An infrared reflectance study of low albedo surface constituents

Observational testing of the idea that the distribution of water is the key to understanding the volatile content of the asteroid belt relies on the exploration of the 3 micron absorption feature in hydrated silicates - the only diagnostic spectral band evident in the dark, volatile rich CI and CM meteorites. The existence of the band has demonstrated the presence of hydrated silicates on asteroids. An example of this feature is shown in the spectrum of the CI meteorite Orgueil. The feature is characterized by a sharp reflectance drop at 2.7 microns, due to structural OH, and by an absorption due to H2O that decreases slowly out to about 3.5 microns. In their present observational program, researchers are expanding their observational program to include other low-albedo classes of asteroids - asteroids that range primarily from the middle and outer asteroid belt (greater than 2.5 AU) to the Trojan region at 5.2 AU. Preliminary results indicate that the outer belt and Trojan asteroids do not show feature diagnostic of hydrated silicates. Researchers conclude that these asteroids have not undergone the alteration processes that we see in C-class asteroids

Visual and near-IR spectrophotometry of asteroids

We have been continuing our studies of the spectral properties of dark asteroids in the solar system. From these studies we expect to learn about the distribution of volatile materials, such as water in clay materials (water of hydration) and how the asteroids may relate to the comets. Our most recent work has been concentrating on simultaneous visual and near infrared photometry near Earth, main belt, and trojan asteroids. We have made observations of some unusual asteroids such as Chiron, which has recently shown cometary activity, and 944 Hidalgo, which has a comet-like orbit. We have also begun studies of the small, dark satellites of Mars and Jupiter in order to understand better how they may relate to the steroids. Could they actually be captured asteroids or comets

Teaching planetary sciences to elementary school teachers: Programs that work

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are addressed in detail

Infrared observations of solar system objects

This is an ongoing groundbased infrared study of solar system objects. This is a broadbased program with the overall objective of studying the spectral and physical properties of small solar system bodies. The work spans the entire solar system from a study of the mineralogy of Mercury, to several studies of asteroids, and to studies of Triton, Pluto, and Charon. From these studies, it is hoped that a better understanding of the origin and evolution of these bodies and how they fit into the context of the origin and evolution of the solar system as a whole will be gained

Composition of near-Earth asteroids

The continuing goal is to determine whether any of the near-Earth asteroids or the satellites of Mars contain hydrated phyllosilicate (clay) minerals. If these minerals are present, they would provide a ready source of water for propellant generation and use in life support systems. Many of the dark main belt asteroids have been shown to contain hydrated phyllosilicate minerals. Some of the near-Earth asteroids are also dark, but telescopic detection of water on these near-Earth asteroids is complicated because of the faintness of these small asteroids and because thermal emission masks the diagnostic spectral features beyond 3 microns due to water of hydration for objects within 2 AU of the Sun. New techniques for asteroid classification based on spectral reflectance and mineralogy will be necessary to determine whether the water absorption features are present on any of the near-Earth asteroids. This past year, better ways to classify 'wet' vs. 'dry' asteroids in the main belt were looked at. This new classification may allow us to determine the presence of water of hydration in the surface minerals of near-Earth asteroids even when we can only observe them at wavelengths that are not affected by thermal emission

Mission and Research Scientists in NASA EPO and STEM Education: The Results of 15 Years of EPO

Exploration of the Solar System and beyond is a team effort, from research programs to space missions. The same is true for science education. James Webb Space Telescope’s Near InfraRed Camera EPO Team has been teamed with Girl Scouts of Southern Arizona for nearly a decade. We now have collaborations throughout Arizona and across the nation

The Nature of Astronomy: Addressing the Nature of Science within NGSS

The Next Generation Science Standards (NGSS) explicitly calls out the Nature of Science (NOS) to be integrated within science education. NOS topics include understanding that scientific investigations use a variety of methods, that scientific knowledge is based on empirical evidence, that scientific explanations are open to revision in light of new evidence, understanding the nature of scientific models, laws, mechanisms, theories and hypotheses, and much more. Unless these topics are explicitly addressed, students will not be able to apply them to the concepts they are studying. This workshop reviewed the NOS topics and used a variety of astronomical and planetary activities to model how incorporating explicit NOS discussion into the activity can support increased understanding of scientific enterprise