Sundials: Ancestors of Our Clocks
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Daylight Saving Time
Daylight Saving Time Beth Cook Information Research Specialist March 9, 2016 Congressional Research Service 7-5700 www.crs.gov R44411 Daylight Saving Time Summary Daylight Saving Time (DST) is a period of the year between spring and fall when clocks in the United States are set one hour ahead of standard time. DST is currently observed in the United States from 2:00 a.m. on the second Sunday in March until 2:00 a.m. on the first Sunday in November. The following states and territories do not observe DST: Arizona (except the Navajo Nation, which does observe DST), Hawaii, American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the Virgin Islands. Congressional Research Service Daylight Saving Time Contents When and Why Was Daylight Saving Time Enacted? .................................................................... 1 Has the Law Been Amended Since Inception? ................................................................................ 2 Which States and Territories Do Bot Observe DST? ...................................................................... 2 What Other Countries Observe DST? ............................................................................................. 2 Which Federal Agency Regulates DST in the United States? ......................................................... 3 How Does an Area Move on or off DST? ....................................................................................... 3 How Can States and Territories Change an Area’s Time Zone? ..................................................... -
3 Rectangular Coordinate System and Graphs
06022_CH03_123-154.QXP 10/29/10 10:56 AM Page 123 3 Rectangular Coordinate System and Graphs In This Chapter A Bit of History Every student of mathematics pays the French mathematician René Descartes (1596–1650) hom- 3.1 The Rectangular Coordinate System age whenever he or she sketches a graph. Descartes is consid- ered the inventor of analytic geometry, which is the melding 3.2 Circles and Graphs of algebra and geometry—at the time thought to be completely 3.3 Equations of Lines unrelated fields of mathematics. In analytic geometry an equa- 3.4 Variation tion involving two variables could be interpreted as a graph in Chapter 3 Review Exercises a two-dimensional coordinate system embedded in a plane. The rectangular or Cartesian coordinate system is named in his honor. The basic tenets of analytic geometry were set forth in La Géométrie, published in 1637. The invention of the Cartesian plane and rectangular coordinates contributed significantly to the subsequent development of calculus by its co-inventors Isaac Newton (1643–1727) and Gottfried Wilhelm Leibniz (1646–1716). René Descartes was also a scientist and wrote on optics, astronomy, and meteorology. But beyond his contributions to mathematics and science, Descartes is also remembered for his impact on philosophy. Indeed, he is often called the father of modern philosophy and his book Meditations on First Philosophy continues to be required reading to this day at some universities. His famous phrase cogito ergo sum (I think, there- fore I am) appears in his Discourse on the Method and Principles of Philosophy. Although he claimed to be a fervent In Section 3.3 we will see that parallel lines Catholic, the Church was suspicious of Descartes’philosophy have the same slope. -
The Sundial, Beyond the Form and Time
ISAMA BRIDGES The International Society of the Mathematical Connections Arts, Mathematics, and Architecture in Art, Music, and Science The Sundial, Beyond the Form and Time ... Andrzej Zarzycki 227 Brighton Street Belmont, MA 02478 E-mail: [email protected] Abstract Architecture (iir" k 1-t].lk" ch ... r) n. 1. The art and science of designing and erecting buildings. Can a building inspire scientific thinking? Can an architectural structure reflect the complexity of the universe? Is there a relationship between the artistic and scientific? This paper discusses an approach to design, which uses an architectural structure as a research apparatus to pursue scientifically driven beauty. Architecture could be defined as the man-made universe - the universe whose primary function was to shelter us from elements, animals and other people. Broadly speaking, to protect us from the "outer Uni verse". It is not surprising that the evolution of architecture follows the same trajectories as the evolution of our thinking and perception ofthe surrounding world. However, somewhere along the lines of history, archi tecture acquired another purpose and began to playa new role in our self-awareness. In ancient, medieval and even modem times, we have viewed architecture as a medium to express, symbolize, and address the meaning of our existence. Ancient temples reveal an intimate knowledge of geometry and human perception by purposefully distorting their forms to balance visual illusions. Medieval cathedrals manifested greatness of God through art and structural achievements, while contemporary monu ments address the social and philosophical aspirations of a present-day society. As a result of this centuries long evolution~ we now associate architecture with its less utilitarian and more symbolic values. -
Basic Principles of Celestial Navigation James A
Basic principles of celestial navigation James A. Van Allena) Department of Physics and Astronomy, The University of Iowa, Iowa City, Iowa 52242 ͑Received 16 January 2004; accepted 10 June 2004͒ Celestial navigation is a technique for determining one’s geographic position by the observation of identified stars, identified planets, the Sun, and the Moon. This subject has a multitude of refinements which, although valuable to a professional navigator, tend to obscure the basic principles. I describe these principles, give an analytical solution of the classical two-star-sight problem without any dependence on prior knowledge of position, and include several examples. Some approximations and simplifications are made in the interest of clarity. © 2004 American Association of Physics Teachers. ͓DOI: 10.1119/1.1778391͔ I. INTRODUCTION longitude ⌳ is between 0° and 360°, although often it is convenient to take the longitude westward of the prime me- Celestial navigation is a technique for determining one’s ridian to be between 0° and Ϫ180°. The longitude of P also geographic position by the observation of identified stars, can be specified by the plane angle in the equatorial plane identified planets, the Sun, and the Moon. Its basic principles whose vertex is at O with one radial line through the point at are a combination of rudimentary astronomical knowledge 1–3 which the meridian through P intersects the equatorial plane and spherical trigonometry. and the other radial line through the point G at which the Anyone who has been on a ship that is remote from any prime meridian intersects the equatorial plane ͑see Fig. -
AIM: Latitude and Longitude
AIM: Latitude and Longitude Latitude lines run east/west but they measure north or south of the equator (0°) splitting the earth into the Northern Hemisphere and Southern Hemisphere. Latitude North Pole 90 80 Lines of 70 60 latitude are 50 numbered 40 30 from 0° at 20 Lines of [ 10 the equator latitude are 10 to 90° N.L. 20 numbered 30 at the North from 0° at 40 Pole. 50 the equator ] 60 to 90° S.L. 70 80 at the 90 South Pole. South Pole Latitude The North Pole is at 90° N 40° N is the 40° The equator is at 0° line of latitude north of the latitude. It is neither equator. north nor south. It is at the center 40° S is the 40° between line of latitude north and The South Pole is at 90° S south of the south. equator. Longitude Lines of longitude begin at the Prime Meridian. 60° W is the 60° E is the 60° line of 60° line of longitude west longitude of the Prime east of the W E Prime Meridian. Meridian. The Prime Meridian is located at 0°. It is neither east or west 180° N Longitude West Longitude West East Longitude North Pole W E PRIME MERIDIAN S Lines of longitude are numbered east from the Prime Meridian to the 180° line and west from the Prime Meridian to the 180° line. Prime Meridian The Prime Meridian (0°) and the 180° line split the earth into the Western Hemisphere and Eastern Hemisphere. Prime Meridian Western Eastern Hemisphere Hemisphere Places located east of the Prime Meridian have an east longitude (E) address. -
Daylight Saving Time (DST)
Daylight Saving Time (DST) Updated September 30, 2020 Congressional Research Service https://crsreports.congress.gov R45208 Daylight Saving Time (DST) Summary Daylight Saving Time (DST) is a period of the year between spring and fall when clocks in most parts of the United States are set one hour ahead of standard time. DST begins on the second Sunday in March and ends on the first Sunday in November. The beginning and ending dates are set in statute. Congressional interest in the potential benefits and costs of DST has resulted in changes to DST observance since it was first adopted in the United States in 1918. The United States established standard time zones and DST through the Calder Act, also known as the Standard Time Act of 1918. The issue of consistency in time observance was further clarified by the Uniform Time Act of 1966. These laws as amended allow a state to exempt itself—or parts of the state that lie within a different time zone—from DST observance. These laws as amended also authorize the Department of Transportation (DOT) to regulate standard time zone boundaries and DST. The time period for DST was changed most recently in the Energy Policy Act of 2005 (EPACT 2005; P.L. 109-58). Congress has required several agencies to study the effects of changes in DST observance. In 1974, DOT reported that the potential benefits to energy conservation, traffic safety, and reductions in violent crime were minimal. In 2008, the Department of Energy assessed the effects to national energy consumption of extending DST as changed in EPACT 2005 and found a reduction in total primary energy consumption of 0.02%. -
Capricious Suntime
[Physics in daily life] I L.J.F. (Jo) Hermans - Leiden University, e Netherlands - [email protected] - DOI: 10.1051/epn/2011202 Capricious suntime t what time of the day does the sun reach its is that the solar time will gradually deviate from the time highest point, or culmination point, when on our watch. We expect this‘eccentricity effect’ to show a its position is exactly in the South? e ans - sine-like behaviour with a period of a year. A wer to this question is not so trivial. For ere is a second, even more important complication. It is one thing, it depends on our location within our time due to the fact that the rotational axis of the earth is not zone. For Berlin, which is near the Eastern end of the perpendicular to the ecliptic, but is tilted by about 23.5 Central European time zone, it may happen around degrees. is is, aer all, the cause of our seasons. To noon, whereas in Paris it may be close to 1 p.m. (we understand this ‘tilt effect’ we must realise that what mat - ignore the daylight saving ters for the deviation in time time which adds an extra is the variation of the sun’s hour in the summer). horizontal motion against But even for a fixed loca - the stellar background tion, the time at which the during the year. In mid- sun reaches its culmination summer and mid-winter, point varies throughout the when the sun reaches its year in a surprising way. -
Earth-Centred Universe
Earth-centred Universe The fixed stars appear on the celestial sphere Earth rotates in one sidereal day The solar day is longer by about 4 minutes → scattered sunlight obscures the stars by day The constellations are historical → learn to recognise: Ursa Major, Ursa Minor, Cassiopeia, Pegasus, Auriga, Gemini, Orion, Taurus Sun’s Motion in the Sky The Sun moves West to East against the background of Stars Stars Stars stars Us Us Us Sun Sun Sun z z z Start 1 sidereal day later 1 solar day later Compared to the stars, the Sun takes on average 3 min 56.5 sec extra to go round once The Sun does not travel quite at a constant speed, making the actual length of a solar day vary throughout the year Pleiades Stars near the Sun Sun Above the atmosphere: stars seen near the Sun by the SOHO probe Shield Sun in Taurus Image: Hyades http://sohowww.nascom.nasa.g ov//data/realtime/javagif/gifs/20 070525_0042_c3.gif Constellations Figures courtesy: K & K From The Beauty of the Heavens by C. F. Blunt (1842) The Celestial Sphere The celestial sphere rotates anti-clockwise looking north → Its fixed points are the north celestial pole and the south celestial pole All the stars on the celestial equator are above the Earth’s equator How high in the sky is the pole star? It is as high as your latitude on the Earth Motion of the Sky (animated ) Courtesy: K & K Pole Star above the Horizon To north celestial pole Zenith The latitude of Northern horizon Aberdeen is the angle at 57º the centre of the Earth A Earth shown in the diagram as 57° 57º Equator Centre The pole star is the same angle above the northern horizon as your latitude. -
Implementing Eratosthenes' Discovery in the Classroom: Educational
Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention Nicolas Decamp, C. de Hosson To cite this version: Nicolas Decamp, C. de Hosson. Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention. Science and Education, Springer Verlag, 2012, 21 (6), pp.911-920. 10.1007/s11191-010-9286-3. hal-01663445 HAL Id: hal-01663445 https://hal.archives-ouvertes.fr/hal-01663445 Submitted on 18 Dec 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Sci & Educ DOI 10.1007/s11191-010-9286-3 Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention Nicolas De´camp • Ce´cile de Hosson Ó Springer Science+Business Media B.V. 2010 Abstract This paper presents a critical analysis of the accepted educational use of the method performed by Eratosthenes to measure the circumference of Earth which is often considered as a relevant means of dealing with issues related to the nature of science and its history. This method relies on a number of assumptions among which the parallelism of sun rays. The assumption of sun rays parallelism (if it is accurate) does not appear spontaneous for students who consider sun rays to be divergent. -
Planetary Diagrams — Descriptions, Models, Theories: from Carolingian Deployments to Copernican Debates
Planetary Diagrams — Descriptions, Models, Theories: from Carolingian Deployments to Copernican Debates Bruce Eastwood and Gerd Graßhoff Contents 1 Introduction . 1 2 The Beginnings in Carolingian Europe . 1 2.1 Astronomy and Computus before 800 . 1 2.2 Schools and Texts . 3 2.3 Diagrams and the Study of Texts . 7 2.4 Dynamics of Diagrams: Calcidius and Pliny . 7 2.5 Dynamics of Diagrams: Martianus Capella . 21 3 Qualitative Theory in the High and Later Middle Ages . 29 3.1 Dynamics of Diagrams: Construction of a Planetary The- ory............................ 29 3.2 The Capellan Tradition through the Fifteenth Century . 32 4 Merging Two Traditions: The Sixteenth Century . 37 1 INTRODUCTION Through three distinct periods from ca. 800 to ca. 1600 we find that European as- tronomers were concerned with questions about the planets that involved the dis- cussion and invention of models without quantitative expression. This qualitative tradition was first developed in the ninth century in the course of studying ancient Latin texts on cosmology and astronomy. The diagrams, used to represent different phenomena and aspects of planetary motion, continued as long as they were found useful for teaching, for exposing questions, or for proposing theoretical positions. The history of this tradition of planetary diagrams indicates a constant concern for qualitative theory and the co-existence of both qualitative and quantitative plane- tary theory after the introduction of the Greco-Arabic mathematical tradition of planetary astronomy in twelfth-century Europe. In the sixteenth century the same qualitative tradition continued as a source for approaches to new phenomena and problems. 2 THE BEGINNINGS IN CAROLINGIAN EUROPE 2.1 ASTRONOMY AND COMPUTUS BEFORE 800 From the sixth century to the twelfth century in Western Europe there was no direct influence of Greek works in the exact sciences. -
Solar Engineering Basics
Solar Energy Fundamentals Course No: M04-018 Credit: 4 PDH Harlan H. Bengtson, PhD, P.E. Continuing Education and Development, Inc. 22 Stonewall Court Woodcliff Lake, NJ 07677 P: (877) 322-5800 [email protected] Solar Energy Fundamentals Harlan H. Bengtson, PhD, P.E. COURSE CONTENT 1. Introduction Solar energy travels from the sun to the earth in the form of electromagnetic radiation. In this course properties of electromagnetic radiation will be discussed and basic calculations for electromagnetic radiation will be described. Several solar position parameters will be discussed along with means of calculating values for them. The major methods by which solar radiation is converted into other useable forms of energy will be discussed briefly. Extraterrestrial solar radiation (that striking the earth’s outer atmosphere) will be discussed and means of estimating its value at a given location and time will be presented. Finally there will be a presentation of how to obtain values for the average monthly rate of solar radiation striking the surface of a typical solar collector, at a specified location in the United States for a given month. Numerous examples are included to illustrate the calculations and data retrieval methods presented. Image Credit: NOAA, Earth System Research Laboratory 1 • Be able to calculate wavelength if given frequency for specified electromagnetic radiation. • Be able to calculate frequency if given wavelength for specified electromagnetic radiation. • Know the meaning of absorbance, reflectance and transmittance as applied to a surface receiving electromagnetic radiation and be able to make calculations with those parameters. • Be able to obtain or calculate values for solar declination, solar hour angle, solar altitude angle, sunrise angle, and sunset angle. -
Analysis of Graviresponse and Biological Effects of Vertical and Horizontal Clinorotation in Arabidopsis Thaliana Root Tip
plants Article Analysis of Graviresponse and Biological Effects of Vertical and Horizontal Clinorotation in Arabidopsis thaliana Root Tip Alicia Villacampa 1 , Ludovico Sora 1,2 , Raúl Herranz 1 , Francisco-Javier Medina 1 and Malgorzata Ciska 1,* 1 Centro de Investigaciones Biológicas Margarita Salas-CSIC, Ramiro de Maeztu 9, 28040 Madrid, Spain; [email protected] (A.V.); [email protected] (L.S.); [email protected] (R.H.); [email protected] (F.-J.M.) 2 Department of Aerospace Science and Technology, Politecnico di Milano, Via La Masa 34, 20156 Milano, Italy * Correspondence: [email protected]; Tel.: +34-91-837-3112 (ext. 4260); Fax: +34-91-536-0432 Abstract: Clinorotation was the first method designed to simulate microgravity on ground and it remains the most common and accessible simulation procedure. However, different experimental set- tings, namely angular velocity, sample orientation, and distance to the rotation center produce different responses in seedlings. Here, we compare A. thaliana root responses to the two most commonly used velocities, as examples of slow and fast clinorotation, and to vertical and horizontal clinorotation. We investigate their impact on the three stages of gravitropism: statolith sedimentation, asymmetrical auxin distribution, and differential elongation. We also investigate the statocyte ultrastructure by electron microscopy. Horizontal slow clinorotation induces changes in the statocyte ultrastructure related to a stress response and internalization of the PIN-FORMED 2 (PIN2) auxin transporter in the lower endodermis, probably due to enhanced mechano-stimulation. Additionally, fast clinorotation, Citation: Villacampa, A.; Sora, L.; as predicted, is only suitable within a very limited radius from the clinorotation center and triggers Herranz, R.; Medina, F.-J.; Ciska, M.