time programs. It was designed and created by the Engineering is Elementary® team at the Museum of Science in Boston, MA, in collaboration with subject matter experts at the USGS Astrogeology Science Center and teacher professional development experts at Northern Arizona University's Center for Science Teaching and Learning. As part of the NASA-funded PLANETS (Planetary Learning that Advances the Nexus of Engineering, Technology, and Science) project, the goals for this unit are to introduce students to some of the potential hazards that would be faced by astronauts exploring planetary bodies in the solar system, and to engage students in thinking about how to engineer solutions to these challenges. Potential human health hazards in planetary exploration include: little to no breathable oxygen, exposure to extreme temperatures and pressures, radiation, dusty or toxic environments, and/or high velocity debris. First, students experiment with gloves made of different materials to accomplish tasks like picking up paper clips, entering numbers on a calculator, and using simple tools, while also testing for insulating properties, protection from crushing forces, and resistance to dust contamination. Students explore the trade-offs between form and multiple desired functions, and gain an introduction to materials engineering. Students are then presented with three different missions. Mission 1 is to collect and return a sample from Saturn's moon, Titan; Mission 2 is mining asteroids for useful minerals; and Mission 3 is to build a radio tower on the far side of Earth's moon. Each of these missions exhibits different potential hazards. Based on their previous experiments with different types of glove materials, students develop and test glove designs that will protect astronauts from mission-specific hazards, while still
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Planetary Science Educational Materials for Out-of-School Time Educators
Barlow, Nadine G.; Clark, Joelle G.
2017-10-01
Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) is a five-year NASA-funded (NNX16AC53A) interdisciplinary and cross-institutional partnership to develop and disseminate STEM out-of-school time (OST) curricular and professional development units that integrate planetary science, technology, and engineering. The Center for Science Teaching and Learning (CSTL) and Department of Physics and Astronomy (P&A) at Northern Arizona University, the U.S. Geological Survey Astrogeology Science Center (USGS ASC), and the Museum of Science Boston (MoS) are partners in developing, piloting, and researching the impact of three out-of-school time units. Planetary scientists at USGS ASC and P&A have developed two units for middle grades youth and one for upper elementary aged youth. The two middle school units focus on greywater recycling and remote sensing of planetary surfaces while the elementary unit centers on exploring space hazards. All units are designed for small teams of ~4 youth to work together to investigate materials, engineer tools to assist in the explorations, and utilize what they have learned to solve a problem. Youth participate in a final share-out with adults and other youth of what they learned and their solution to the problem. Curriculum pilot testing of the two middle school units has begun with out-of-school time educators. A needs assessment has been conducted nationwide among educators and evaluation of the curriculum units is being conducted by CSTL during the pilot testing. Based on data analysis, the project is developing and testing four tiers of professional support for OST educators. Tier 1 meets the immediate needs of OST educators to teach curriculum and include how-to videos and other direct support materials. Tier 2 provides additional content and pedagogical knowledge and includes short content videos designed to specifically address the content of the curriculum. Tier 3 elaborates on best practices
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Summary and abstracts of the Planetary Data Workshop, June 2012
Gaddis, Lisa R.; Hare, Trent; Beyer, Ross
2014-01-01
and missions were represented. Presentations (some in video format) and tutorials are posted on the meeting site (http://astrogeology.usgs.gov/groups/Planetary-Data-Workshop).
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Anderson, R. B.; Finch, N.; Clegg, S. M.; Graff, T. G.; Morris, R. V.; Laura, J.; Gaddis, L. R.
2017-12-01
tool is available at https://github.com/USGS-Astrogeology/PySAT_Point_Spectra_GUI. [1] Clegg, S.M., et al. (2017) Spectrochim Acta B. 129, 64-85. [2] Gaddis, L. et al. (2017) 3rd Planetary Data Workshop, #1986. [3] http://scikit-learn.org/ [4] Anderson, R.B., et al. (2017) Spectrochim. Acta B. 129, 49-57.
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Ivanov, A. B.; Rossi, A.
2009-04-01
Science Institute, 2009. [15] K. L. Tanaka,et al. North polar region of mars: Advances in stratigraphy, structure, and erosional modification, AUG 2008. Icarus. [16] USGS. Planetary image processing software: ISIS3. http://isis.astrogeology.usgs.gov/
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MOC's Highest Resolution View of Mars Pathfinder Landing Site
2000-01-01
center of both left and right pictures) was considered, at the time, to be the most likely. HOWEVER... [figure removed for brevity, see original site] (E) Photoclinometry, Topography, and Revised Landing Site Location. [figure removed for brevity, see original site] (F) Mars Pathfinder Landing Site; lander not resolved by MOC. Later in the week following acquisition of the January 16, 2000, image (and over the following weekend), there was time for additional analysis to determine whether the rounded hump identified earlier in the week (Figure D, above) was, in fact, the Mars Pathfinder lander. A computer program that estimates relative topography in a MOC image from knowledge of the illumination (called 'shape-from-shading' or photoclinometry) was run to determine which parts of the landing site image are depressions, which are hills, and which are flat surfaces. The picture at the left in Figure E (above) shows the photoclinometry results for the area around the Pathfinder lander. The picture at the center of Figure E shows the same photoclinometry results overlain by an inset of a topographic map of the Pathfinder landing site derived by the U.S. Geological Survey Astrogeology Branch (Flagstaff, Arizona) from photogrammetry (parallax measurements) using images from Pathfinder's own stereo camera. By matching the features seen by MOC with those seen by the Pathfinder (the large arrows are examples of the matching), the location of the lander was refined and is now indicated in the picture on the right side of Figure E. The large, rounded hump previously identified as Pathfinder in Figure D (above), is more likely a large boulder that was seen in Pathfinder's images and named 'Couch' by the Pathfinder science team in 1997.Figure F is summary of the results of this effort to find Mars Pathfinder: it shows that while the landing site of Mars Pathfinder can be identified, the lander itself cannot be seen. It is too small to be resolved in an image where each pixel acquired
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Topomapping of Mars with HRSC images, ISIS, and a commercial stereo workstation
Kirk, R. L.; Howington-Kraus, E.; Galuszka, D.; Redding, B.; Hare, T. M.
detail at the limit of image resolution while retaining consistency with the stereo and MOLA data over longer distances. Because photoclinometry serves merely as a form of "smart interpolation" to fill in local details in the stereo DTM, the complications that can arise in the general case [10] do not occur, and this processing can be carried out unsupervised. We note in conclusion that orthorectification of the images, photometric normalization and modeling, and photoclinometry are all performed with the free software system ISIS. At the moment, the commercial software SOCET SET is required for both bundle adjustment and stereo DTM production. The USGS is currently developing its own bundle adjustment software for HRSC and other line scanners, which, when available, will make it possible for ISIS users to control HRSC images to MOLA and therefore to use the altimetric topography in subsequent processing and analysis steps similar to those described here. Acknowledgement: For this study, the HRSC Experiment Team of the German Aerospace Center (DLR) in Berlin has provided HRSC Preliminary 200m DTM(s). References: [1] Neukum, G., et al. (2004) Nature, 432, 971. [2] Scholten, F., et al. (2005) PE&RS, 71, 1143. [3] Gwinner, K., et al. (2005) PFG, 5, 387. [4] Albertz, J., et al. (2005) PE&RS, 71, 1153. [5] Heipke, C., et al. (2006) IAPRS, submitted. [6] Kirk, R.L., et al. (2003) JGR, 108, 8088. [7] Eliason, E. (1997) LPS XXVIII, 331; Gaddis et al. (1997) LPS XXVIII, 387; Torson, J., and K. Becker, (1997) LPS XXVIII, 1443. [8] Miller, S.B., and A.S. Walker (1993) ACSM/ASPRS Annual Conv., 3, 256; S.B., and A.S. Walker (1995) Z. Phot. Fern. 63, 4. [9] Kirk, R.L. (1987) Ph.D. Thesis, Caltech, Part III. [10] Kirk, R.L., et al. (2003) ISPRS-ET Workshop, http://astrogeology.usgs.gov/Projects/ISPRS/Meetings/Houston2003/abstracts/ Kirk_isprs_mar03.pdf. 4