Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are e... more Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are extremely long-lived and because they are much smaller in mass than the Sun (between 0.5 and 0.08 MSun), their temperature and stellar luminosity are low and peaked in the red. We have re-examined what is known at present about the potential for a terrestrial planet forming within, or migrating into, the classic liquid-surface-water habitable zone close to an M dwarf star. Observations of protoplanetary disks suggest that planet-building materials are common around M dwarfs, but N-body simulations differ in their estimations of the likelihood of potentially-habitable, wet planets residing within their habitable zones, which are only ~ 1/5 to 1/50 of the width of that for a G star. Particularly in light of the claimed detection of the planets with masses as small as 5.5 and 7.5 MEarth orbiting M stars, there seems no reason to exclude the possibility of terrestrial planets. Tidally locked ...
Articles in last summer's issue of The Science Teacher (introduced by Metz 2013), and other a... more Articles in last summer's issue of The Science Teacher (introduced by Metz 2013), and other articles like them, tout the benefits of using scientific argumentation in teaching scientific inquiry. As science education professor Jonathan Osborne says: "Argumentation is the means that scientists use to make their case for new ideas" (2010a). Indeed, understanding scientific practice is, in part, understanding scientific argumentation. The Next Generation Science Standards (NGSS Lead States 2013) recognize "engaging in argument from evidence" as one of eight essential scientific and engineering practices. But be cautious in introducing students to scientific argumentation, especially in choosing a topic. It's tempting to choose controversial topics to teach the skill of arguing from evidence. Controversies, after all, are what people argue about. But controversial topics also pose a risk: Choosing the wrong controversial topic can result in a net loss, rather...
Stable, hydrogen-burning, M dwarf stars make up about 75% of all stars in the Galaxy. They are ex... more Stable, hydrogen-burning, M dwarf stars make up about 75% of all stars in the Galaxy. They are extremely long-lived, and because they are much smaller in mass than the Sun (between 0.5 and 0.08 MSun), their temperature and stellar luminosity are low and peaked in the red. We have re-examined what is known at present about the potential for a
In nontechnical language, Human Evolution traces the development of our ancestors through time fr... more In nontechnical language, Human Evolution traces the development of our ancestors through time from the primate Aegyptotithecus, which lived thirty million years ago, to the emergence of modern humans. The text contains extensive descriptions based on fossil ...
Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are e... more Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are extremely long-lived and because they are much smaller in mass than the Sun (between 0.5 and 0.08 MSun), their temperature and stellar luminosity are low and peaked in the red. We have re-examined what is known at present about the potential for a terrestrial planet forming within, or migrating into, the classic liquid-surface-water habitable zone close to an M dwarf star. Observations of protoplanetary disks suggest that planet-building materials are common around M dwarfs, but N-body simulations differ in their estimations of the likelihood of potentially-habitable, wet planets residing within their habitable zones, which are only ~ 1/5 to 1/50 of the width of that for a G star. Particularly in light of the claimed detection of the planets with masses as small as 5.5 and 7.5 MEarth orbiting M stars, there seems no reason to exclude the possibility of terrestrial planets. Tidally locked ...
Articles in last summer's issue of The Science Teacher (introduced by Metz 2013), and other a... more Articles in last summer's issue of The Science Teacher (introduced by Metz 2013), and other articles like them, tout the benefits of using scientific argumentation in teaching scientific inquiry. As science education professor Jonathan Osborne says: "Argumentation is the means that scientists use to make their case for new ideas" (2010a). Indeed, understanding scientific practice is, in part, understanding scientific argumentation. The Next Generation Science Standards (NGSS Lead States 2013) recognize "engaging in argument from evidence" as one of eight essential scientific and engineering practices. But be cautious in introducing students to scientific argumentation, especially in choosing a topic. It's tempting to choose controversial topics to teach the skill of arguing from evidence. Controversies, after all, are what people argue about. But controversial topics also pose a risk: Choosing the wrong controversial topic can result in a net loss, rather...
Stable, hydrogen-burning, M dwarf stars make up about 75% of all stars in the Galaxy. They are ex... more Stable, hydrogen-burning, M dwarf stars make up about 75% of all stars in the Galaxy. They are extremely long-lived, and because they are much smaller in mass than the Sun (between 0.5 and 0.08 MSun), their temperature and stellar luminosity are low and peaked in the red. We have re-examined what is known at present about the potential for a
In nontechnical language, Human Evolution traces the development of our ancestors through time fr... more In nontechnical language, Human Evolution traces the development of our ancestors through time from the primate Aegyptotithecus, which lived thirty million years ago, to the emergence of modern humans. The text contains extensive descriptions based on fossil ...
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