Center for Lunar Origin and Center for Lunar Origin and Evolution (CLOE)Evolution (CLOE)

PI: William Bottke, Southwest Research InstitutePI: William Bottke, Southwest Research Institute

““Understanding the Formation and Understanding the Formation and Bombardment History of the Moon”Bombardment History of the Moon”

Southwest Research Institute in BoulderSouthwest Research Institute in Boulder

Meet the CLOE Team!Meet the CLOE Team!

William BottkeHal Levison

Clark ChapmanSteve Mojzsis

Amy BarrLuke Dones

Robin Canup

Jay MeloshErik HauriDavid NesvornyStephanie ShippBill Ward

CLOE Themes and OrganizationCLOE Themes and Organization

PI:PI: William Bottke William Bottke

Deputy PI: Deputy PI: Clark ChapmanClark Chapman

Theme I LeadTheme I Lead: Robin Canup: Robin Canup

Theme II LeadTheme II Lead: Clark Chapman: Clark Chapman

Theme III: LeadTheme III: Lead: Hal Levison: Hal Levison

E/PO Lead:E/PO Lead: Stephanie Shipp Stephanie Shipp

CLOE Organizational ChartCLOE Organizational Chart

PI:PI: William Bottke (SwRI) William Bottke (SwRI)

Deputy PI: Deputy PI: Clark Chapman (SwRI)Clark Chapman (SwRI)

CLOE’s Executive Council (EC): CLOE’s Executive Council (EC): Bottke, Canup, Levison, ChapmanBottke, Canup, Levison, Chapman

Theme I. LeadTheme I. Lead: Robin Canup (SwRI): Robin Canup (SwRI)– Co-Is: Amy Barr, Bill Ward, Jay Melosh (U. Arizona), Erik Hauri Co-Is: Amy Barr, Bill Ward, Jay Melosh (U. Arizona), Erik Hauri

(DTM)(DTM)– Collaborators: Roger Phillips (SwRI).Collaborators: Roger Phillips (SwRI).

Theme II: LeadTheme II: Lead: Clark Chapman (SwRI): Clark Chapman (SwRI)– Co-Is: Steve Mojzsis (U. Colorado)Co-Is: Steve Mojzsis (U. Colorado)– Collaborators: Herb Frey (GSFC), Barb Cohen (MSFC), Tim Collaborators: Herb Frey (GSFC), Barb Cohen (MSFC), Tim

Swindle (U. Arizona), Dave Kring (LPI), Scott Anderson (SwRI)Swindle (U. Arizona), Dave Kring (LPI), Scott Anderson (SwRI)

Theme III: LeadTheme III: Lead: Hal Levison (SwRI): Hal Levison (SwRI)– Co-Is: Luke Dones (SwRI), David Nesvorny (SwRI)Co-Is: Luke Dones (SwRI), David Nesvorny (SwRI)– Collaborators: Alessandro Morbidelli (Obs. Nice), David Collaborators: Alessandro Morbidelli (Obs. Nice), David

Vokrouhlicky (Charles U., Czech Republic), Dave O’Brien (PSI).Vokrouhlicky (Charles U., Czech Republic), Dave O’Brien (PSI).

E/PO: Leader:E/PO: Leader: Stephanie Shipp (LPI) Stephanie Shipp (LPI)– Co-I: Amy Barr (SwRI)Co-I: Amy Barr (SwRI)

Why Should We Study the Moon?Why Should We Study the Moon?

We have a “Big Picture” problem:We have a “Big Picture” problem:

– The public has almost no idea why we should go back to the Moon The public has almost no idea why we should go back to the Moon from a science perspective.from a science perspective.

–Most planetary scientists have the same problem!Most planetary scientists have the same problem!

““Been there, done that!”Been there, done that!”““This is really cool”This is really cool”

What Most People Do Not ConsiderWhat Most People Do Not Consider

The Moon itself is The Moon itself is fascinating, but it is also fascinating, but it is also a “Rosetta Stone” for a “Rosetta Stone” for telling us about: telling us about:

–The unknown nature of the The unknown nature of the primordial Earth!primordial Earth!

–The critical last stages of The critical last stages of planet formation planet formation throughout the solar throughout the solar system! system!

Science ConceptsScience Concepts

Three fundamental scientific Three fundamental scientific concepts have emerged from our concepts have emerged from our exploration of the Moon to date: exploration of the Moon to date:

1.1. Lunar origin by giant impactLunar origin by giant impact

2.2. The existence of an early The existence of an early lunar magma ocean, and lunar magma ocean, and

3.3. The potential of an impact The potential of an impact cataclysm at 3.9 billion years cataclysm at 3.9 billion years ago. ago.

2007 study by National 2007 study by National Research Council.Research Council.

Science ConceptsScience Concepts

Three fundamental scientific Three fundamental scientific concepts have emerged from our concepts have emerged from our exploration of the Moon to date: exploration of the Moon to date:

1.1. Lunar origin by giant impactLunar origin by giant impact

2.2. The existence of an early The existence of an early lunar magma ocean, and lunar magma ocean, and

3.3. The potential of an impact The potential of an impact cataclysm at 3.9 billion years cataclysm at 3.9 billion years ago. ago.

2007 study by National 2007 study by National Research Council.Research Council.

Theme 1: Formation of the MoonTheme 1: Formation of the Moon

Iron core vs. stony mantleAnimation from Robin Canup

Impactor

Trajectory

Early Earth

Giant impact of Earth Giant impact of Earth and Mars-sized and Mars-sized protoplanet forms a protoplanet forms a disk of rocky/vapor disk of rocky/vapor material.material.

However, we still do However, we still do not know whether not know whether such a disk can such a disk can evolve into the Moon evolve into the Moon that we see today!that we see today!

Theme 1: Formation of the MoonTheme 1: Formation of the Moon

LeadLead: Robin Canup (SwRI): Robin Canup (SwRI)

Co-IsCo-Is: Amy Barr (SwRI), Erik Hauri (Carnegie), Jay : Amy Barr (SwRI), Erik Hauri (Carnegie), Jay Melosh (Arizona), and William Ward (SwRI)Melosh (Arizona), and William Ward (SwRI)

Objective: Determine the implications of Giant Impact hypothesis for the Moon’s physical and compositional state

Approach: Self-consistent model of lunar origin, starting from an impact and ending with a fully-formed Moon

Simulating Moon-Forming Impacts

SPH/particle code: first 24-hours CTH/grid code: first week

Goal: Determine initial dynamical, thermodynamical, and compositional properties of impact-generated protolunar disk

Protolunar Disk EvolutionProtolunar Disk Evolution

GoalsGoals:: Determine extent of Earth-Moon chemical mixing, Determine extent of Earth-Moon chemical mixing, volatile loss, rate & nature of Moon’s accumulationvolatile loss, rate & nature of Moon’s accumulation

Two-part coupled model: Evolution of vapor-melt disk inside Roche limit Two-part coupled model: Evolution of vapor-melt disk inside Roche limit + simulations of Moon’s accretion outside Roche limit+ simulations of Moon’s accretion outside Roche limit

Initial Lunar StateInitial Lunar State

GoalsGoals: Determine extent of melting in the early Moon: Determine extent of melting in the early Moon

Simulate the Moon’s Simulate the Moon’s thermal state as it forms, thermal state as it forms, including impact heating including impact heating and radiative cooling.and radiative cooling.

Estimate magma ocean Estimate magma ocean depth and degree of metal depth and degree of metal & silicate equilibration& silicate equilibration

Science ConceptsScience Concepts

Three fundamental scientific Three fundamental scientific concepts have emerged from our concepts have emerged from our exploration of the Moon to date: exploration of the Moon to date:

1.1. Lunar origin by giant impactLunar origin by giant impact

2.2. The existence of an early The existence of an early lunar magma ocean, and lunar magma ocean, and

3.3. The potential of an impact The potential of an impact cataclysm at 3.9 billion years cataclysm at 3.9 billion years ago. ago.

2007 study by National 2007 study by National Research Council.Research Council.

Science ConceptsScience Concepts

Three fundamental scientific Three fundamental scientific concepts have emerged from our concepts have emerged from our exploration of the Moon to date: exploration of the Moon to date:

1.1. Lunar origin by giant impactLunar origin by giant impact

2.2. The existence of an early The existence of an early lunar magma ocean, and lunar magma ocean, and

3.3. The potential of an impact The potential of an impact cataclysm at 3.9 billion years cataclysm at 3.9 billion years ago. ago.

2007 study by National 2007 study by National Research Council.Research Council.

Science MotivationScience Motivation

Three fundamental scientific Three fundamental scientific concepts have emerged from our concepts have emerged from our exploration of the Moon to date: exploration of the Moon to date:

1.1. Lunar origin by giant impactLunar origin by giant impact

2.2. The existence of an early The existence of an early lunar magma ocean, and lunar magma ocean, and

3.3. The potential of an impact The potential of an impact cataclysm at 3.9 billion years cataclysm at 3.9 billion years ago. ago.

2007 study by National 2007 study by National Research Council.Research Council.

What is Interesting About the What is Interesting About the Bombardment History of the Moon?Bombardment History of the Moon?

What is Interesting About the What is Interesting About the Bombardment History of the Moon?Bombardment History of the Moon?

Orientale Basin; Kaguya Mission

Ages of Lunar SamplesAges of Lunar Samples

Most ancient lunar rocks Most ancient lunar rocks cluster near ~3.8-3.9 Ga.cluster near ~3.8-3.9 Ga.

– Ar-Ar-based ages of basins Ar-Ar-based ages of basins cluster near 3.9 Ga.cluster near 3.9 Ga.

All available Ar-Ar ages of highlands rocks as of 1973. Gaussians along bottom (of equal area) represent individual samples. Dark line (“ideogram”) is sum of those Gaussians. Data from Turner et al. (1973)

The Lunar Impact RateThe Lunar Impact Rate

Lunar impact rate Lunar impact rate has been variable has been variable with time.with time.

Hartmann et al. (1981); Horz et al. (1991)Hartmann et al. (1981); Horz et al. (1991)

The Lunar Impact RateThe Lunar Impact Rate

Lunar impact rate Lunar impact rate has been variable has been variable with time.with time.

Crater production Crater production rates >100 times rates >100 times higher >3.8 billion higher >3.8 billion years ago.years ago.

Hartmann et al. (1981); Horz et al. (1991)Hartmann et al. (1981); Horz et al. (1991)

The Lunar Impact RateThe Lunar Impact Rate

Lunar impact rate Lunar impact rate has been variable has been variable with time.with time.

Crater production Crater production rates >100 times rates >100 times higher >3.8 Gy ago.higher >3.8 Gy ago.

Relatively constant Relatively constant crater rate since crater rate since ~3.2 Ga.~3.2 Ga.

Hartmann et al. (1981); Horz et al. (1991)Hartmann et al. (1981); Horz et al. (1991)

Lunar Late Heavy BombardmentLunar Late Heavy Bombardment

Were most large basins produced by a spike of Were most large basins produced by a spike of impactors near ~ 3.9 Ga, creating a impactors near ~ 3.9 Ga, creating a terminal cataclysmterminal cataclysm??

Lunar Late Heavy BombardmentLunar Late Heavy Bombardment

Or were most produced by a Or were most produced by a declining bombardmentdeclining bombardment of of leftover planetesimals from terrestrial planet formation?leftover planetesimals from terrestrial planet formation?

Theme 3. Theme 3. Determining Lunar Impact RatesDetermining Lunar Impact Rates

Theme 3. Theme 3. Determining Lunar Impact RatesDetermining Lunar Impact Rates

LeadLead: Hal Levison(SwRI): Hal Levison(SwRI)

Co-IsCo-Is: David Nesvorny (SwRI), Luke Dones (SwRI) : David Nesvorny (SwRI), Luke Dones (SwRI)

Post Accretion and the LHB: Part 1Post Accretion and the LHB: Part 1

Sea of bodies:Sea of bodies:

– Moon to Mars-Moon to Mars-sized bodiessized bodies

– Smaller Smaller planetesimals.planetesimals.

Some bodies Some bodies pushed to high pushed to high eccentricities & eccentricities & inclinations.inclinations.

Here they live Here they live long enough to long enough to strike the Moon strike the Moon between 3.8-4.5 between 3.8-4.5 Ga.Ga.

Plan

etes

imal

s

Plan

etes

imal

s

Prot

opla

nets

Prot

opla

nets

Location ofLocation ofAsteroid BeltAsteroid Belt

Post-Accretion and the LHB: Part 2

Comets

Old view. Gas giants/comets formed near present locations (5-30 AU) and reached current orbits ~4.5 Gy ago.

Post-Accretion and the LHB: Part 2

New view. Gas giants formed in more compact formation between 5 to ~20 AU. Massive comet population existed out to ~30 AU.

Comets

Primordial disk of comets

Old view. Gas giants/comets formed near present locations (5-30 AU) and reached current orbits ~4.5 Gy ago.

Fernandez and Ip (1986); Malholtra (1995); Thommes et al. (1999; 2003)Fernandez and Ip (1986); Malholtra (1995); Thommes et al. (1999; 2003)

Post-Accretion and the LHB: Part 2

New view. Gas giants formed in more compact formation between 5 to ~20 AU. Massive comet population existed out to ~30 AU.

Best developed and most successful scenario of this is the Nice Model.

Comets

Primordial disk of comets

Old view. Gas giants/comets formed near present locations (5-30 AU) and reached current orbits ~4.5 Gy ago.

Tsiganis et al. (2005)Tsiganis et al. (2005)

Fernandez and Ip (1986); Malholtra (1995); Thommes et al. (1999; 2003)Fernandez and Ip (1986); Malholtra (1995); Thommes et al. (1999; 2003)

Destabilizing the Outer Solar SystemDestabilizing the Outer Solar System

Watch what happens after 850 My!Watch what happens after 850 My!

Tsiganis et al. (2005); Morbidelli et al. (2005); Tsiganis et al. (2005); Morbidelli et al. (2005); Gomes et al. (2005)Gomes et al. (2005)

The Nice ModelThe Nice Model

Tsiganis et al. (2005); Morbidelli et al. (2005); Gomes et al. (2005)

Jupiter/Saturn enter 1:2 mean motion resonance

Gravitational interactions with massive disk of comets causes Gravitational interactions with massive disk of comets causes migration. In this simulation, at 850 My, Jupiter/Saturn enter 1:2 MMR. migration. In this simulation, at 850 My, Jupiter/Saturn enter 1:2 MMR.

This pushes Uranus and Neptune into comet disk.This pushes Uranus and Neptune into comet disk.

Lunar Basin FormationLunar Basin Formation

Lunar basins may come from impacting comets/asteroids Lunar basins may come from impacting comets/asteroids scattered by reorganization of solar system!scattered by reorganization of solar system!

Imbrium Basin Formation on MoonImbrium Basin Formation on Moon

The Early Lunar Impact RateThe Early Lunar Impact Rate

Goal. Goal. Calculate the nature of the impact flux between 3.8-4.5 Ga.Calculate the nature of the impact flux between 3.8-4.5 Ga.

Approach. Approach. New simulations that track how planetesimals evolved in the inner New simulations that track how planetesimals evolved in the inner solar system prior to the Nice model event. Link work back to Theme 2.solar system prior to the Nice model event. Link work back to Theme 2.

For illustration purposes only!

Theme 2. Observational Constraints on the Theme 2. Observational Constraints on the Bombardment History of the MoonBombardment History of the Moon

ObjectiveObjective. Find new “ground truth” to determine the . Find new “ground truth” to determine the lunar impact rate over its early (and late) history. lunar impact rate over its early (and late) history.

LeadLead: Clark Chapman (SwRI): Clark Chapman (SwRI)

Co-ICo-I: Steve Mojzsis (U. Colorado): Steve Mojzsis (U. Colorado)

Task 2.1 Bombardment Thermochronometry of Task 2.1 Bombardment Thermochronometry of Early Moon Earth, and Asteroids (Mojzsis)Early Moon Earth, and Asteroids (Mojzsis)

GoalGoal. Study datable massive heating events in ancient zircons . Study datable massive heating events in ancient zircons and other minerals from the Earth, Moon, and asteroids to and other minerals from the Earth, Moon, and asteroids to determine ancient impact rates on these objects.determine ancient impact rates on these objects.

ApproachApproach. Many ancient zircons (ZiSiO. Many ancient zircons (ZiSiO44) have overgrowths that ) have overgrowths that record thermal pulses. Using secondary ion mass spectrometry record thermal pulses. Using secondary ion mass spectrometry (SIMS), we will date these events and provide new constraints on (SIMS), we will date these events and provide new constraints on the timing, intensity, and duration of lunar bombardment. the timing, intensity, and duration of lunar bombardment.

Trail et al. (2005)

Example: Hadean Zircons fromExample: Hadean Zircons fromJack Hills, AustraliaJack Hills, Australia

Core ages are generally 4.2 Ga, Core ages are generally 4.2 Ga, while while overgrowths are atovergrowths are at ~3.95 ~3.95 GaGa. Nothing is found in . Nothing is found in between.between.

Support for terminal cataclysm? Support for terminal cataclysm?

Task 2.2 Relative Lunar Cratering Task 2.2 Relative Lunar Cratering Chronology (Chapman)Chronology (Chapman)

Baldwin counted small Baldwin counted small craters (0.5 < craters (0.5 < DD < 4 km) < 4 km) on/near lunar nearside on/near lunar nearside craters to get their ages.craters to get their ages.

His method reproduces His method reproduces (within 20-(within 20-30 My) the 30 My) the ages of two craters with ages of two craters with known ages:known ages:

– Copernicus (~800 My)Copernicus (~800 My)

– Tycho (~110 My)Tycho (~110 My)

Baldwin (1985)Baldwin (1985)

Lunar Impact Rates From BaldwinLunar Impact Rates From Baldwin

GoalGoal. Establish . Establish chronology of chronology of observable lunar observable lunar geology using new geology using new crater counts.crater counts.

ApproachApproach. Use . Use Baldwin’s technique Baldwin’s technique and latest lunar and latest lunar imagery to establish imagery to establish relativerelative crater crater stratigraphy from stratigraphy from present to LHB.present to LHB.

AbsoluteAbsolute ages will ages will come from Theme 3. come from Theme 3.

Baldwin (1985)Baldwin (1985)

Other Institute ObjectivesOther Institute Objectives

TrainingTraining

– We will be hiring 4 postdocs and 3 graduate students.We will be hiring 4 postdocs and 3 graduate students.

Graduate seminar on the formation and evolution of the MoonGraduate seminar on the formation and evolution of the Moon

– Based at the University of Colorado; joint Planetary/Geology Based at the University of Colorado; joint Planetary/Geology departmentsdepartments

Origin of the Earth-Moon System II: Conference and BookOrigin of the Earth-Moon System II: Conference and Book

– Conference designed to present new work on the Origin of the Moon Conference designed to present new work on the Origin of the Moon

– The conference will lead to a book published through Cambridge Univ. The conference will lead to a book published through Cambridge Univ. Press.Press.

– Many opportunities for joint efforts with the NLSI teams.Many opportunities for joint efforts with the NLSI teams.

Solar System Bombardment Focus GroupSolar System Bombardment Focus Group

CLOE E/POCLOE E/PO

Partnership with Summer Science Program, Inc. to Partnership with Summer Science Program, Inc. to inspire and educate future scientistsinspire and educate future scientists

Impact: 288 HS Students

• 72 high school students/ year72 high school students/ year

• 6 week science experience 6 week science experience observing and analyzing orbital observing and analyzing orbital elements of asteroidselements of asteroids

• 2-day CLOE science project 2-day CLOE science project integrated into experience integrated into experience

• Students encouraged to present Students encouraged to present at LPSC/NLSI conferenceat LPSC/NLSI conference

• Materials available for other Materials available for other institutions to replicate.institutions to replicate.

LeadLead: Stephanie Shipp (LPI). Co-I: Amy Barr (SwRI): Stephanie Shipp (LPI). Co-I: Amy Barr (SwRI)

CLOE E/POCLOE E/PO

Library programsLibrary programs toto engage young explorers in engage young explorers in lunar sciencelunar science

• A suite of hands-on activities for A suite of hands-on activities for library learning environments library learning environments

• 90 children’s librarians prepared to 90 children’s librarians prepared to bring lunar science into programs bring lunar science into programs through 2-day workshops (CO and through 2-day workshops (CO and WY / ND and SD / ID, and MT)WY / ND and SD / ID, and MT)

• Web-training of an existing Web-training of an existing nationwide network of 480 nationwide network of 480 librarianslibrarians

• Continued support of networkContinued support of network

Impact: 10,800 children Impact: 10,800 children annually in 4 yearsannually in 4 years

CLOE E/POCLOE E/PO

CLOE Web page designed by students to engage CLOE Web page designed by students to engage the general public in NLSI sciencethe general public in NLSI science

• Denver School of Science and Denver School of Science and Technology high school students Technology high school students and facultyand faculty

• High-school students learn about High-school students learn about CLOE and NLSI science, scientists, CLOE and NLSI science, scientists, and careersand careers

• Design and maintain a web page Design and maintain a web page that engages the publicthat engages the public

• Traditional and new mediaTraditional and new media

Impact: Enhanced student Impact: Enhanced student and public engagement and public engagement

Any Questions?Any Questions?

CLOE Team MembersCLOE Team Members

PI:PI: William Bottke; William Bottke; Deputy PI: Deputy PI: Clark ChapmanClark Chapman

CLOE’s Executive Council (EC): CLOE’s Executive Council (EC): Bottke, Canup, Levison, ChapmanBottke, Canup, Levison, Chapman

Theme I. LeaderTheme I. Leader: Robin Canup: Robin Canup– Co-Is: Amy Barr, Bill Ward, Jay Melosh (U. Arizona), Erik Hauri (DTM)Co-Is: Amy Barr, Bill Ward, Jay Melosh (U. Arizona), Erik Hauri (DTM)– Collaborators: Roger Phillips (SwRI).Collaborators: Roger Phillips (SwRI).

Theme II: LeaderTheme II: Leader: Clark Chapman: Clark Chapman– Co-Is: Steve Mojzsis (U. Colorado)Co-Is: Steve Mojzsis (U. Colorado)– Collaborators: Herb Frey (GSFC), Barb Cohen (MSFC), Tim Swindle (U. Arizona), Dave Collaborators: Herb Frey (GSFC), Barb Cohen (MSFC), Tim Swindle (U. Arizona), Dave

Kring (LPI), Scott Anderson (SwRI)Kring (LPI), Scott Anderson (SwRI)

Theme III: LeaderTheme III: Leader: Hal Levison: Hal Levison– Co-Is: Luke Dones, David NesvornyCo-Is: Luke Dones, David Nesvorny– Collaborators: Alessandro Morbidelli (Obs. Nice), David Vokrouhlicky (Charles U., Collaborators: Alessandro Morbidelli (Obs. Nice), David Vokrouhlicky (Charles U.,

Czech Republic), Dave O’Brien (PSI).Czech Republic), Dave O’Brien (PSI).

E/PO: Leader:E/PO: Leader: Stephanie Shipp (LPI) Stephanie Shipp (LPI)– Co-I: Amy Barr (SwRI)Co-I: Amy Barr (SwRI)

Task 3.1 The Post-Late Heavy Bombardment EraTask 3.1 The Post-Late Heavy Bombardment Era

Goal. Goal. Determine how specific asteroid breakup events have affected lunar Determine how specific asteroid breakup events have affected lunar impact flux. Use info to compute absolute lunar crater ages.impact flux. Use info to compute absolute lunar crater ages.

Approach. Approach. Model formation age and evolution of asteroid families. Model formation age and evolution of asteroid families. Determine nature of lunar impact spikes. Couple to Theme 2 work.Determine nature of lunar impact spikes. Couple to Theme 2 work.

Background Main BeltBackground Main Belt Observed FamiliesObserved Families

Parker et al. (2008)Parker et al. (2008)

Koronis familyKoronis family

Bottke et al. (2001)Bottke et al. (2001)

• Observed Observed • ModelModel

Example: Asteroids Drift into Resonances by the Example: Asteroids Drift into Resonances by the Yarkovsky EffectYarkovsky Effect

Education and Public Outreach (E/PO)Education and Public Outreach (E/PO)

LPI’s “Explore!” library programLPI’s “Explore!” library program

– Afterschool programs in lunar science and exploration ste up Afterschool programs in lunar science and exploration ste up through programs in partnership with state libraries across 6 through programs in partnership with state libraries across 6 western states.western states.

– Targeted toward unrepresented populationsTargeted toward unrepresented populations

Summer Science Program, Inc.Summer Science Program, Inc.

– Develop next generation of lunar scientists in collaboration with Develop next generation of lunar scientists in collaboration with established SSP program.established SSP program.

–Work with gifted high school and provide challenging lunar Work with gifted high school and provide challenging lunar science program.science program.

Develop CLOE web portal with high school students Denver School Develop CLOE web portal with high school students Denver School for Science and Technology.for Science and Technology.

LeadLead: Stephanie Shipp (LPI). Co-I: Amy Barr (SwRI): Stephanie Shipp (LPI). Co-I: Amy Barr (SwRI)