Abstract The paper discusses how Pluto recently came under fire regarding the legitimacy of its status as a planet of the solar system. The paper examines the controversy that began when the International Astronomical Union (IAU) in 1999, was implicated with the decision of reconsidering Pluto's planetary status. The paper concludes that the issue was finally set to rest when the IAU duly rejected the status change as a rumour or misinformation and Pluto's status remained safe.
Table of Contents:
Introduction
Pluto Statistics
Pluto Planet or comet (A Discussion)
Pluto (A Misfit?)
Conclusion
Bibliography
From the Paper "First and foremost comes the fact of size. As mentioned earlier, Pluto is the smallest planet and in terms of its size is even smaller than seven of the moons of other planets including earth's moon. Comparatively, mercury the next smallest planet is more than twice the size of Pluto. However, most astronomers brush aside this argument stating that Pluto is too big to be classified as a minor planet. For example, Ceres the largest minor planet that exists in the asteroid belt between Jupiter and mars is only 580 miles."
Abstract The paper relates that, in 1930, the Lowell Observatory announced the discovery of the ninth planet, Pluto, but then, in 2006, the scientific community decided that Pluto would lose its status as a planet. The paper then explains that this decision was based on the scientific community's discovery that Pluto is more akin to the making of an asteroid than it is to a planet. The paper also looks at the opinion of people who think Pluto should still be a planet and posits that the many questions about Pluto will be answered when the New Horizons space satellite arrives at Pluto in 2015.
From the Paper "In 1930, the Lowell Observatory announced the discovery of a small planetary body beyond the planet Neptune (Gingerich, 2007, 137). It was named Pluto, following the suggestion of a young girl who thought that name was right because the first two letters incorporated the initials of the scientist for whom the Lowell Observatory was named for (Gingerich, 137). In hindsight, the rush to bestow planetary status on the tiny heavenly body was perhaps more a need for the Lowell Observatory to have a role in the discovery of something scientifically significant than in something that met the standards of scientific theory and research."
Abstract In this article, the writer discusses that in the not so distant past, schoolchildren all over the world learned that the planet farthest away from the sun in our solar system was Pluto. The writer relates that they learned mnemonic devices to remember the names of all nine planets, made models and mobiles, all with Pluto orbiting at the very end of their dioramas. The writer then describes that in August 2006, after many years of intense debate, astronomers declared that Pluto was officially not a planet. The writer maintains that perhaps the real question about the usefulness of the new definition of planet will not revolve around Pluto, however dearly the old model may still be cherished in our culture, but how the definition is useful in classifying new solar systems. The writer also points out that the question of roundness and what is meant by clearing one's orbit and other points of contention will continue to generate lively debate within the scientific community and in schools, whatever Pluto's official status.
From the Paper "To say that Pluto is suddenly not a planet though, of course, is somewhat incorrect, as Pluto has remained unchanged, rather it is the scientific definition and astronomer's perceptions (and voting patterns within the organization) that have shifted."
"Surprisingly, until 2006, astronomy textbooks never had a single, universally agreed-upon definition for the word planet, as the IAU had never established exactly what constitutes a planet, and set specific scientific standards. However, defining a planet, or any astronomical body is always extremely difficult, as the definition must be universally applicable, to all solar systems, not just our own."
Abstract This paper discusses the consensus reached by the International Astronomical Union in 2006 on the official definition of a planet, and the consequent reclassification of Pluto as a "dwarf planet." The writer explains what is known about Pluto today and describes the background to the controversy and the discoveries that led to the challenging of Pluto's status as a planet. Many scientists today still believe that Pluto is in fact a planet, and support a more expansive definition of what are called planets. The paper concludes that, as our knowledge of what constitutes planets continues to expand, Pluto may once again be considered a planet.
From the Paper "The recent controversy over Pluto's status as a planet reveals the fact that quite often, what seems like a scientific certainty is still quite contentious within the scientific community, when new discoveries are made through improved technology. In 1995, discoveries of large planets around other stars, plus new objects that are neither planet nor star, and free-floating objects in space that look like planets but do not orbit stars forced astronomers to reformulate definitions of what constituted a planet (Britt 2000). Extrasolar planets may originate as brown dwarf stars, lack light, and are even in some cases as large as Jupiter, yet they orbit stars like planets (Britt 2000). In defining whether these burnt-out brown dwarfs were planets in the early 90s were planets, the issue of Pluto's planetary status again came to the forefront of scientific debate."
Tags: comet, solar system, trans-Neptunian extrasolar, Kuiper Belt, asteroid universe orbit satellite
Abstract This paper focuses on the history and the discovery of the nineth planet in the Solar System, Pluto, and its lone moon, Charon. The paper discusses various theories about what originally propelled astronomers to search for this mysterious planet, known as Planet X, and how its name Pluto finally came about after its discovery.
From the Paper "John Murray, an astronomer from Open University in the U.K. proposes a theory in which two large objects may gravitationally affect the orbits of long period comets. These two objects would have to be about 32,000 AU from the Sun and extremely massive, about the size of Jupiter. John J. Matese of the University of Louisiana at Lafayette proposes a similar theory. His involves two to three Jupiter sized objects orbiting at about 2.3 trillion miles from the Sun. He says that their gravity is responsible for the deflection of roughly 25% of the known 82 Oort Cloud comets into the inner solar system. Matese says that these massive objects do not necessarily have to be planets; they may be undetected brown dwarfs ? undetected because the IRAS (Infrared Astronomical Satellite) of the 1980s was not sensitive enough to distinguish an individual brown dwarf against the galactic plane."
Abstract This paper attempts to explain the nature of the solar system. Starting with the inner solar system, the paper explores the make-up of the sun, central to the system, followed by Mercury, Venus, Earth and Mars. The paper then explores what is known as the outer system, beginning with Jupiter, Saturn, Uranus, Neptune and Pluto. The paper then offers a three-point conclusion, beginning with the sun and then dividing into the outer and inner solar systems.
From the Paper "Many theories have been formulated by scientists and scholars that help explain the nature and origin of the solar system, which gave birth to the planets in it, which includes the planet Earth. Among these formation theories, the most widely-accepted theory is the Nebular Theory of Solar System Formation. This theory states that the solar system was formed as a result of the collapse of an interstellar cloud, which eventually became the solar system and all the planets and elements within it. This space phenomenon happened 4.7 billion years ago, and as the interstellar cloud collapsed under the force of gravity, it rotates at a fast rate, eventually forming a ball of hot gas and dust, called the protosun."
Abstract This paper begins with a definition and description of the planets within our solar system and then goes on to discuss extra-solar planets and the ongoing search for them. The paper describes some of the technology and techniques employed in this search, a discovery of an extra-solar planet by scientists at the Geneva Observatory in Switzerland, and recent advances in locating extra-solar planetary objects.
From the Paper "The word planet means "wanderer" in Greek. It derives from the fact that planets within our solar system seem generally to wander eastward about the so-called ?fixed stars across the zodiac constellations (Kolb). There is no clear consensus precisely defining what constitutes a planet, as distinguished from brown dwarfs, which are the material remnants of burned out ancient stars whose masses where too small to form white dwarfs or collapse completely, forming black holes in the manner that stars much larger than ten solar masses, or ten times the mass of our sun (Hawking)."
Abstract This paper introduces, discusses and analyzes the topic of the common toy, the Frisbee. It discusses the history and development of the Frisbee, particularly how and where it developed. The paper describes and discusses many of the legends surrounding the development of the Frisbee. It then looks at some of the popular modern games played with the toy.
From the Paper "Perhaps one of the most interesting Frisbee sports is Ultimate Frisbee, which was developed at a New Jersey high school and has spread around the world (Kurlantzick 56). Journalist Joshua Kurlantzic notes, "In the past five years, ultimate Frisbee has developed a loyal following in Southeast Asia, a region that has recorded explosive rates of economic growth" (Kurlantzick 56). This game, which evolved in 1968 in Maplewood, New Jersey, is an eclectic blend of football, soccer, and Frisbee tossing. Teams attempt to pass a Frisbee down a 70-yard field to an end zone. Unlike most other competitive sports, there are no officials in the game, instead, players are expected to be honest and call their own fouls. The game has traveled around the world, and many people believe it may one day become an Olympic sport (Kurlantzicl 56)."
Abstract The paper discusses how, during World War II, Hollywood was part of the war effort and produced a number of works intended to stir up the troops, encourage those at home to help in the war effort, and demonize the enemy. The paper examines the different types of propaganda and shows how Disney used films and cartoons in their fight against Nazi Germany. The paper discusses how these films show a side of the war that many may not realize was so powerful.
From the Paper "We tend to think of propaganda as a tool used by the enemy, but America uses propaganda as well. During World War II, Hollywood was part of the war effort and produced a number of works intended to stir up the troops and often to demonize the enemy as part of the process. The most obvious such films were the wartime war movies that celebrated Allied victories and killed off dozens of the enemy. Cartoons were also used in service of the war effort, often involving racially charged images that do not fit well with today's culture and so are often not seen any longer. A number of Popeye cartoons involved denigrating images of Japanese people. At Warner Bros., the Private Snafu series for the army included not only similar racist images but some swearing. Walt Disney Studios also enlisted in the war effort and produced a number of films intended to support the troops and demonize the enemy."
Abstract Max Hare and Toby Tortoise are just part of the early Disney cartoon cast, but, in the opinion of the paper's author, they are enduring because they possess universal appeal based on a number of positive factors. In the paper, the author examines and discusses these factors. The author attempts to show that a clear and succinct moral message is given by the cartoon which is echoed in many other Disney works. The writer also contends that the absence of violence in the cartoon is another feature that gives the film lasting value. The author of the paper also compares the cartoon's artwork, animation and music to modern cartoons in order to further demonstrate the long lasting, universal appeal of the film.
From the Paper "For example, Toby falls for Max's well-known "psyche" gag where he is offered Max's hand to shake only to have him pull it back in a "thumbs-up" fashion not once but twice before the race even starts, and Max makes it clear from the outset who is going to win this race. The clearly established personalities of Toby Tortoise and Max Hare also contribute to this sense of who is going to win, but also help create a sense of an "under-tortoise" who deserves to win because he has the pluck even though the rabbit has the speed among viewers. These straightforward images of the bully and the bullied, the fast and the slow, the quick and the dull, are accompanied by a rich musical score (recorded by RCA Victor "High Fidelity" Sound System) and background scenery ("in Technicolor") throughout. According to Jacobs, the color in Disney's Silly Symphonies is seldom static: "As the characters fly, dance, run, or evolve into other shapes, the color too is animated, becoming sinister, gay, sanguine, or merely decorative, but always taking on a new hue with each of the emotional developments and moving with the images and sound.""
Tags: academy award, animation musical, silly symphonies, studios character pluto goofy, donald duck, fable moral
Abstract This paper discusses how the Earth compared to the sun, its moon, and the nine planets in its solar system is extremely unique. Not only does it have unique surface features, but its weather, atmosphere, and size is original when compared to other bodies in space. Then, through an examination of the different properties of the other celestial bodies, the paper also attempts to show how the Earth has similarities to the nine planets when describing how the planets and their atmospheres were formed.
From the Paper "The Earth is the third planet from the Sun being about 93 million miles from the Sun and in one planetary year circles the Sun 365 days of 24 hours each. Its diameter is 7,926 miles and has one moon. Earth is the densest planet in our solar system. It has an iron core, a mantle, and crust with an atmosphere made up of 78% nitrogen, 21% oxygen, and 1% other gases. The temperature of Earth ranges from -127 degrees Fahrenheit, recorded in Antarctica, to 136 degrees Fahrenheit, recorded in Africa. The surface features of Earth consist of mountains, faults, volcanoes, cliffs, oceans, rivers, and ice caps. The hydrosphere is the water on or near the Earth's surface. The Earth is unique among the planets because 70% of its surface is covered by oceans. The main difference between Earth and other planets is its ability to support life. Vegetation and organisms are prominent all over the globe. This is possible because of the climate, atmosphere, and general living conditions. "
