Observing During Bright Time: Tips and Tricks
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For Creative Minds
For Creative Minds The For Creative Minds educational section may be photocopied or printed from our website by the owner of this book for educational, non-commercial uses. Cross-curricular teaching activities, interactive quizzes, and more are available online. Go to www.ArbordalePublishing.com and click on the book’s cover to explore all the links. Moon Observations The months as we know them (January, February, etc.) are solar, based on how many days it takes the earth to revolve around the sun, roughly divided by twelve. A moon-th, or lunar (moon) month, is based on how long it takes the moon to orbit around the earth. The phases (shapes) of the moon change according to its cycle as it rotates around the earth, and the position of the moon with respect to the rising or setting sun. This cycle lasts about 29 ½ days. A (moon) month starts on “day one” with a new moon. The sun and the moon are in the same position and rise and set together. We can’t see the new moon. New Moon The moon rises and sets roughly 50 minutes later each day. The moon appears to “grow” or it waxes each day from a new moon to a full moon. The waxing moon’s bright side points at the setting Waxing sun and can be seen in the late afternoon on a clear day. Crescent A crescent moon is between new and half (less than half full), and may be waxing or waning. First Quarter The half-moon waxing or first quarter moon occurs about a week after the new moon. -
Moons Phases and Tides
Moon’s Phases and Tides Moon Phases Half of the Moon is always lit up by the sun. As the Moon orbits the Earth, we see different parts of the lighted area. From Earth, the lit portion we see of the moon waxes (grows) and wanes (shrinks). The revolution of the Moon around the Earth makes the Moon look as if it is changing shape in the sky The Moon passes through four major shapes during a cycle that repeats itself every 29.5 days. The phases always follow one another in the same order: New moon Waxing Crescent First quarter Waxing Gibbous Full moon Waning Gibbous Third (last) Quarter Waning Crescent • IF LIT FROM THE RIGHT, IT IS WAXING OR GROWING • IF DARKENING FROM THE RIGHT, IT IS WANING (SHRINKING) Tides • The Moon's gravitational pull on the Earth cause the seas and oceans to rise and fall in an endless cycle of low and high tides. • Much of the Earth's shoreline life depends on the tides. – Crabs, starfish, mussels, barnacles, etc. – Tides caused by the Moon • The Earth's tides are caused by the gravitational pull of the Moon. • The Earth bulges slightly both toward and away from the Moon. -As the Earth rotates daily, the bulges move across the Earth. • The moon pulls strongly on the water on the side of Earth closest to the moon, causing the water to bulge. • It also pulls less strongly on Earth and on the water on the far side of Earth, which results in tides. What causes tides? • Tides are the rise and fall of ocean water. -
The Mathematics of the Chinese, Indian, Islamic and Gregorian Calendars
Heavenly Mathematics: The Mathematics of the Chinese, Indian, Islamic and Gregorian Calendars Helmer Aslaksen Department of Mathematics National University of Singapore [email protected] www.math.nus.edu.sg/aslaksen/ www.chinesecalendar.net 1 Public Holidays There are 11 public holidays in Singapore. Three of them are secular. 1. New Year’s Day 2. Labour Day 3. National Day The remaining eight cultural, racial or reli- gious holidays consist of two Chinese, two Muslim, two Indian and two Christian. 2 Cultural, Racial or Religious Holidays 1. Chinese New Year and day after 2. Good Friday 3. Vesak Day 4. Deepavali 5. Christmas Day 6. Hari Raya Puasa 7. Hari Raya Haji Listed in order, except for the Muslim hol- idays, which can occur anytime during the year. Christmas Day falls on a fixed date, but all the others move. 3 A Quick Course in Astronomy The Earth revolves counterclockwise around the Sun in an elliptical orbit. The Earth ro- tates counterclockwise around an axis that is tilted 23.5 degrees. March equinox June December solstice solstice September equinox E E N S N S W W June equi Dec June equi Dec sol sol sol sol Beijing Singapore In the northern hemisphere, the day will be longest at the June solstice and shortest at the December solstice. At the two equinoxes day and night will be equally long. The equi- noxes and solstices are called the seasonal markers. 4 The Year The tropical year (or solar year) is the time from one March equinox to the next. The mean value is 365.2422 days. -
GLOBE at Night: Using Sky Quality Meters to Measure Sky Brightness
GLOBE at Night: using Sky Quality Meters to measure sky brightness This document includes: • How to observe with the SQM o The SQM, finding latitude and longitude, when to observe, taking and reporting measurements, what do the numbers mean, comparing results • Demonstrating light pollution o Background in light pollution and lighting, materials needed for the shielding demo, doing the shielding demo • Capstone activities (and resources) • Appendix: An excel file for multiple measurements CREDITS This document on citizen-scientists using Sky Quality Meters to monitor light pollution levels in their community was a collaborative effort between Connie Walker at the National Optical Astronomy Observatory, Chuck Bueter of nightwise.org, Anna Hurst of ASP’s Astronomy from the Ground Up program, Vivian White and Marni Berendsen of ASP’s Night Sky Network and Kim Patten of the International Dark-Sky Association. Observations using the Sky Quality Meter (SQM) The Sky Quality Meters (SQMs) add a new twist to the GLOBE at Night program. They expand the citizen science experience by making it more scientific and more precise. The SQMs allow citizen-scientists to map a city at different locations to identify dark sky oases and even measure changes over time beyond the GLOBE at Night campaign. This document outlines how to make and report SQM observations. Important parts of the SQM ! Push start button here. ! Light enters here. ! Read out numbers here. The SQM Model The SQM-L Model Using the SQM There are two models of Sky Quality Meters. Information on the newer model, the SQM- L, can be found along with the instruction sheet at http://unihedron.com/projects/sqm-l/. -
Bright As the Full Moon: How Much to Light up the Night?
Bright as The Full Moon: How Much to Light Up The Night? A reprint of the Illinois Coalition for Responsible Outdoor Lighting website page at http://www.illinoislighting.org/moonlight.html We humans are biologically a diurnal species. While all of our other senses function as well at night as during the day (or perhaps sometimes even more sharply), our eyesight is limited in its low-light capabilities. For tens of thousands of years, our ancestors were restricted in their ability to function between evening and morning twilight. The light from the flames of burning materials -- from sticks, to animal and vegetable fats, to natural fossil fuels -- extended their functionality into the night, especially in enclosed areas. Outdoors, another light source was commonly made use of to conduct activity outdoors at night: moonlight. We find references to the use of moonlight for nocturnal activity in many places in both the historic record and in folk wisdom. The moon provides its most substantial illumination of the landscape at the time of full moon (see below); full moons are particularly associated with nocturnal activity. The name "Harvest Moon", for the full moon occurring nearest to the autumnal equinox, refers to the fact that the moonlight at that time is bright enough (and moonrise occurs in conjunction with sunset) to allow harvesters in the northern hemisphere to continue their work in the fields into the night. The same effect gives us the name of the following full moon, the Hunter's Moon. Moonlight gardens, designed to be enjoyed during the night, were enjoyed in the orient for centuries; the 17th Century Taj Mahal in India featured a large garden meant to be visited during the cool of night. -
The Dawn Sky Brightness Observations in the Preliminary Shubuh Prayer Time Determination
QIJIS: Qudus International Journal of Islamic Studies Volume 6, Issue 1, February 2018 THE DAWN SKY BRIGHTNESS OBSERVATIONS IN THE PRELIMINARY SHUBUH PRAYER TIME DETERMINATION Laksmiyanti Annake Harijadi Noor Bandung Institute of Technology (ITB) Bandung, West Java [email protected] Fahmi Fatwa Rosyadi Satria Hamdani Bandung Islamic University (UNISBA) Bandung, West Java [email protected] Abstract The indication of began to enter the shubuh prayer time is when emerge the morning dawn and lasted until the sun rises. The sun position when emerge the morning dawn is below the intrinsic horizon marked with a minus sign (-) with the value of a certain height. The Ministry of Religious Affairs has set the sun altitudes of dawn in the shubuh prayer time with minus (-) 19° + sunrise/sunset altitudes as standard is the reference time of dawn prayers in Indonesia. However, this provision in fact reap discourse in some quarters because it is not in accordance with the phenomenon of morning dawn emergence at the beginning of the shubuh prayer time empirically. This study aims to decide the morning dawn, as the beginning of dawn determinant. The tool used in this study is the Sky Quality Meter (SQM), to detecting the morning dawn emergence as a sign of the beginning of the shubuh prayer time. The results of this study found that the brightness of the sky throughout Fahmi Fatwa Rosyadi Satria Hamdani the night or the morning dawn in Tayu Beach, Pati, Central Java, in the span of four days of observation that is at 04.31 A.M. with an average altitude of the sun is -17°(17° below the horizon). -
Daytime Sky Brightness Characterization for Persistent GEO SSA
Daytime sky brightness characterization for persistent GEO SSA Grant M. Thomas Air Force Institute of Technology, Wright-Patterson AFB, Ohio Richard G. Cobb Air Force Institute of Technology, Wright-Patterson AFB, Ohio ABSTRACT Space Situational Awareness (SSA) is fundamental to operating in space. SSA for collision avoidance ensures safety of flight for both government and commercial spacecraft through persistent monitoring. A worldwide network of optical and radar sensors gather satellite ephemeris data from the nighttime sky. Current practice for daytime satellite tracking is limited exclusively to radar as the brightening daytime sky prevents the use of visible-band optical sensors. Radar coverage is not pervasive and results in significant daytime coverage gaps in SSA. To mitigate these gaps, optical telescopes equipped with sensors in the near-infrared band (0.75-0.9µm) may be used. The diminished intensity of the background sky radiance in the near-infrared band may allow for daylight tracking further into the twilight hours. To determine the performance of a near-infrared sensor for daylight custody, the sky background radiance must first be characterized spectrally as a function of wavelength. Using a physics-based atmospheric model with access to near-real time weather, we developed a generalized model for the apparent sky brightness of the Geostationary satellite belt. The model results are then compared to measured data collected from Dayton, OH through various look and Sun angles for model validation and spectral sky radiance quantification in the visible and near-infrared bands. 1 INTRODUCTION Spectral sky radiance or spectral sky brightness is a measure of the radiant intensity at each wavelength of the atmosphere. -
THIRTEEN MOONS Curriculum
THIRTEEN MOONS Curriculum OJIBWAY CREE MOHAWK PRACTITIONER GUIDE LBS LEVELS 2 AND 3 13 MOONS – Teacher’s Guide 0 13 MOONS – Teacher’s Guide 1 © Ontario Native Literacy Coalition [2010] Table of Contents Introduction………………………………………………………………………………………………..4 Aboriginal Calendars………………………………………………………………………………..…5 OJIBWE Unit………………………………………………………………………………………………………………….6 Introduction & Pronunciation Guide…………………………………………………….8 Moons …………………………………………………………………………………………………..9 Numbers …………………………………………………………………………………………….12 Days of the Week …………………………………………………………………………….….14 Seasons ……………………………………………………………………………………………...15 CREE Unit…………………………………………………………………………………………………..16 Introduction ……………………………………………………………………………………….18 Moons ………………………………………………………………………………………………...19 Numbers ………………………………………………………………………………………….…20 Seasons and Days of the Week ………………………………………………………..…..22 MOHAWK Unit…………………………………………………………………………………………..24 Vowels………………………………………….………………………………………………..……26 Consonants……………………………………………………………………………………..…..27 Months…………………………………………………………………………………………..……29 Numbers………………………………………………………………………………………..……30 Days………………………………………………………………………………………………..…..32 Seasons…………………………………………………………………………………………..…..33 Cycle of Ceremonies……………………………………………………………………………34 Resources……………………………………………………………………………………………….…36 2011-2012 Calendars ……………………………………………………………………..…37 2011 Moon Phases ………………………………………………………………………..…..38 Sample Calendar Page …………………………………………………………………...….40 Task-Based Activities……………………………………………………………………………………44 Writing Activity -
Phases of the Moon
TA Guide for Notes Phases of the Moon Description In this activity, students stand around a bright light bulb in an otherwise dark room, holding a styrofoam ball at arm’s length. As they turn around, they watch the changing pattern of light and dark on the styrofoam ball which reproduces the phases of the Moon. Then, using a second ball as the Earth, students explore the geometry of the Sun-Earth-Moon system to predict the rise and set times of different phases of the Moon. The students “accidentally” stumble onto the alignment of the Sun, Earth and Moon during lunar and solar eclipses. Learning Goals After this tutorial, together with lecture materials, students should be able to • use the geometry of the Sun, Earth and Moon to illustrate the phases of the Moon and to predict the Moon’s rise and set times • illustrate the geometry of the Sun, Earth and Moon during lunar and solar eclipses, and explain why there are not eclipses every month Set-up 20 minutes The students will work together in groups of 3. In order to fit enough groups of students, you may need to use 2 light sources (shown at right). Set up one in the center of the lab and, if necessary, one in the center of the reading room (push the tables to the inside around the light. This will stop the students from getting too close to the light and messing up the geometry.) When both lights are needed, both TAs will be “A” TAs that lead the activity to their own groups of students. -
Moon Phases Calendar 2021
jpl.nasa.gov/edu F F F F F M F E E M E E F E E M A B B B F B A E B M B A J R E M 2 B R 2 A A 2 1 R J B 1 8 M 0 1 7 9 A 5 N R A 2 5 6 - J 1 - M R A - 1 4 2 N - - A M 2 1 1 1 1 6 3 R J 9 8 A M 2 N 0 4 2 A A 2 R - - 1 J A 2 2 N 8 R F A 2 R A 2 0 2 1 E P - J N 4 2 8 2 2 - A A 2 B R 0 9 7 P J N 1 7 4 - 3 R A 3 A A - N 1 1 P 5 J P 2 R 9 - A A R 1 7 P 0 N 1 - 3 R J 1 1 A 1 A 6 1 N P 2 Education R - 1 1 A 1 - 8 2 P 2021 5 9 02 R A 1 2 0 P - R 2 5 D 2 E A 6 C P R D 2 2 7- 7 E M 3 - C M 1 A Y 2 A 6 Y 3 D E 2 C M A 1 Y 9 - 4 - D 2 1 E 5 0 C M A 18 Y 1 D E 1 C M A 11 Y MOON PHASES- 1 1 2 7 - 1 D E C 8 M 1 A 0 Y 1 D E C 9 4 M -9 A Y 2 0 - 2 D E C 3 5 M A Y 2 6 N O V 28 - DEC 2 1 N U J - 7 2 Y A M N O V 27 2 N U 20-26 J V 9 - O 3 N N U 19 J V 0 1 N O N U 18 J - 6 2 1 1 - 1 V 1 O N N U 11 J 7 V 1 O N N 0 3 1 U 2 - J 5 - 8 V 1 O N 3 N U 4 V J 4 O 2 V N O 0 - N 3 N - 9 U 5 2 J 2 T C 8 N O 2 7 U J 2 1 T - C 1 L 8 2 - O U 2 J T 0 C 2 9 L 1 6 U O - 9 1 T J 3 - L C 1 0 1 O U T 2 5 J 2 1 1 7 C L T 2 1 1 - - U O T C 8 7 J L C 1 O 0 T U O 6 3 - 3 J L - C 2 9 T 7 4 O 2 5 U 2 8 2 L J C 1 - 2 7 9 P - U P 1 3 L O 4 1 1 1 E 2 0 E J - 1 9 P U 2 L 8 2 - S 2 4 S - 2 J E 5 9 - P 3 1 G 1 - U 6 - 1 S 2 1 3 0 E G P J 1 U 7 1 2 2 3 6 P G S E U 3 A P G E U S P G A P G E G G S G U A E U S E U U A U U S A S A A A A Education jpl.nasa.gov/edu Education jpl.nasa.gov/edu MOON PHASES MOON PHASES O V E R H E A D J J J J D J J F D J I N S P A J W F A C E A J A A D I E A J A V F E E A A J D E E A N J N F N A N N E O N E E A N C W R B N J T A I E H D J N V B C A F E E N N C B A J D -
Solar and Lunar Eclipses Reading
Eclipses What would you think if you were walking home from school on a sunny afternoon and the sun began to disappear? Would you be frightened? On rare occasions, the moon completely blocks the sun. The sky grows as dark as night even in the middle of a clear day. The air gets cool and the sky becomes an eerie color. If you don’t know what is happening, you can become very frightened. The moon doesn’t usually go directly between Earth and the sun or directly behind Earth. As the diagram below shows, the moon’s orbit around Earth is slightly tilted with respect to Earth’s orbit around the sun. As a result, in most months the moon revolves completely around Earth without the moon moving into Earth’s shadow or the moon’s shadow hitting Earth. When the moon’s shadow hits Earth or Earth’s shadow hits the moon, an eclipse occurs. An eclipse (ih klips) occurs when an object in space comes between the sun and a third object, and casts a shadow on that object. There are two types of eclipses: solar eclipses and lunar eclipses. (The words solar and lunar come from the Latin words for “sun” and “moon.”) The Tilt of the Moon’s Orbit The moon’s orbit is tilted with respect to Earth’s orbit. So the moon rarely goes directly between Earth and the sun. Solar Eclipses During a new moon, the moon is almost exactly between Earth and the sun. But most months, as you have seen, the moon travels a little above or below the sun in the sky. -
Measuring Night Sky Brightness: Methods and Challenges
Measuring night sky brightness: methods and challenges Andreas H¨anel1, Thomas Posch2, Salvador J. Ribas3,4, Martin Aub´e5, Dan Duriscoe6, Andreas Jechow7,13, Zolt´anKollath8, Dorien E. Lolkema9, Chadwick Moore6, Norbert Schmidt10, Henk Spoelstra11, G¨unther Wuchterl12, and Christopher C. M. Kyba13,7 1Planetarium Osnabr¨uck,Klaus-Strick-Weg 10, D-49082 Osnabr¨uck,Germany 2Universit¨atWien, Institut f¨urAstrophysik, T¨urkenschanzstraße 17, 1180 Wien, Austria tel: +43 1 4277 53800, e-mail: [email protected] (corresponding author) 3Parc Astron`omicMontsec, Comarcal de la Noguera, Pg. Angel Guimer`a28-30, 25600 Balaguer, Lleida, Spain 4Institut de Ci`encies del Cosmos (ICCUB), Universitat de Barcelona, C.Mart´ıi Franqu´es 1, 08028 Barcelona, Spain 5D´epartement de physique, C´egep de Sherbrooke, Sherbrooke, Qu´ebec, J1E 4K1, Canada 6Formerly with US National Park Service, Natural Sounds & Night Skies Division, 1201 Oakridge Dr, Suite 100, Fort Collins, CO 80525, USA 7Leibniz-Institute of Freshwater Ecology and Inland Fisheries, 12587 Berlin, Germany 8E¨otv¨osLor´andUniversity, Savaria Department of Physics, K´arolyi G´asp´ar t´er4, 9700 Szombathely, Hungary 9National Institute for Public Health and the Environment, 3720 Bilthoven, The Netherlands 10DDQ Apps, Webservices, Project Management, Maastricht, The Netherlands 11LightPollutionMonitoring.Net, Urb. Ve¨ınatVerneda 101 (Bustia 49), 17244 Cass`ade la Selva, Girona, Spain 12Kuffner-Sternwarte,Johann-Staud-Straße 10, A-1160 Wien, Austria 13Deutsches GeoForschungsZentrum Potsdam, Telegrafenberg, 14473 Potsdam, Germany Abstract Measuring the brightness of the night sky has become an increasingly impor- tant topic in recent years, as artificial lights and their scattering by the Earth’s atmosphere continue spreading around the globe.