Astrofisika

Frontiers and Controversies in Astrophysics

Exam - Midterm Exam 1

 

Overview:

Midterm Exam 1 covers Lectures 1 through 6.

Resources:

Midterm Exam 1 [PDF]
Midterm Exam 1 Solutions [PDF]

Disusun Ulang Oleh:

Arip Nurahman

Department of Physics, Indonesia University of Education

&

Follower Open Course Ware at MIT-Harvard University, Cambridge. USA,

Sekolah Pendidikan Robotika Indonesia

Sekolah Pendidikan Robotika Indonesia

"Freedom is the right of all sentient beings"
~Optimus Prime~

"No sacrifice is too great in the service of freedom." 
~Optimus Prime~

Sekolah Pendidikan Robotika Indonesia

Indonesian Robotics Education School

Visi

Melahirkan Ahli-ahli Robotika Bertaraf Internasional yang senantiasa Bertafakur, Bertasyakur dan Bertadabur terhadap Keagungan Yang Maha Kuasa

Misi

1. Melahirkan Ahli Robotika Berkualitas Internasional Berkarakteristik Lokal di tiap Kabupaten atau Kota Setiap Tahun Minimal 2 Orang.

2. Kaderisasi yang berkelanjutan dan terarah

Program

1. Mempelajari alat-alat elektronika sederhana di Sekeliling Kehidupan kita

2. Mempelajari bahasa-bahasa pemrograman komputer dengan tekun dan rajin

3. Mengembangkan kurikulum pendidikan Robotika

Langkah Setrategis Sederhana

1. Promosi Kesekolah-sekolah Kejuruan dan Menengah atas untuk membuat club-club kecil penggemar Otomasi, Kendali dan Robotika

2. Mengadakan Ivent-ivent kecil dan sederhana megenai Robotika

3. Istiqomah

Indonesian Space Sciences & Technology School

Indonesian Space Sciences & Technology School

Welcome to the Beginner's Guide to Rockets
The Beginner's Guide to Rockets will help you learn the basic math and physics that govern the design and flight of rockets. We'll look at many different kinds of rockets, from stomp rockets, which are a special kind of artillery shell, to bottle rockets, to model rockets, to full scale boosters. We'll look at the similarities and the differences in these rockets and include some instructions for making and flying your own rockets.
At this Web site you can study how rockets operate at your own pace and to your own level of interest. There is a lot of mathematics at this web site, so we provide background pages on many mathematical topics. The flight of the rocket involves the interaction of forces, so we include background pages on the fundamentals of forces. Aerodynamics plays a major role in the flight of toy rockets and in the generation of thrust for full scale rockets, so there are background pages devoted to basic aerodynamics . There are also background pages on thermodynamics and gas dynamics because of the role they play in rocket propulsion. Since we will be sending rockets to the Moon and Mars , we provide some background information on these planets in addition to our home planet.  The majority of the information at this web site is presented at a high school or early college level, although much of the information can also be used by middle school students and the general public. Information is provided for both students and teachers. The site includes materials that were developed over a ten year span by several different authors, so the pages do not all look the same. We have added navigation buttons to ease movement across and within the work of a given author. Most of the pages are presented in the following format: a graphic at the top which the user can capture and incorporate into their own presentations or class notes; a text explaining the topic presented in the graphic and including many hyperlinks to related topics; navigation links at the bottom to related educational activities, closely related web pages, and an index of all the pages.  Using the Index of Web Pages, you are never more than two clicks away from any other Web page at this site. Just click on the word "Index" at the bottom of any page, and then click to a new page from the index. We have intentionally organized this site to mirror the unstructured nature of the world wide web. However, if you prefer a more structured approach, you can also take one of our Guided Tours through the site. Each tour provides a sequence of pages dealing with some type or aspect of rockets. Web pages that include Interactive Java applets are noted in the index. RocketModeler II, RocketThrust Simulator, and the AtmosModeler Simulator are provided to encourage students to explore science and math. The programs allow students to design and fly rockets on their personal computer and can be downloaded to operate off-line. Additional Classroom Activities are also available at this site.  This site was prepared at the NASA Glenn Research Center in support of the Educational Programs Office and was funded by the Exploration Systems Mission Directorate. Many of the pages at this site were prepared to support videoconferencing for teachers and students as provided by the Digital Learning Network. Much of the information available in the Rockets Educator's Guide publication is available on-line at this site.

Disusun Ulang Oleh:


Arip Nurahman


Department of Physics, Indonesia University of Education


&


Follower Open Course Ware at MIT-Harvard University, Cambridge. USA.


Semoga Bermanfaat dan Terima Kasih

Indonesian Space Sciences & Technology School

The NASA Science Engineering Mathematics and Aerospace Academy

(SEMA) 

From NASA Glenn Research Center

For Students
• Kindergarten
• First Grade
• Second Grade
• Third Grade
• Fourth Grade
• Fifth Grade
• Sixth Grade
• Seventh Grade
• Eighth Grade
• Ninth Grade
• Tenth Grade
• Eleventh Grade
• Twelfth Grade

Project Description

The NASA Science Engineering Mathematics and Aerospace Academy, or SEMAA, is a national, innovative project designed to increase participation and retention of historically underrepresented K-12 youth in the fields of science, technology, engineering and mathematics, or STEM.

SEMAA has emerged as a nationally renowned leader in the efforts to increase the participation of historically underserved K-12 youth in the areas of STEM. Established as a joint venture in 1993 between NASA Glenn Research Center and Cuyahoga Community College, the project has grown from a single site to a national organization that is supported by Congress and dedicated to improving the academic success of children nationwide.

SEMAA is located at community colleges; Historically Black Colleges and Universities, or HBCUs; Hispanic Serving Institutions, or HISs; Tribal Colleges and Universities, or TCUs; high schools, middle schools and elementary schools: and science centers/museums in urban and rural cities throughout the United States. (For current locations visit the SEMAA locations page.)


Establishing the Need

Students in science, technology, engineering and mathematics fields provide the workforce for vital military, government and industry jobs, as well as supplying the great thinkers needed to maintain U.S. leadership in technology and innovation. There is a serious shortage of young people entering STEM fields today. This fact, coupled with the high-tech workforce needs of the 21st century and the lagging test scores indicating a lack of STEM proficiency among the next generation of explorers, poses a bleak picture of an America left behind.


SEMAA's Unique Capacity to Respond to the Need

NASA has a unique capacity to revitalize STEM education in America; utilizing its awe-inspiring subject matter, cutting-edge research opportunities, and world-class facilities. NASA is currently investing in a portfolio of educational programs/projects focused on (1) Strengthening NASA and the nation's future workforce, (2) Attracting and retaining students in STEM disciplines, and (3) Engaging Americans in NASA's mission. NASA SEMAA is aligned to NASA Education Outcome 2: Attracting and retaining students in STEM disciplines.

SEMAA harnesses the collective resources of NASA, institutions of higher education, science centers, museums, and primary and secondary schools to bridge the education gap for historically underserved and underrepresented K-12 youth in STEM. The foundation of SEMAA's historical track record of success is centered around the project's unique capacity to build strong relationships with students and families focused on the benefits of STEM literacy.


Goals

• Inspire a more diverse student population to pursue careers in STEM-related fields.
• Engage students, and parents/adult family members, and teachers by incorporating emerging technologies.
• Educate students using rigorous STEM curriculum enhancement activities designed and implemented as only NASA can.

Key Components of Service

The NASA SEMAA project is managed by the Educational Programs Office at NASA's Glenn Research Center in Cleveland, Ohio, with contractor support provided by Paragon TEC, Inc. (National SEMAA Office). NASA SEMAA, together with its 200+ STEM partners, continues its work around the country to inspire, engage and educate the next generation of explorers.

Hands-on, Inquiry-Based K-12 STEM Curriculum Enhancement Activities, or CEA

The NASA SEMAA project uses a series of unique hands-on, inquiry-based classroom curriculum enhancement activities. In addition to being aligned with national math, science and technology standards, these activities encompass the research and technology of each of NASA's four mission directorates (Aeronautics Research, Exploration Systems, Science and Space Operations). On average, NASA SEMAA students participate for a total of 36 hours each year, 21 hours during the academic year and 15 hours during the summer. NASA SEMAA graduates who have participated in the entire K-12 program will have completed 441 hours of advanced studies in STEM prior to their enrollment in a post-secondary institution.

Aerospace Education Laboratory

Developed by NASA and equipped with 10 workstations, the Aerospace Education Laboratory, or AEL, is an electronically enhanced, computerized classroom that puts cutting-edge technology at the fingertips of NASA SEMAA middle- and high school-aged students. Each computerized research station provides students with real world challenges relative to both an aeronautics and microgravity scenario. Examples of the real aerospace hardware and software contained in the AEL include an Advanced Flight Simulator; a laboratory-grade, research wind tunnel; and a working, short-wave receiver and hand-held Global Positioning System for aviation. In addition to being an extraordinary tool for educating middle and high school students, the AEL serves as an excellent training facility for pre-service teachers on the NASA SEMAA curriculum.

Family Café

Unique to the NASA project, the Family Café is an interactive forum that promotes sustained family involvement at each of the NASA SEMAA sites around the country. The Family Café engages SEMAA parents and adult family members in up to 21 hours of Family Focus Group sessions each year, during which time participants are engaged in dialogue focused on relevant parenting and STEM education information. In addition to Focus Groups, the Family Café hosts a multitude of Family Night activities and other special events that promote parent and adult family member participation in student learning.

Participants

The NASA SEMAA project currently boasts 14 sites located throughout 12 states and the District of Columbia. These site locations include community colleges, four-year colleges and universities, Historically Black Colleges and Universities, Hispanic Serving Institutions, Tribal Colleges and Universities, primary/secondary schools, science centers and museums. Collectively, the SEMAA sites have inspired, engaged and educated over 350,000 students, parents and adult family members and teachers from 2004 through 2008.

Partnerships

Each NASA SEMAA site is required to develop a Sustainability Plan to enhance local project operations, as well as to ensure project sustainability beyond NASA funding. During the 2008 fiscal year, NASA SEMAA sites leveraged a network of 200+ partners that contributed a record number of sustaining funds for SEMAA in excess of $3.9 million (including both financial and in-kind support).

Management

The NASA SEMAA project is managed by the Educational Programs Office at NASA's Glenn Research Center, with contractor support provided by Paragon TEC, Inc. NASA SEMAA, together with its 200+ STEM partners, continues its work around the country to inspire, engage and educate the next generation of explorers.

Organization Structure

Ditulis Ulang Oleh:

Arip Nurahman

Department of Physics, Indonesia University of Education

&

Follower Open Course Ware at MIT-Harvard University, Cambridge. USA.

Semoga Bermanfaat dan Terima Kasih

Earth & Space Science Digital Laboratory

Visi

Untuk Menciptakan Kemajuan dalam Bidang Ilmu Pengetahuan, Teknologi Kebumian dan Antariksa demi Keselamatan serta Kesejahteraan Umat Manusia

Misi

1. Inovasi dalam IPTEK Laboratorium Digital Kebumian dan Keantariksaan

2. Penelitian dalam IPTEK Laboratorium Digital Kebumian dan Keantariksaan

3. Pengembangan dalam IPTEK Laboratorium Digital Kebumian dan Keantariksaan

4. Pendidikan dalam IPTEK Laboratorium Digital Kebumian dan Keantariksaan

Program

1. Pembelajaran Teknik Geologi

2. Pembelajaran Geografi dan Lingkungan

3. Pembelajaran Fisika Antariksa


Fokus

1. Sumber: Wikipedia oleh Ade Akhyar
 

Geomorfologi adalah ilmu yang mendeskripsikan, mendefinisikan, serta menjabarkan bentuk lahan dan proses-proses yang mengakibatkan terbentuknya lahan tersebut, serta mencari hubungan antara proses-proses dalam susunan keruangan (Van Zuidam, 1977).

Berdasarkan sedikit penjelasan di atas, perlu ketahui uraian yang lebih detail lagi beberapa hal yang sangat perlu kita ketahui dalam mempelajari geomorfologi, diantaranya:

Definisi

Peta Geomorfologi

Istilah-Istilah dalam Geomorfologi

2. The complexity of the Earth system, in which spatial and temporal variability exists on a range of scales, requires that an organized scientific approach be developed for addressing the complex, interdisciplinary problems that exist, taking good care that in doing so there is a recognition of the objective to integrate science across the programmatic elements towards a comprehensive understanding of the Earth system. In the Earth system, these elements may be built around aspects of the Earth that emphasize the particular attributes that make it stand out among known planetary bodies.

These include the presence of carbon-based life; water in multiple, interacting phases; a fluid atmosphere and ocean that redistribute heat over the planetary surface; an oxidizing and protective atmosphere, albeit one subject to a wide range of fluctuations in its physical properties (especially temperature, moisture, and winds); a solid but dynamically active surface that makes up a significant fraction of the planet’s surface; and an external environment driven by a large and varying star whose magnetic field also serves to shield the Earth from the broader astronomical environment. 

a.Atmospheric Composition

• Atmospheric Composition is focused on the composition of Earth's atmosphere in relation to climate prediction, solar effects, ground emissions and time.

b.Weather

• Our weather system includes the dynamics of the atmosphere and its interaction with the oceans and land. The improvement of our understanding of weather processes and phenomena is crucial in gaining an understanding of the Earth system.

c.Climate Variability & Change

• NASA's role in climate variability study is centered around providing the global scale observational data sets on oceans and ice, their forcings, and the interactions with the entire Earth system.

d.Water & Energy Cycles

• Through water and energy cycle research we can improve hurricane prediction, quantify tropical rainfall and eventually begin to balance the water budget at global and regional scales.
  
  

 e.Carbon Cycle & Ecosystems

• This Focus Area deals with the cycling of carbon in reservoirs and ecosystems as it changes naturally, is changed by humans, and is affected by climate change.
   

 f.Earth Surface & Interior

• The goal of the Earth Surface and Interior focus area is to assess, mitigate and forecast the natural hazards that affect society, including earthquakes, landslides, coastal and interior erosion, floods and volcanic eruptions.

Geophysics at Harvard

• Lithosphere Dynamics and Theoretical Geomorphology We work to understand what contemporary fault system activity tells us about earthquake cycle processes, seismic hazard, lithospheric rheology, and the tectonic development of continents.
  
  Associate Professor Brendan J. Meade.
• Geodynamics, Planetary Magnetism, and Core Dynamics Our work centers on the study of the Earth and other planets from inner cores to outer boundaries. We place particular emphasis on the characteristics of convection and its dynamical consequences in the core and mantle, as well as on the properties of planetary magnetic fields, its origins and modeling.
  
  Professor Jeremy Bloxham / Professor Richard J. O'Connell.
• Seismology We use recordings of seismic energy to image the internal structure of the Earth and to study properties of earthquakes. Different geophysical data can be deciphered to obtain pictures of the Earth's interior without sending instruments deep down. Seismological observations are particularly suitable for such study, and allow us to see the internal structure from different angles. These data also contain clues about source of the energy, i.e., how the Earth slipped to cause earthquakes.
  
  Associate Professor Miaki Isihii / Professor Emeritus Adam Dziewonski.
• Theoretical Mechanics We address problems in the theoretical mechanics of solids and fluids, that is, problems of stressing, deformation, fracture and flow, as they arise in seismology, tectonophysics and surficial geologic processes and in civil/environmental engineering hydrology and geomechanics.
  
  Professor James R. Rice.
• Sea Level- and Solid Earth DynamicsOur research combines theoretical descriptions and numerical predictions of the response of sufficiently general planetary models with observational constraints from sources as varied as geological reconstructions of lithospheric dynamics, and space geodesy, very-long-baseline interferometry (VLBI) and Global Positioning System (GPS) surveying
  
  Professor Jerry X. Mitrovica.

Founder by:

1. Ade Akhyar Nurdin
The Last Geolog in the World


2. Arip Nurahman


3. Ridwan Firdaus


Thanks To:

1. Earth and Space Sciences - University of California, L.A.

2. Harvard University Department of Earth & Planetary Sciences

3. Earth - NASA Science


Powered by:

1. Museum Geologi Bandung

2. Laboratorium Ilmu Pengetahuan Bumi dan Antariksa, Pendidikan Fisika. FPMIPA. UPI Bandung

3. Departemen Teknik Geologi UNSOED

4. Departemen Pendidikan Geografi Universitas Negeri Jakarta

Astrofisika

"Manusia tanpa pertolongan Yang Maha Pencipta Alam Raya bagaikan butiran debu Cosmos" 

~Arip~ 

Frontiers and Controversies in Astrophysics 

 

 

Lecture 7 - Direct Imaging of Exoplanets

 

 

Overview:

 

 

Class begins with a problem on transits and learning what information astronomers obtain through observing them. For example, radii of stars can be estimated. Furthermore, applying the Doppler shift method, one can find the mass of a star. Finally, a star's density can be calculated. A second method for identifying planets around stars is introduced: the astrometry method. The method allows for an extremely accurate assessment of a star's precise position in the sky. Special features of the astrometry method are discussed and a number of problems are solved. A short summary is given on the three methods astronomers use to identify exoplanets. Class ends with an overview of upcoming space missions and the hope of detecting the presence of biological activity on other planet.

Problem sets/Reading assignment:

None assigned

Course Media

Transcript

html

Audio

mp3

Low Bandwidth Video

mov [100MB]

High Bandwidth Video

mov [500MB]

Resources:

Class Notes - Lecture 7 [PDF]
Midterm Exam 1 Preparation Handout [PDF]
Sample Midterm Exam (2006) [PDF]
Test "Article" for Sample Midterm (2006) [PDF]
Sample Midterm Exam Solutions (2006) [PDF]
Section Activity 2: Planet Density [PDF]
Section Activity 2: Planet Density Answers [PDF]


Sumber:

1. The University of Yale Open Course Ware

2. Professor Bailyn's guide to Extrasolar Planet Websites
http://www.astro.yale.edu/bailyn/astro160/planets.html

Ucapan Terima Kasih:

1. Bapak. Prof. Dr. Ing. H. B. J. Habibie.

2. Departemen Pendidikan Nasional

3. Kementrian Riset dan Teknologi

4. Lembaga Penerbangan dan Antariksa Nasional



Disusun Ulang Oleh:

Arip Nurahman

Department of Physics, Indonesia University of Education

&

Follower Open Course Ware at MIT-Harvard University, Cambridge. U.S.A.


Semoga Bermanfaat dan Terima Kasih

Astrofisika

"Dalam hati yang menyatu tempat manusia mendekatkan diri kepada Sang Pengatur Tatanan nan Maha Sempurna Alam Raya ini" 

 ~Arip~

Frontiers and Controversies in Astrophysics 

 

Lecture 6 - Microlensing, Astrometry and Other Methods

 

 

Overview:

 

The class begins with a discussion on transits – important astronomical events that help astronomers to find new planets. The event occurs when a celestial body moves across the face of the star it revolves around and blocks some of its light. By calculating the amount of light that is being obscured astronomers can obtain important information about both star and planet, such as size, density, radial velocity and more. The concept of planetary migration is explained in order to better understand the dramatic differences between bodies in the Inner and Outer Solar System. Finally, potential problems in the Solar System that may occur as a result of migration are addressed.

Problem sets/Reading assignment:

Problem Set 2 [PDF]
Problem Set 2 Solutions [PDF]
 

Course Media Transcript html Audio mp3 Low Bandwidth Video mov [100MB] High Bandwidth Video mov [500MB]

Resources:

Class Notes - Lecture 6 [PDF]

Sumber:

1. The University of Yale Open Course Ware

2. Professor Bailyn's guide to Extrasolar Planet Websites
http://www.astro.yale.edu/bailyn/astro160/planets.html

Ucapan Terima Kasih:

1. Bapak. Prof. Dr. Ing. H. B. J. Habibie.

2. Departemen Pendidikan Nasional

3. Kementrian Riset dan Teknologi

4. Lembaga Penerbangan dan Antariksa Nasional


Disusun Ulang Oleh:

Arip Nurahman

Department of Physics, Indonesia University of Education

&

Follower Open Course Ware at MIT-Harvard University, Cambridge.USA.

Semoga Bermanfaat dan Terima Kasih

Indonesian Space Force Command

Indonesian Space Force Command   

 Komando Untuk Keamanan Luar Angkasa 

Dari Angkatan Antariksa Indonesia

F-22 Raptor
F-22 Raptor
Role	Stealth Air superiority fighter, multirole fighter
National origin	United States
Manufacturer	Lockheed Martin Aeronautics Boeing Integrated Defense Systems
First flight	YF-22: 29 September 1990[1] F-22: 7 September 1997[1]
Introduced	15 December 2005
Status	In service[2]
Primary user	United States Air Force
Number built	151 as of December 2009,(187 planned)
Program cost	US$65 billion[3]
Unit cost	US$150 million(2009 flyaway cost)[4]
Developed into	X-44 MANTA FB-22

Specifications (F-22 Raptor)

 

Data from USAF,^[2] F-22 Raptor Team web site,^[182] Lockheed Martin,^[183] Aviation Week,^[94] and Journal of Electronic Defense^[96]

General characteristics

• Crew: 1
• Length: 62 ft 1 in (18.90 m)
• Wingspan: 44 ft 6 in (13.56 m)
• Height: 16 ft 8 in (5.08 m)
• Wing area: 840 ft² (78.04 m²)
• Airfoil: NACA 64A?05.92 root, NACA 64A?04.29 tip
• Empty weight: 43,430 lb (19,700 kg^[2][183])
• Loaded weight: 64,460 lb (29,300 kg^[184])
• Max takeoff weight: 83,500 lb (38,000 kg)
• Powerplant: 2× Pratt & Whitney F119-PW-100 Pitch Thrust vectoring turbofans
  
  • Dry thrust: 23,500 lb^[185] (104 kN) each
  • Thrust with afterburner: 35,000+ lb^[2][185] (156+ kN) each
• Fuel capacity: 18,000 lb (8,200 kg) internally,^[2][183] or 26,000 lb (11,900 kg) with two external fuel tanks^[2][183]

Performance

• Maximum speed:
  
  
  • At altitude: Mach 2.25 (1,500 mph, 2,410 km/h)^[87]
  • Supercruise: Mach 1.82 (1,220 mph, 1,963 km/h)^[87]
• Range: 1,600 nmi (1,840 mi, 2,960 km) with 2 external fuel tanks
• Combat radius: 410 nmi^[182] (471 mi, 759 km)
• Ferry range: 2,000 mi (1,738 nmi, 3,219 km)
• Service ceiling: 65,000 ft (19,812 m)
• Wing loading: 77 lb/ft² (375 kg/m²)
• Thrust/weight: 1.08 (1.26 with loaded weight & 50% fuel)
• Maximum g-load: -3.0/+9.0 g^[87]

USAF poster overview of key features and armament

Armament

• Guns: 1× 20 mm (0.787 in) M61A2 Vulcan gatling gun in starboard wing root, 480 rounds
• Air to air loadout:
  
  • 6× AIM-120 AMRAAM
  • 2× AIM-9 Sidewinder
• Air to ground loadout:
  
  • 2× AIM-120 AMRAAM and
  • 2× AIM-9 Sidewinder for self-protection, and one of the following:
    
    • 2× 1,000 lb (450 kg) JDAM or
    • 2× Wind Corrected Munitions Dispensers (WCMDs) or
    • 8× 250 lb (110 kg) GBU-39 Small Diameter Bombs
• Hardpoints: 4× under-wing pylon stations can be fitted to carry 600 US gallon drop tanks or weapons, each with a capacity of 5,000 lb (2,268 kg).^[186][187]

Avionics

• RWR (Radar warning receiver): 250 nmi (463 km) or more^[96]
• Radar: 125-150 miles (200-240 km) against 1 m² (11 sq ft) targets (estimated range)^[94]
• Chemring MJU-39/40 flares for protection against IR missiles.^[188]