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Star DMPP-1 hosts a compact, four-planet system comprising three irradiated super-Earth-mass planets and one Neptune-mass planet, discovered through radial velocity measurements and the star’s anomalously low chromospheric emission.
The long-term evolution and stratigraphy of the CO2 ice residual southern polar cap of Mars can be explained by a model that includes the active coupling of near-surface CO2 with the atmosphere through the permeable H2O ice layers.
This Article provides an overview of the Dispersed Matter Planet Project, a programme to discover close-in exoplanets being ablated by their host stars by means of the stars’ anomalously low chromospheric emission. One example is presented here: DMPP-2 hosts a sub-Jupiter-mass planet around a γ Doradus pulsator.
The third target of the Dispersed Matter Planet Project, DMPP-3, is an unusual binary system containing a solar-type star ablating a super-Earth-mass planet, along with a very low mass secondary.
After an initial period of activity, the formation of stars in the Galactic Centre has remained dormant for billions of years. The hibernation ended by a star-formation episode that could be due to the Milky Way interacting with other galaxies.
Most stars in the Galactic nuclear disk formed at least 8 Gyr ago, with a starburst event about 1 Gyr ago that formed roughly 5% of its mass. This long quiescence has implications on when the Galactic bar was formed and its gas transport efficiency.
A detailed study of young stellar populations from high-quality stacked spectra of 28,663 massive early-type galaxies reveals ubiquitous residual star formation, measuring average mass fractions of 0.5% in young stars in the last 2 Gyr of their evolution.
Cosmochemical measurements reveal the existence of two distinct reservoirs of non-carbonaceous and carbonaceous materials, originating from the inner and outer protoplanetary disk, respectively, which separated after the first million years after the birth of the Solar System, possibly due to the rapid growth of Jupiter’s core.
The Parker Solar Probe spacecraft completed the first two of its 24 scheduled orbits around the Sun on 18 June 2019, making history by flying halfway between Mercury and the Sun.
Dust in the Solar System originates primarily in two locations: the interstellar medium and stellar outflows. On the basis of measurements of palladium isotopes in iron meteorites, Ek et al. suggest that the interstellar component was destroyed in the inner Solar System, revealing an enhancement of s-process isotopes from stardust.
Enceladus’s tiger stripes at the south pole formed in cascade and spaced equally after the first fracture—probably Baghdad Sulcus—was created by the release of accumulated tensile stress, caused in turn by secular cooling.
Volcanic and tectonic global maps of the inner planets and the Moon allow conclusions about the long-term volcanic behaviour of terrestrial planets and hint at the most promising extrasolar planets to look for active, radiogenically driven volcanism.
Coupling a global surface hydrology model to an existing atmospheric model of Titan reproduces the observed variable climate and distribution of surface liquid, with possible implications for an unobserved methane reservoir on Titan.
The large-scale spatial distribution of local active galactic nuclei can constrain the black hole–stellar mass relation and their mean radiative efficiency to 10–20%, suggesting moderate to high spins for the vast majority of supermassive black holes.
Diversity of thought and perspective fosters innovation and productivity. Equity is an ethical imperative. There is plenty of scope to improve both diversity and equity in our field and this issue’s Focus puts the spotlight on actions today for a more inclusive tomorrow.
The fundamental aim of inclusive astronomy is to bring astronomy to diverse groups of people while at the same time broadening the viewpoints of astronomy communicators. Building domestic and international networks is essential to disseminate inclusive activities and resources.
The struggles of marginalized students, mentees and peers in astronomy and physics can be amplified by negative ‘fixed’ mindsets. Here are ways we can address mindset in our labs, our classrooms and ourselves.