About Lunars 2
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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. -
Captain Vancouver, Longitude Errors, 1792
Context: Captain Vancouver, longitude errors, 1792 Citation: Doe N.A., Captain Vancouver’s longitudes, 1792, Journal of Navigation, 48(3), pp.374-5, September 1995. Copyright restrictions: Please refer to Journal of Navigation for reproduction permission. Errors and omissions: None. Later references: None. Date posted: September 28, 2008. Author: Nick Doe, 1787 El Verano Drive, Gabriola, BC, Canada V0R 1X6 Phone: 250-247-7858, FAX: 250-247-7859 E-mail: [email protected] Captain Vancouver's Longitudes – 1792 Nicholas A. Doe (White Rock, B.C., Canada) 1. Introduction. Captain George Vancouver's survey of the North Pacific coast of America has been characterized as being among the most distinguished work of its kind ever done. For three summers, he and his men worked from dawn to dusk, exploring the many inlets of the coastal mountains, any one of which, according to the theoretical geographers of the time, might have provided a long-sought-for passage to the Atlantic Ocean. Vancouver returned to England in poor health,1 but with the help of his brother John, he managed to complete his charts and most of the book describing his voyage before he died in 1798.2 He was not popular with the British Establishment, and after his death, all of his notes and personal papers were lost, as were the logs and journals of several of his officers. Vancouver's voyage came at an interesting time of transition in the technology for determining longitude at sea.3 Even though he had died sixteen years earlier, John Harrison's long struggle to convince the Board of Longitude that marine chronometers were the answer was not quite over. -
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. -
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. -
Summer ASTRONOMICAL CALENDAR
2020 Buhl Planetarium & Observatory ASTRONOMICAL CALENDAR Summer JUNE 2020 1 Mon M13 globular cluster well-placed for observation (Use telescope in Hercules) 3 Wed Mercury at highest point in evening sky (Look west-northwest at sunset) 5 Fri Full Moon (Strawberry Moon) 9 Tues Moon within 3 degrees of both Jupiter and Saturn (Look south before dawn) 13 Sat Moon within 3 degrees of Mars (Look southeast before dawn) Moon at last quarter phase 20 Sat Summer solstice 21 Sun New Moon 27 Sat Bootid meteor shower peak (Best displays soon after dusk) 28 Sun Moon at first quarter phase JULY 2020 5 Sun Full Moon (Buck Moon) Penumbral lunar eclipse (Look south midnight into Monday) Moon within 2 degrees of Jupiter (Look south midnight into Monday) 6 Mon Moon within 3 degrees of Saturn (Look southwest before dawn) 8 Wed Venus at greatest brightness (Look east at dawn) 11 Sat Moon within 2 degrees of Mars (Look south before dawn) 12 Sun Moon at last quarter phase 14 Tues Jupiter at opposition (Look south midnight into Wednesday) 17 Fri Moon just over 3 degrees from Venus (Look east before dawn) 20 Mon New Moon; Saturn at opposition (Look south midnight into Tuesday) 27 Mon Moon at first quarter phase 28 Tues Piscis Austrinid meteor shower peak (Best displays before dawn) 29 Wed Southern Delta Aquariid and Alpha Capricornid meteor showers peak AUGUST 2020 1 Sat Moon within 2 degrees of Jupiter (Look southeast after dusk) 2 Sun Moon within 3 degrees of Saturn (Look southeast after dusk) 3 Mon Full Moon (Sturgeon Moon) 9 Sun Conjunction of the Moon and -
Update on Lunar Calibration Development and Applications
Update on Lunar Calibration Development and Applications Thomas C. Stone U.S. Geological Survey, Flagstaff, AZ USA CEOS WGCV IVOS-29 Meeting Tucson, Arizona 15 March 2017 Background — Overview of Lunar Calibration At reflected solar wavelengths, the Moon can be regarded as a solar diffuser, which has exceptionally stable reflectance. To use the Moon as a calibration reference requires an analytic model ― to predict the lunar brightness for any Moon observations made an instrument (i.e. the Sun-Moon-Observer geometry) ― the model comprises the lunar calibration reference To build a lunar photometric model requires a large set of characterization measurements of the Moon, spanning several years ― to capture the periodic brightness variations sufficiently for modeling ― the range of available Moon views is constrained by orbital mechanics Development of the lunar calibration system at USGS found the most useful radiometric quantity is the spatially integrated lunar irradiance. Lunar Model Development at USGS — ROLO A dedicated ground-based telescope facility — the Robotic Lunar Observatory (ROLO): • located at Flagstaff, AZ 2143 m altitude • acquired >110 000 Moon images in 32 multispectral bands • in operation more than 8 years Lunar disk reflectance model • empirically derived formulation • a function of only the geometric variables of phase and the lunar librations: Lunar Irradiance Model — Operation The fundamental model outputs (Ak) at 32 ROLO bands are fitted with a lunar reflectance spectrum, which is convolved with the instrument band spectral response functions and the solar spectrum to give the lunar irradiance (EM): The model computations (Afit) and ΩM are for standard Sun–Moon and Moon–Observer distances of 1 AU and 384400 km Apply distance corrections: The final output E′M is the lunar irradiance present at the instrument location at the time of the observation, in each sensor spectral band. -
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 -
Lunar Observation Lab: Understanding the Motion and Phases of the Moon Author: Sean S
Lunar Observation Lab: Understanding the motion and phases of the Moon Author: Sean S. Lindsay Version 1.1 created 1 September 2016 Learning Goals In this activity, you will learn the names for the phases of the Moon and that the phases are caused by the position of the Moon in its orbit with respect to the Sun and Earth. Students will also gain practical experience in naked-eye observations with detailed, recorded notes, including sketches. Specifically, students will: 1) Address the misconception that the phases of the Moon are caused by Earth’s shadow falling on the Moon. THIS IS NOT TRUE. The phases of the Moon are caused by the geometry between the Sun, Earth, and Moon. 2) Understand the connections of the phases of the Moon and what time the Moon is up in the sky. 3) Understand the difference between the synodic and sidereal periods of the Moon. 3) Learn how to accurately document observations. Lab Abstract The Lunar Observation Lab provides the student with practical experience in naked-eye observations of the Moon. The student will make detailed naked-eye observations of the Moon over a minimum of a five-week period. Specifically, the observations are to identify the phase of the Moon and its location in the sky (direction and altitude) over a time period slightly longer than full lunar cycle In doing so, the student will experience a full set of phases of the Moon and participate in a series of exercises design to increase understanding that the phases of the Moon are the result of the location of the Moon in its orbit relative to the Sun and the Earth. -
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 -
Equation of Time — Problem in Astronomy M
This paper was awarded in the II International Competition (1993/94) "First Step to Nobel Prize in Physics" and published in the competition proceedings (Acta Phys. Pol. A 88 Supplement, S-49 (1995)). The paper is reproduced here due to kind agreement of the Editorial Board of "Acta Physica Polonica A". EQUATION OF TIME | PROBLEM IN ASTRONOMY M. Muller¨ Gymnasium M¨unchenstein, Grellingerstrasse 5, 4142 M¨unchenstein, Switzerland Abstract The apparent solar motion is not uniform and the length of a solar day is not constant throughout a year. The difference between apparent solar time and mean (regular) solar time is called the equation of time. Two well-known features of our solar system lie at the basis of the periodic irregularities in the solar motion. The angular velocity of the earth relative to the sun varies periodically in the course of a year. The plane of the orbit of the earth is inclined with respect to the equatorial plane. Therefore, the angular velocity of the relative motion has to be projected from the ecliptic onto the equatorial plane before incorporating it into the measurement of time. The math- ematical expression of the projection factor for ecliptic angular velocities yields an oscillating function with two periods per year. The difference between the extreme values of the equation of time is about half an hour. The response of the equation of time to a variation of its key parameters is analyzed. In order to visualize factors contributing to the equation of time a model has been constructed which accounts for the elliptical orbit of the earth, the periodically changing angular velocity, and the inclined axis of the earth.