Tag Archives: Hydrogen

NASA Space Place Digest For March, 2018

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Poster’s Note: One of the many under-appreciated aspects of NASA is the extent to which it publishes quality science content for children and Ph.D.’s alike. NASA Space Place has been providing general audience articles for quite some time that are freely available for download and republishing. Your tax dollars help promote science!

The following four articles were sent to Space Place partners and subscribers, provided in a format that offers discussions of topics of astronomical interest. As these posts are graphics-intensive, only the intro snippet is provided here with links to the full article provided for each.

All About Exoplanets

All of the planets in our solar system orbit around the sun. Planets that orbit around other stars are called exoplanets. Exoplanets are very hard to see directly with telescopes. They are hidden by the bright glare of the stars they orbit.

An artist’s representation of Kepler-11, a small, cool star around which six planets orbit. Credit: NASA/Tim Pyle

So, astronomers use other ways to detect and study these distant planets. They search for exoplanets by looking at the effects these planets have on the stars they orbit.

Read the full article…

How Do We Weigh Planets?

In real life, we can’t pick up a planet and put it on a scale. However, scientists do have ways to figure out how much a planet weighs. They can calculate how hard the planet pulls on other things. The heavier the planet, the stronger it tugs on nearby objects—like moons or visiting spacecraft. That tug is what we call gravitational pull.

Your weight is different on other planets due to gravity. However, your mass is the same everywhere!

Read the full article…

What Is a Volcano?

A volcano is an opening on the surface of a planet or moon that allows material warmer than its surroundings to escape from its interior. When this material escapes, it causes an eruption. An eruption can be explosive, sending material high into the sky. Or it can be calmer, with gentle flows of material.

Lava fountain at Kīlauea Volcano, Hawai`i. Credit: J.D Griggs, USGS

These volcanic areas usually form mountains built from the many layers of rock, ash or other material that collect around them. Volcanoes can be active, dormant, or extinct. Active volcanoes are volcanoes that have had recent eruptions or are expected to have eruptions in the near future. Dormant volcanoes no longer produce eruptions, but might again sometime in the future. Extinct volcanoes will likely never erupt again.

Read the full article…

What’s It Like Inside Jupiter?

It’s really hot inside Jupiter! No one knows exactly how hot, but scientists think it could be about 43,000°F (24,000°C) near Jupiter’s center, or core.
So, astronomers use other ways to detect and study these distant planets. They search for exoplanets by looking at the effects these planets have on the stars they orbit.

The reddish brown and white stripes of Jupiter are made up of swirling clouds. The well-known Red Spot is a huge, long-lasting storm. Image credit: NASA/JPL/Space Science Institute

Jupiter is made up almost entirely of hydrogen and helium. On the surface of Jupiter–and on Earth–those elements are gases. However inside Jupiter, hydrogen can be a liquid, or even a kind of metal.

These changes happen because of the tremendous temperatures and pressures found at the core.
Read the full article…

About NASA Space Place

With articles, activities, crafts, games, and lesson plans, NASA Space Place encourages everyone to get excited about science and technology. Visit spaceplace.nasa.gov (facebook|twitter) to explore space and Earth science!

NASA Space Place – Hubble’s Bubble Lights Up The Interstellar Rubble

Poster’s Note: One of the many under-appreciated aspects of NASA is the extent to which it publishes quality science content for children and Ph.D.’s alike. NASA Space Place has been providing general audience articles for quite some time that are freely available for download and republishing. Your tax dollars help promote science! The following article was provided for reprinting in June, 2016.

By Dr. Ethan Siegel

2013february2_spaceplaceWhen isolated stars like our Sun reach the end of their lives, they’re expected to blow off their outer layers in a roughly spherical configuration: a planetary nebula. But the most spectacular bubbles don’t come from gas-and-plasma getting expelled into otherwise empty space, but from young, hot stars whose radiation pushes against the gaseous nebulae in which they were born. While most of our Sun’s energy is found in the visible part of the spectrum, more massive stars burn at hotter temperatures, producing more ionizing, ultraviolet light, and also at higher luminosities. A star some 40-45 times the mass of the Sun, for example, might emits energy at a rate hundreds of thousands of times as great as our own star.

The Bubble Nebula, discovered in 1787 by William Herschel, is perhaps the classic example of this phenomenon. At a distance of 7,100 light years away in the constellation of Cassiopeia, a molecular gas cloud is actively forming stars, including the massive O-class star BD+60 2522, which itself is a magnitude +8.7 star despite its great distance and its presence in a dusty region of space. Shining with a temperature of 37,500 K and a luminosity nearly 400,000 times that of our Sun, it ionizes and evaporates off all the molecular material within a sphere 7 light years in diameter. The bubble structure itself, when viewed from a dark sky location, can be seen through an amateur telescope with an aperture as small as 8″ (20 cm).

As viewed by Hubble, the thickness of the bubble wall is both apparent and spectacular. A star as massive as the one creating this bubble emits stellar winds at approximately 1700 km/s, or 0.6% the speed of light. As those winds slam into the material in the interstellar medium, they push it outwards. The bubble itself appears off-center from the star due to the asymmetry of the surrounding interstellar medium with a greater density of cold gas on the “short” side than on the longer one. The blue color is due to the emission from partially ionized oxygen atoms, while the cooler yellow color highlights the dual presence of hydrogen (red) and nitrogen (green).

The star itself at the core of the nebula is currently fusing helium at its center. It is expected to live only another 10 million years or so before dying in a spectacular Type II supernova explosion.

This article was provided by the Jet Propulsion Laboratory, California Institute of Technology, under a contract with the National Aeronautics and Space Administration.

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Image credit: NASA, ESA, and the Hubble Heritage Team (STScI/AURA), of the Bubble Nebula as imaged 229 years after its discovery by William Herschel.

About NASA Space Place

With articles, activities, crafts, games, and lesson plans, NASA Space Place encourages everyone to get excited about science and technology. Visit spaceplace.nasa.gov (facebook|twitter) to explore space and Earth science!

NASA Space Place – Where Does the Sun’s Energy Come From?

Poster’s Note: One of the many under-appreciated aspects of NASA is the extent to which it publishes quality science content for children and Ph.D.’s alike. NASA Space Place has been providing general audience articles for quite some time that are freely available for download and republishing. Your tax dollars help promote science! The following article was provided for reprinting in October, 2014.

This month, the Space Place is doing something a little bit different for our monthly column—providing you with a beautifully informative and educational poster about the mechanics of our sun. This poster accompanies our latest “Space Place in a Snap” animation. This “Snap” series is a set of narrated videos and posters that, together, explain basic scientific concepts in a dynamic new medium. Entertaining in their own right, we also wish to bring this new resource to your attention as an educational tool. In this edition, we address the important question of why our sun is so hot.

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Click for a larger view.

The video that goes along with this poster is below:

This article was provided by the Jet Propulsion Laboratory, California Institute of Technology, under a contract with the National Aeronautics and Space Administration.

About NASA Space Place

The goal of the NASA Space Place is “to inform, inspire, and involve children in the excitement of science, technology, and space exploration.” More information is available at their website: http://spaceplace.nasa.gov/

NASA Space Place – The Power of the Sun’s Engines

Poster’s Note: One of the many under-appreciated aspects of NASA is the extent to which it publishes quality science content for children and Ph.D.’s alike. NASA Space Place has been providing general audience articles for quite some time that are freely available for download and republishing. Your tax dollars help promote science! The following article was provided for reprinting in April, 2014.

By Dr. Ethan Siegel

2013february2_spaceplaceHere on Earth, the sun provides us with the vast majority of our energy, striking the top of the atmosphere with up to 1,000 Watts of power per square meter, albeit highly dependent on the sunlight’s angle-of-incidence. But remember that the sun is a whopping 150 million kilometers away, and sends an equal amount of radiation in all directions; the Earth-facing direction is nothing special. Even considering sunspots, solar flares, and long-and-short term variations in solar irradiance, the sun’s energy output is always constant to about one-part-in-1,000. All told, our parent star consistently outputs an estimated 4 × 1026 Watts of power; one second of the sun’s emissions could power all the world’s energy needs for over 700,000 years.

That’s a literally astronomical amount of energy, and it comes about thanks to the hugeness of the sun. With a radius of 700,000 kilometers, it would take 109 Earths, lined up from end-to-end, just to go across the diameter of the sun once. Unlike our Earth, however, the sun is made up of around 70% hydrogen by mass, and it’s the individual protons — or the nuclei of hydrogen atoms — that fuse together, eventually becoming helium-4 and releasing a tremendous amount of energy. All told, for every four protons that wind up becoming helium-4, a tiny bit of mass — just 0.7% of the original amount — gets converted into energy by E=mc2, and that’s where the sun’s power originates.

You’d be correct in thinking that fusing ~4 × 1038 protons-per-second gives off a tremendous amount of energy, but remember that nuclear fusion occurs in a huge region of the sun: about the innermost quarter (in radius) is where 99% of it is actively taking place. So there might be 4 × 1026 Watts of power put out, but that’s spread out over 2.2 × 1025 cubic meters, meaning the sun’s energy output per-unit-volume is just 18 W / m3. Compare this to the average human being, whose basal metabolic rate is equivalent to around 100 Watts, yet takes up just 0.06 cubic meters of space. In other words, you emit 100 times as much energy-per-unit-volume as the sun! It’s only because the sun is so large and massive that its power is so great.

It’s this slow process, releasing huge amounts of energy per reaction over an incredibly large volume, that has powered life on our world throughout its entire history. It may not appear so impressive if you look at just a tiny region, but — at least for our sun — that huge size really adds up!

Check out these “10 Need-to-Know Things About the Sun”: solarsystem.nasa.gov/planets/profile.cfm?Object=Sun.

Kids can learn more about an intriguing solar mystery at NASA’s Space Place: spaceplace.nasa.gov/sun-corona.

This article was provided by the Jet Propulsion Laboratory, California Institute of Technology, under a contract with the National Aeronautics and Space Administration.

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Caption: Composite of 25 images of the sun, showing solar outburst/activity over a 365 day period; NASA / Solar Dynamics Observatory / Atmospheric Imaging Assembly / S. Wiessinger; post-processing by E. Siegel.

About NASA Space Place

The goal of the NASA Space Place is “to inform, inspire, and involve children in the excitement of science, technology, and space exploration.” More information is available at their website: http://spaceplace.nasa.gov/

Barlow Bob’s Corner – The Balmer Series

The following article has been provided by Barlow Bob, founder & organizer of the NEAF Solar Star Party and regional event host & lecturer on all things involving solar spectroscopy. You can read more about Barlow Bob and see some of his other articles at www.neafsolar.com/barlowbob.html.

The February 2014 issue of Astronomy magazine contained an article about the fate of the Sun. There was an illustration showing the differences between the various types of dark Fraunhofer absorption lines in the spectrum of the Sun, a hot blue star and a white dwarf star.

The solar spectrum consisted of many thin dark lines of different elements. The hot blue star spectrum consisted of only thin dark lines of the Balmer Series of hydrogen. The white dwarf spectrum also contained only the Balmer Series lines. In the white dwarf spectrum, however, these lines were very thick.

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The spectrum of the Sun, a white dwarf, and blue giant. Image taken from: pasthorizonspr.com.

Reference books and articles about spectroscopy state that the Fraunhofer lines in the spectrum of hot stars with a high-pressure atmosphere are thin. The lines of cool stars with a low-pressure atmosphere are thick. Why does a white dwarf with an extremely high-pressure atmosphere have wide Fraunhofer lines in its spectrum?

Sue French provided the explanation below, which is reprinted here with permission.

“It’s a question of density and pressure differences between the different luminosity classes of stars. Hydrogen lines broaden from luminosity class I (luminous supergiant) to luminosity class V (main sequence). The lines are generated by collisions in a star’s photosphere. Close-passing atoms can slightly disturb an electron’s energy level such that the electron can absorb at a wavelength that is a bit offset from the center of the line. Whole bunches of these interactions put together broaden the line, and higher photospheric density (class V) promotes more interactions. For example, a B5V star and a B5I star would have about the same photospheric temperature, but the lines would be broader in the former because of its higher photospheric density. Thus for the white dwarf, where the photospheric density is very high, the lines are broadened with respect to stars of similar photospheric temperature.”

From 1859 until his death at age 73, Johann Jakob Balmer (1825-1898) was a high school teacher at a girl’s school in Basel, Switzerland. His primary academic interest was geometry, but in the middle 1880’s he became fascinated with four numbers: 6,562.10, 4,860.74, 4,340.1, and 4,101.2. These are not pretty numbers, but for the mathematician Balmer, they became an intriguing puzzle. Was there a pattern to the four numbers that could be represented mathematically? The four numbers Balmer chose were special because these numbers pertained to the spectrum of the hydrogen atom. By the time Balmer became interested in the problem, the spectra of many chemical elements had been studied and it was clear that each element gave rise to a unique set of spectral lines. Balmer was a devoted Pythagorean: he believed that simple numbers lay behind the mysteries of the universe. His interest was not directed toward spectra, which he knew little about, nor was it directed toward the discovery of some hidden physical mechanism inside the atom that would explain the observed spectra. Balmer was intrigued by the numbers themselves.

In the mid-1880’s, Balmer began his examination of the four numbers associated with the hydrogen spectrum. At his disposal were the four numbers measured by Anders Jonas Angström (1814-1874): 6,562.10, 4,860.74, 4,340.1, and 4,101.2. These numbers represented the wavelengths, in units of Angströms, of the four visible spectral lines in the hydrogen atom spectrum.

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The Balmer Series for hydrogen. Image taken from en.wikipedia.org/wiki/Balmer_series

In 1885, Balmer published a paper in which his successful formulation was communicated to the scientific world. Balmer showed that the four wavelengths could be obtained with the formula that bears his name: wavelength = B x (m^2)/(m^2-n^2), with B = 3645.6 Angströms. He had found a simple mathematical formula that expressed a law by which the hydrogen wavelengths could be represented with striking precision. He further suggested that there might be additional lines in the hydrogen spectrum. Other spectral lines with their own wavelengths were predicted by Balmer and later found by other scientists. Angström measured the wavelengths of the spectral lines of hydrogen, but Balmer showed that the wavelengths of the spectral lines are not arbitrary. The values of the wavelengths are the expression of a single mathematical formula – and this Balmer Series equation altered how scientists thought about spectral lines. Before Balmer published his results, scientists drew an analogy between spectral lines and musical harmonies. They assumed that there were simple harmonic ratios between the frequencies of spectral lines. After Balmer’s work, all scientists recognized that spectral wavelengths could be represented by simple numerical relationships.

Balmer disappeared from the ranks of working scientists and continued his classroom work teaching young ladies mathematics. Neither he nor his students recognized that his paper on the spectrum of hydrogen would bring him scientific immortality. The spectral lines of hydrogen that were the focus of Balmer’s attention are now known as the Balmer Series.