The Sun, Transits and Eclipses
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Modelling and the Transit of Venus
Modelling and the transit of Venus Dave Quinn University of Queensland <[email protected]> Ron Berry University of Queensland <[email protected]> Introduction enior secondary mathematics students could justifiably question the rele- Svance of subject matter they are being required to understand. One response to this is to place the learning experience within a context that clearly demonstrates a non-trivial application of the material, and which thereby provides a definite purpose for the mathematical tools under consid- eration. This neatly complements a requirement of mathematics syllabi (for example, Queensland Board of Senior Secondary School Studies, 2001), which are placing increasing emphasis on the ability of students to apply mathematical thinking to the task of modelling real situations. Success in this endeavour requires that a process for developing a mathematical model be taught explicitly (Galbraith & Clatworthy, 1991), and that sufficient opportu- nities are provided to students to engage them in that process so that when they are confronted by an apparently complex situation they have the think- ing and operational skills, as well as the disposition, to enable them to proceed. The modelling process can be seen as an iterative sequence of stages (not ) necessarily distinctly delineated) that convert a physical situation into a math- 1 ( ematical formulation that allows relationships to be defined, variables to be 0 2 l manipulated, and results to be obtained, which can then be interpreted and a n r verified as to their accuracy (Galbraith & Clatworthy, 1991; Mason & Davis, u o J 1991). The process is iterative because often, at this point, limitations, inac- s c i t curacies and/or invalid assumptions are identified which necessitate a m refinement of the model, or perhaps even a reassessment of the question for e h t which we are seeking an answer. -
Astronomy 114 Problem Set # 2 Due: 16 Feb 2007 Name
Astronomy 114 Problem Set # 2 Due: 16 Feb 2007 Name: SOLUTIONS As we discussed in class, most angles encountered in astronomy are quite small so degrees are often divded into 60 minutes and, if necessary, minutes in 60 seconds. Therefore to convert an angle measured in degrees to minutes, multiply by 60. To convert minutes to seconds, multiply by 60. To use trigonometric formulae, angles might have to be written in terms of radians. Recall that 2π radians = 360 degrees. Therefore, to convert degrees to radians, multiply by 2π/360. 1 The average angular diameter of the Moon is 0.52 degrees. What is the angular diameter of the moon in minutes? The goal here is to change units from degrees to minutes. 0.52 degrees 60 minutes = 31.2 minutes 1 degree 2 The mean angular diameter of the Sun is 32 minutes. What is the angular diameter of the Sun in degrees? 32 minutes 1 degrees =0.53 degrees 60 minutes 0.53 degrees 2π =0.0093 radians 360 degrees Note that the angular diameter of the Sun is nearly the same as the angular diameter of the Moon. This similarity explains why sometimes an eclipse of the Sun by the Moon is total and sometimes is annular. See Chap. 3 for more details. 3 Early astronomers measured the Sun’s physical diameter to be roughly 109 Earth diameters (1 Earth diameter is 12,750 km). Calculate the average distance to the Sun using trigonometry. (Hint: because the angular size is small, you can make the approximation that sin α = α but don’t forget to express α in radians!). -
Applying the Polygon Angle
POLYGONS 8.1.1 – 8.1.5 After studying triangles and quadrilaterals, students now extend their study to all polygons. A polygon is a closed, two-dimensional figure made of three or more non- intersecting straight line segments connected end-to-end. Using the fact that the sum of the measures of the angles in a triangle is 180°, students learn a method to determine the sum of the measures of the interior angles of any polygon. Next they explore the sum of the measures of the exterior angles of a polygon. Finally they use the information about the angles of polygons along with their Triangle Toolkits to find the areas of regular polygons. See the Math Notes boxes in Lessons 8.1.1, 8.1.5, and 8.3.1. Example 1 4x + 7 3x + 1 x + 1 The figure at right is a hexagon. What is the sum of the measures of the interior angles of a hexagon? Explain how you know. Then write an equation and solve for x. 2x 3x – 5 5x – 4 One way to find the sum of the interior angles of the 9 hexagon is to divide the figure into triangles. There are 11 several different ways to do this, but keep in mind that we 8 are trying to add the interior angles at the vertices. One 6 12 way to divide the hexagon into triangles is to draw in all of 10 the diagonals from a single vertex, as shown at right. 7 Doing this forms four triangles, each with angle measures 5 4 3 1 summing to 180°. -
PHYS 231 Lecture Notes – Week 1
PHYS 231 Lecture Notes { Week 1 Reading from Maoz (2nd edition): • Chapter 1 (mainly background, not examinable) • Sec. 2.1 • Sec. 2.2.1 • Sec. 2.2.3 • Sec. 2.2.4 Much of this week's material is quite descriptive, but some mathematical and physical points may benefit from expansion here. I provide here expanded coverage of material covered in class but not fully discussed in the Maoz text. For material covered in the text, I'll mostly just give some generalities and a reference. References to slides on the web page are in the format \slidesx.y/nn," where x is week, y is lecture, and nn is slide number. 1.1 Kepler's Laws and Planetary Orbits Kepler's laws describe the motions of the planets: I Planets move in elliptical orbits with the Sun at one focus. II Planets obey the equal areas law, which is just the law of conservation of angular momentum expressed another way. III The square of a planet's orbital period is proportional to the cube of its semimajor axis. The figure below sketches the basic parts of an ellipse; the following table lists some basic planetary properties. (We'll return later to how we measure the masses of solar-system objects.) 1 The long axis of an ellipse is by definition twice the semi-major axis a. The short axis| the \width" of the ellipse, perpendicular to the long axis|is twice the semi-minor axis, b. The eccentricity is defined as s b2 e = 1 − : a2 Thus, an eccentricity of 0 means a perfect circle, and 1 is the maximum possible (since 0 < b ≤ a). -
Appendix: Derivations
Paleomagnetism: Chapter 11 224 APPENDIX: DERIVATIONS This appendix provides details of derivations referred to throughout the text. The derivations are devel- oped here so that the main topics within the chapters are not interrupted by the sometimes lengthy math- ematical developments. DERIVATION OF MAGNETIC DIPOLE EQUATIONS In this section, a derivation is provided of the basic equations describing the magnetic field produced by a magnetic dipole. The geometry is shown in Figure A.1 and is identical to the geometry of Figure 1.3 for a geocentric axial dipole. The derivation is developed by using spherical coordinates: r, θ, and φ. An addi- tional polar angle, p, is the colatitude and is defined as π – θ. After each quantity is derived in spherical coordinates, the resulting equation is altered to provide the results in the convenient forms (e.g., horizontal component, Hh) that are usually encountered in paleomagnetism. H ^r H H h I = H p r = –Hr H v M Figure A.1 Geocentric axial dipole. The large arrow is the magnetic dipole moment, M ; θ is the polar angle from the positive pole of the magnetic dipole; p is the magnetic colatitude; λ is the geo- graphic latitude; r is the radial distance from the magnetic dipole; H is the magnetic field produced by the magnetic dipole; rˆ is the unit vector in the direction of r. The inset figure in the upper right corner is a magnified version of the stippled region. Inclination, I, is the vertical angle (dip) between the horizontal and H. The magnetic field vector H can be broken into (1) vertical compo- nent, Hv =–Hr, and (2) horizontal component, Hh = Hθ . -
Predictable Patterns in Planetary Transit Timing Variations and Transit Duration Variations Due to Exomoons
Astronomy & Astrophysics manuscript no. ms c ESO 2016 June 21, 2016 Predictable patterns in planetary transit timing variations and transit duration variations due to exomoons René Heller1, Michael Hippke2, Ben Placek3, Daniel Angerhausen4, 5, and Eric Agol6, 7 1 Max Planck Institute for Solar System Research, Justus-von-Liebig-Weg 3, 37077 Göttingen, Germany; [email protected] 2 Luiter Straße 21b, 47506 Neukirchen-Vluyn, Germany; [email protected] 3 Center for Science and Technology, Schenectady County Community College, Schenectady, NY 12305, USA; [email protected] 4 NASA Goddard Space Flight Center, Greenbelt, MD 20771, USA; [email protected] 5 USRA NASA Postdoctoral Program Fellow, NASA Goddard Space Flight Center, 8800 Greenbelt Road, Greenbelt, MD 20771, USA 6 Astronomy Department, University of Washington, Seattle, WA 98195, USA; [email protected] 7 NASA Astrobiology Institute’s Virtual Planetary Laboratory, Seattle, WA 98195, USA Received 22 March 2016; Accepted 12 April 2016 ABSTRACT We present new ways to identify single and multiple moons around extrasolar planets using planetary transit timing variations (TTVs) and transit duration variations (TDVs). For planets with one moon, measurements from successive transits exhibit a hitherto unde- scribed pattern in the TTV-TDV diagram, originating from the stroboscopic sampling of the planet’s orbit around the planet–moon barycenter. This pattern is fully determined and analytically predictable after three consecutive transits. The more measurements become available, the more the TTV-TDV diagram approaches an ellipse. For planets with multi-moons in orbital mean motion reso- nance (MMR), like the Galilean moon system, the pattern is much more complex and addressed numerically in this report. -
A Congruence Problem for Polyhedra
A congruence problem for polyhedra Alexander Borisov, Mark Dickinson, Stuart Hastings April 18, 2007 Abstract It is well known that to determine a triangle up to congruence requires 3 measurements: three sides, two sides and the included angle, or one side and two angles. We consider various generalizations of this fact to two and three dimensions. In particular we consider the following question: given a convex polyhedron P , how many measurements are required to determine P up to congruence? We show that in general the answer is that the number of measurements required is equal to the number of edges of the polyhedron. However, for many polyhedra fewer measurements suffice; in the case of the cube we show that nine carefully chosen measurements are enough. We also prove a number of analogous results for planar polygons. In particular we describe a variety of quadrilaterals, including all rhombi and all rectangles, that can be determined up to congruence with only four measurements, and we prove the existence of n-gons requiring only n measurements. Finally, we show that one cannot do better: for any ordered set of n distinct points in the plane one needs at least n measurements to determine this set up to congruence. An appendix by David Allwright shows that the set of twelve face-diagonals of the cube fails to determine the cube up to conjugacy. Allwright gives a classification of all hexahedra with all face- diagonals of equal length. 1 Introduction We discuss a class of problems about the congruence or similarity of three dimensional polyhedra. -
Graphing a Circle and a Polar Equation 13 Graphing Calculator Lab (Use with Lessons 91, 96)
SSM_A2_NLB_SBK_Lab13.inddM_A2_NLB_SBK_Lab13.indd PagePage 638638 6/12/086/12/08 2:42:452:42:45 AMAM useruser //Volumes/ju110/HCAC061/SM_A2_SBK_indd%0/SM_A2_NL_SBK_LAB/SM_A2_Lab_13Volumes/ju110/HCAC061/SM_A2_SBK_indd%0/SM_A2_NL_SBK_LAB/SM_A2_Lab_13 LAB Graphing a Circle and a Polar Equation 13 Graphing Calculator Lab (Use with Lessons 91, 96) Graphing a Circle in Function Mode 2 2 Graphing 1. Enter the equation of the circle (x - 3) + (y - 5) = 21 as the two Calculator functions, y = ± √21 - (x - 3)2 + 5. Refer to Calculator Lab 1 a. Press to access the Y= equation on page 19 for graphing a function. editor screen. 2 b. Type √21 - (x - 3) + 5 into Y1 2 and - √21 - (x - 3) + 5 into Y2 c. Press to graph the functions. d. Use the or button to adjust the window. The graph will have a more circular shape using 5 rather than 6. Graphing a Polar Equation 2. Change the mode of the calculator to polar mode. a. Press .Press two times to highlight RADIAN, and then press enter. b. Press to FUNC, and then two times to highlight POL, and then press . c. Press two more times to SEQUENTIAL, press to highlight SIMUL, and then press . d. To exit the MODE menu, press . 3. Enter the equation of the circle (x - 3)2 + (y - 5)2 = 34 as the polar equation r = 6 cos θ - 10 sin θ. a. Press to access the r1 = equation editor screen. b. Type in 6 cos θ - 10 sin θ into r1 by pressing Online Connection www.SaxonMathResources.com . 638 Saxon Algebra 2 SSM_A2_NLB_SBK_Lab13.inddM_A2_NLB_SBK_Lab13.indd PagePage 639639 6/13/086/13/08 3:45:473:45:47 PMPM User-17User-17 //Volumes/ju110/HCAC061/SM_A2_SBK_indd%0/SM_A2_NL_SBK_LAB/SM_A2_Lab_13Volumes/ju110/HCAC061/SM_A2_SBK_indd%0/SM_A2_NL_SBK_LAB/SM_A2_Lab_13 Graphing 4. -
Rotational Motion of Electric Machines
Rotational Motion of Electric Machines • An electric machine rotates about a fixed axis, called the shaft, so its rotation is restricted to one angular dimension. • Relative to a given end of the machine’s shaft, the direction of counterclockwise (CCW) rotation is often assumed to be positive. • Therefore, for rotation about a fixed shaft, all the concepts are scalars. 17 Angular Position, Velocity and Acceleration • Angular position – The angle at which an object is oriented, measured from some arbitrary reference point – Unit: rad or deg – Analogy of the linear concept • Angular acceleration =d/dt of distance along a line. – The rate of change in angular • Angular velocity =d/dt velocity with respect to time – The rate of change in angular – Unit: rad/s2 position with respect to time • and >0 if the rotation is CCW – Unit: rad/s or r/min (revolutions • >0 if the absolute angular per minute or rpm for short) velocity is increasing in the CCW – Analogy of the concept of direction or decreasing in the velocity on a straight line. CW direction 18 Moment of Inertia (or Inertia) • Inertia depends on the mass and shape of the object (unit: kgm2) • A complex shape can be broken up into 2 or more of simple shapes Definition Two useful formulas mL2 m J J() RRRR22 12 3 1212 m 22 JRR()12 2 19 Torque and Change in Speed • Torque is equal to the product of the force and the perpendicular distance between the axis of rotation and the point of application of the force. T=Fr (Nm) T=0 T T=Fr • Newton’s Law of Rotation: Describes the relationship between the total torque applied to an object and its resulting angular acceleration. -
Geometrygeometry
Park Forest Math Team Meet #3 GeometryGeometry Self-study Packet Problem Categories for this Meet: 1. Mystery: Problem solving 2. Geometry: Angle measures in plane figures including supplements and complements 3. Number Theory: Divisibility rules, factors, primes, composites 4. Arithmetic: Order of operations; mean, median, mode; rounding; statistics 5. Algebra: Simplifying and evaluating expressions; solving equations with 1 unknown including identities Important Information you need to know about GEOMETRY… Properties of Polygons, Pythagorean Theorem Formulas for Polygons where n means the number of sides: • Exterior Angle Measurement of a Regular Polygon: 360÷n • Sum of Interior Angles: 180(n – 2) • Interior Angle Measurement of a regular polygon: • An interior angle and an exterior angle of a regular polygon always add up to 180° Interior angle Exterior angle Diagonals of a Polygon where n stands for the number of vertices (which is equal to the number of sides): • • A diagonal is a segment that connects one vertex of a polygon to another vertex that is not directly next to it. The dashed lines represent some of the diagonals of this pentagon. Pythagorean Theorem • a2 + b2 = c2 • a and b are the legs of the triangle and c is the hypotenuse (the side opposite the right angle) c a b • Common Right triangles are ones with sides 3, 4, 5, with sides 5, 12, 13, with sides 7, 24, 25, and multiples thereof—Memorize these! Category 2 50th anniversary edition Geometry 26 Y Meet #3 - January, 2014 W 1) How many cm long is segment 6 XY ? All measurements are in centimeters (cm). -
A Disintegrating Minor Planet Transiting a White Dwarf!
A Disintegrating Minor Planet Transiting a White Dwarf! Andrew Vanderburg1, John Asher Johnson1, Saul Rappaport2, Allyson Bieryla1, Jonathan Irwin1, John Arban Lewis1, David Kipping1,3, Warren R. Brown1, Patrick Dufour4, David R. Ciardi5, Ruth Angus1,6, Laura Schaefer1, David W. Latham1, David Charbonneau1, Charles Beichman5, Jason Eastman1, Nate McCrady7, Robert A. Wittenmyer8, & Jason T. Wright9,10. ! White dwarfs are the end state of most stars, including We initiated follow-up ground-based photometry to the Sun, after they exhaust their nuclear fuel. Between better time-resolve the transits seen in the K2 data (Figure 1/4 and 1/2 of white dwarfs have elements heavier than S1). We observed WD 1145+017 frequently over the course helium in their atmospheres1,2, even though these of about a month with the 1.2-meter telescope at the Fred L. elements should rapidly settle into the stellar interiors Whipple Observatory (FLWO) on Mt. Hopkins, Arizona; unless they are occasionally replenished3–5. The one of the 0.7-meter MINERVA telescopes, also at FLWO; abundance ratios of heavy elements in white dwarf and four of the eight 0.4-meter telescopes that compose the atmospheres are similar to rocky bodies in the Solar MEarth-South Array at Cerro Tololo Inter-American system6,7. This and the existence of warm dusty debris Observatory in Chile. Most of these data showed no disks8–13 around about 4% of white dwarfs14–16 suggest interesting or significant signals, but on two nights we that rocky debris from white dwarf progenitors’ observed deep (up to 40%), short-duration (5 minutes), planetary systems occasionally pollute the stars’ asymmetric transits separated by the dominant 4.5 hour atmospheres17. -
Planetary Diameters in the Sürya-Siddhänta DR
Planetary Diameters in the Sürya-siddhänta DR. RICHARD THOMPSON Bhaktivedanta Institute, P.O. Box 52, Badger, CA 93603 Abstract. This paper discusses a rule given in the Indian astronomical text Sürya-siddhänta for comput- ing the angular diameters of the planets. I show that this text indicates a simple formula by which the true diameters of these planets can be computed from their stated angular diameters. When these computations are carried out, they give values for the planetary diameters that agree surprisingly well with modern astronomical data. I discuss several possible explanations for this, and I suggest that the angular diameter rule in the Sürya-siddhänta may be based on advanced astronomical knowledge that was developed in ancient times but has now been largely forgotten. In chapter 7 of the Sürya-siddhänta, the 13th çloka gives the following rule for calculating the apparent diameters of the planets Mars, Saturn, Mercury, Jupiter, and Venus: 7.13. The diameters upon the moon’s orbit of Mars, Saturn, Mercury, and Jupiter, are de- clared to be thirty, increased successively by half the half; that of Venus is sixty.1 The meaning is as follows: The diameters are measured in a unit of distance called the yojana, which in the Sürya-siddhänta is about five miles. The phrase “upon the moon’s orbit” means that the planets look from our vantage point as though they were globes of the indicated diameters situated at the distance of the moon. (Our vantage point is ideally the center of the earth.) Half the half of 30 is 7.5.