Is the Moon Really Larger Near the Horizon?
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Photochemically Driven Collapse of Titan's Atmosphere
REPORTS has escaped, the surface temperature again Photochemically Driven Collapse decreases, down to about 86 K, slightly of Titan’s Atmosphere above the equilibrium temperature, because of the slight greenhouse effect resulting Ralph D. Lorenz,* Christopher P. McKay, Jonathan I. Lunine from the N2 opacity below (longward of) 200 cm21. Saturn’s giant moon Titan has a thick (1.5 bar) nitrogen atmosphere, which has a These calculations assume the present temperature structure that is controlled by the absorption of solar and thermal radiation solar constant of 15.6 W m22 and a surface by methane, hydrogen, and organic aerosols into which methane is irreversibly converted albedo of 0.2 and ignore the effects of N2 by photolysis. Previous studies of Titan’s climate evolution have been done with the condensation. As noted in earlier studies assumption that the methane abundance was maintained against photolytic depletion (5), when the atmosphere cools during the throughout Titan’s history, either by continuous supply from the interior or by buffering CH4 depletion, the model temperature at by a surface or near surface reservoir. Radiative-convective and radiative-saturated some altitudes in the atmosphere (here, at equilibrium models of Titan’s atmosphere show that methane depletion may have al- ;10 km for 20% CH4 surface humidity) lowed Titan’s atmosphere to cool so that nitrogen, its main constituent, condenses onto becomes lower than the saturation temper- the surface, collapsing Titan into a Triton-like frozen state with a thin atmosphere. -
History of Astronomy
History of Astronomy © 2005 Pearson Education Inc., publishing as Addison-Wesley Ancient Astronomy What did ancient civilizations use astronomy for? • daily timekeeping • tracking the seasons and calendar • monitoring lunar cycles • monitoring planets and stars • predicting eclipses • and more… The sky was a map, a clock , a calendar, and© 2005a Pearsonbook Education of Inc.,stories publishing as Addison-Wesley Constellations From H.A. Rey’s book The Stars Not All Constellations are “Connect the Dots”… Australian Aboriginal astronomers made figures out of the dark clouds in the Milky Way – “The emu in the sky”. What We See When We Look Up Motions in the Sky The Circling Sky the rotation of the Earth about its axis day © 2005 Pearson Education Inc., publishing as Addison-Wesley What We See When We Look Up Motions in the Sky The Circling Sky the rotation of the Earth about its axis day The Reason for Seasons the Earth’s orbit around the Sun year © 2005 Pearson Education Inc., publishing as Addison-Wesley What We See When We Look Up Patterns in the Sky Motions in the Sky The Circling Sky day the rotation of the Earth about its axis The Reason for Seasons year the Earth’s orbit around the Sun Precession of the Earth’s Axis the wobbling of Earth’s axis The Moon, Our Constant Companion month the Moon’s orbit around the Earth © 2005 Pearson Education Inc., publishing as Addison-Wesley What We See When We Look Up Motions in the Sky The Circling Sky the rotation of the Earth about its axis day The Reason for Seasons the Earth’s orbit around the Sun year The Moon, Our Constant Companion month the Moon’s orbit around the Earth The Ancient Mystery of the Planets the various planets’ orbits around the Sun week © 2005 Pearson Education Inc., publishing as Addison-Wesley Days of week were named for Sun, Moon, and visible planets © 2005 Pearson Education Inc., publishing as Addison-Wesley Swaziland: Lemombo bone from ~35,000 B.C. -
Mid-Term Exam 1
Astronomy 101 16 September, 2016 Introduction to Astronomy: The Solar System Mid-term Exam 1 Practice Version Name (written legibly): ______________________________________ Honor Pledge: On my honor, I have neither given nor received unauthorized aid on this examination. Signature: ___________________________________ Student PID: ______________________ Instructions: On the scannable answer sheet (when you’re taking the real version): ● Fill in your name (last name, then first name) and ID number. ● Identify the form number with the last column of the sequence number block. ● Answer all 40 questions using a number 2 pencil. In addition: ● Do not open your exam until instructed to do so. ● Be sure to also answer each question in the blanks provided on this exam sheet. ● The exam ends at 1:10. ● When done, raise your hand and we will collect your exam. ● No one may leave between 12:55 and 1:10. And of course: ● You may not use any notes, texts, calculators or communications devices. ● All work must be your own. Score: _______ out of 40. Useful equations: p2 ∝ a3 F = m a 2 F = G m1 m2 / r Pick the best answer to each question. _____ 1. The influence of Muslim science can be seen in ... a. the names of many stars. b. technical words such as altitude and azimuth. c. the number zero. d. centuries of excellent observational records. e. All of the above. _____ 2. How was Pluto discovered? a. By predicting its location based on irregularities in the orbit of Uranus. b. By predicting its location based on irregularities in the orbit of Neptune. -
Light, Color, and Atmospheric Optics
Light, Color, and Atmospheric Optics GEOL 1350: Introduction To Meteorology 1 2 • During the scattering process, no energy is gained or lost, and therefore, no temperature changes occur. • Scattering depends on the size of objects, in particular on the ratio of object’s diameter vs wavelength: 1. Rayleigh scattering (D/ < 0.03) 2. Mie scattering (0.03 ≤ D/ < 32) 3. Geometric scattering (D/ ≥ 32) 3 4 • Gas scattering: redirection of radiation by a gas molecule without a net transfer of energy of the molecules • Rayleigh scattering: absorption extinction 4 coefficient s depends on 1/ . • Molecules scatter short (blue) wavelengths preferentially over long (red) wavelengths. • The longer pathway of light through the atmosphere the more shorter wavelengths are scattered. 5 • As sunlight enters the atmosphere, the shorter visible wavelengths of violet, blue and green are scattered more by atmospheric gases than are the longer wavelengths of yellow, orange, and especially red. • The scattered waves of violet, blue, and green strike the eye from all directions. • Because our eyes are more sensitive to blue light, these waves, viewed together, produce the sensation of blue coming from all around us. 6 • Rayleigh Scattering • The selective scattering of blue light by air molecules and very small particles can make distant mountains appear blue. The blue ridge mountains in Virginia. 7 • When small particles, such as fine dust and salt, become suspended in the atmosphere, the color of the sky begins to change from blue to milky white. • These particles are large enough to scatter all wavelengths of visible light fairly evenly in all directions. -
The Moon Illusion and Size–Distance Scaling—Evidence for Shared Neural Patterns
The Moon Illusion and Size–Distance Scaling—Evidence for Shared Neural Patterns Ralph Weidner1*, Thorsten Plewan1,2*, Qi Chen1, Axel Buchner3, Peter H. Weiss1,4, and Gereon R. Fink1,4 Abstract ■ A moon near to the horizon is perceived larger than a moon pathway areas including the lingual and fusiform gyri. The func- at the zenith, although—obviously—the moon does not change tional role of these areas was further explored in a second ex- its size. In this study, the neural mechanisms underlying the periment. Left V3v was found to be involved in integrating “moon illusion” were investigated using a virtual 3-D environ- retinal size and distance information, thus indicating that the ment and fMRI. Illusory perception of an increased moon size brain regions that dynamically integrate retinal size and distance was associated with increased neural activity in ventral visual play a key role in generating the moon illusion. ■ INTRODUCTION psia; Sperandio, Kaderali, Chouinard, Frey, & Goodale, Although the moon does not change its size, the moon 2013; Enright, 1989; Roscoe, 1989). near to the horizon is perceived as relatively larger com- One concept of size constancy scaling implies that the pared with when it is located at the zenith. This phenome- retinal image size and the estimated distance of an object non is called the “moon illusion” and is one of the oldest are conjointly considered, thereby enabling constant size visual illusions known (Ross & Plug, 2002). Despite exten- perception of objects at different distances (Kaufman & sive research, no consensus has been reached regarding Kaufman, 2000). With respect to the moon illusion, appar- the underlying perceptual and neural correlates (Ross & ent distance theories, for example, propose that “the per- Plug, 2002; Hershenson, 1989). -
Project Horizon Report
Volume I · SUMMARY AND SUPPORTING CONSIDERATIONS UNITED STATES · ARMY CRD/I ( S) Proposal t c• Establish a Lunar Outpost (C) Chief of Ordnance ·cRD 20 Mar 1 95 9 1. (U) Reference letter to Chief of Ordnance from Chief of Research and Devel opment, subject as above. 2. (C) Subsequent t o approval by t he Chief of Staff of reference, repre sentatives of the Army Ballistic ~tissiles Agency indicat e d that supplementar y guidance would· be r equired concerning the scope of the preliminary investigation s pecified in the reference. In particular these r epresentatives requested guidance concerning the source of funds required to conduct the investigation. 3. (S) I envision expeditious development o! the proposal to establish a lunar outpost to be of critical innportance t o the p. S . Army of the future. This eva luation i s appar ently shar ed by the Chief of Staff in view of his expeditious a pproval and enthusiastic endorsement of initiation of the study. Therefore, the detail to be covered by the investigation and the subs equent plan should be as com plete a s is feas ible in the tin1e limits a llowed and within the funds currently a vailable within t he office of t he Chief of Ordnance. I n this time of limited budget , additional monies are unavailable. Current. programs have been scrutinized r igidly and identifiable "fat'' trimmed awa y. Thus high study costs are prohibitive at this time , 4. (C) I leave it to your discretion t o determine the source and the amount of money to be devoted to this purpose. -
Asteroid Retrieval Feasibility Study
Asteroid Retrieval Feasibility Study 2 April 2012 Prepared for the: Keck Institute for Space Studies California Institute of Technology Jet Propulsion Laboratory Pasadena, California 1 2 Authors and Study Participants NAME Organization E-Mail Signature John Brophy Co-Leader / NASA JPL / Caltech [email protected] Fred Culick Co-Leader / Caltech [email protected] Co -Leader / The Planetary Louis Friedman [email protected] Society Carlton Allen NASA JSC [email protected] David Baughman Naval Postgraduate School [email protected] NASA ARC/Carnegie Mellon Julie Bellerose [email protected] University Bruce Betts The Planetary Society [email protected] Mike Brown Caltech [email protected] Michael Busch UCLA [email protected] John Casani NASA JPL [email protected] Marcello Coradini ESA [email protected] John Dankanich NASA GRC [email protected] Paul Dimotakis Caltech [email protected] Harvard -Smithsonian Center for Martin Elvis [email protected] Astrophysics Ian Garrick-Bethel UCSC [email protected] Bob Gershman NASA JPL [email protected] Florida Institute for Human and Tom Jones [email protected] Machine Cognition Damon Landau NASA JPL [email protected] Chris Lewicki Arkyd Astronautics [email protected] John Lewis University of Arizona [email protected] Pedro Llanos USC [email protected] Mark Lupisella NASA GSFC [email protected] Dan Mazanek NASA LaRC [email protected] Prakhar Mehrotra Caltech [email protected] -
Links to Education Standards • Introduction to Exoplanets • Glossary of Terms • Classroom Activities Table of Contents Photo © Michael Malyszko Photo © Michael
an Educator’s Guid E INSIDE • Links to Education Standards • Introduction to Exoplanets • Glossary of Terms • Classroom Activities Table of Contents Photo © Michael Malyszko Photo © Michael For The TeaCher About This Guide .............................................................................................................................................. 4 Connections to Education Standards ................................................................................................... 5 Show Synopsis .................................................................................................................................................. 6 Meet the “Stars” of the Show .................................................................................................................... 8 Introduction to Exoplanets: The Basics .................................................................................................. 9 Delving Deeper: Teaching with the Show ................................................................................................13 Glossary of Terms ..........................................................................................................................................24 Online Learning Tools ..................................................................................................................................26 Exoplanets in the News ..............................................................................................................................27 During -
Atmospheric Optics
53 Atmospheric Optics Craig F. Bohren Pennsylvania State University, Department of Meteorology, University Park, Pennsylvania, USA Phone: (814) 466-6264; Fax: (814) 865-3663; e-mail: [email protected] Abstract Colors of the sky and colored displays in the sky are mostly a consequence of selective scattering by molecules or particles, absorption usually being irrelevant. Molecular scattering selective by wavelength – incident sunlight of some wavelengths being scattered more than others – but the same in any direction at all wavelengths gives rise to the blue of the sky and the red of sunsets and sunrises. Scattering by particles selective by direction – different in different directions at a given wavelength – gives rise to rainbows, coronas, iridescent clouds, the glory, sun dogs, halos, and other ice-crystal displays. The size distribution of these particles and their shapes determine what is observed, water droplets and ice crystals, for example, resulting in distinct displays. To understand the variation and color and brightness of the sky as well as the brightness of clouds requires coming to grips with multiple scattering: scatterers in an ensemble are illuminated by incident sunlight and by the scattered light from each other. The optical properties of an ensemble are not necessarily those of its individual members. Mirages are a consequence of the spatial variation of coherent scattering (refraction) by air molecules, whereas the green flash owes its existence to both coherent scattering by molecules and incoherent scattering -
Chapter 11: Atmosphere
The Atmosphere and the Oceans ff the Na Pali coast in Hawaii, clouds stretch toward O the horizon. In this unit, you’ll learn how the atmo- sphere and the oceans interact to produce clouds and crashing waves. You’ll come away from your studies with a deeper understanding of the common characteristics shared by Earth’s oceans and its atmosphere. Unit Contents 11 Atmosphere14 Climate 12 Meteorology15 Physical Oceanography 13 The Nature 16 The Marine Environment of Storms Go to the National Geographic Expedition on page 880 to learn more about topics that are con- nected to this unit. 268 Kauai, Hawaii 269 1111 AAtmospheretmosphere What You’ll Learn • The composition, struc- ture, and properties that make up Earth’s atmos- phere. • How solar energy, which fuels weather and climate, is distrib- uted throughout the atmosphere. • How water continually moves between Earth’s surface and the atmo- sphere in the water cycle. Why It’s Important Understanding Earth’s atmosphere and its interactions with solar energy is the key to understanding weather and climate, which con- trol so many different aspects of our lives. To find out more about the atmosphere, visit the Earth Science Web Site at earthgeu.com 270 DDiscoveryiscovery LLabab Dew Formation Dew forms when moist air near 4. Repeat the experiment outside. the ground cools and the water vapor Record the temperature of the in the air changes into water droplets. water and the air outside. In this activity, you will model the Observe In your science journal, formation of dew. describe what happened to the out- 1. -
The Simplest Method to Measure the Geocentric Lunar Distance: a Case of Citizen Science
The simplest method to measure the geocentric lunar distance: a case of citizen science Jorge I. Zuluaga1,a, Juan C. Figueroa2,b and Ignacio Ferrin1,c 1 FACom - Instituto de Física - FCEN, Universidad de Antioquia, Calle 70 No. 52-21, Medellín, Colombia 2 Independent Software Developer ABSTRACT We present the results of measuring the geocentric lunar distance using what we propose is the simplest method to achieve a precise result. Although lunar distance has been systematically measured to a precision of few millimeters using powerful lasers and retroreflectors installed on the moon by the Apollo missions, the method devised and applied here can be readily used by nonscientist citizens (e.g. amateur astronomers or students) and it requires only a good digital camera. After launching a citizen science project called the “Aristarchus Campaign”, intended to involve astronomy enthusiasts in scientific measurement of the Lunar Eclipse of 15 April 2014, we compiled and measured a series of pictures obtained by one of us (J.C. Figueroa). These measurements allowed us to estimate the lunar distance to a precision of ~3%. We describe here how to perform the measurements and the method to calculate from them the geocentric lunar distance using only the pictures time stamps and a precise measurement of the instantaneous lunar apparent diameter. Our aim here is not to provide any improved measurement of a well- known astronomical quantity, but rather to demonstrate how the public could be engaged in scientific endeavors and how using simple instrumentation and readily available technological devices such as smartphones and digital cameras, any person can measure the local Universe as ancient astronomers did. -
The Moon and Eclipses
The Moon and Eclipses ASTR 101 September 14, 2018 • Phases of the moon • Lunar month • Solar eclipses • Lunar eclipses • Eclipse seasons 1 Moon in the Sky An image of the Earth and the Moon taken from 1 million miles away. Diameter of Moon is about ¼ of the Earth. www.nasa.gov/feature/goddard/from-a-million-miles-away-nasa-camera-shows-moon-crossing-face-of-earth • Moonlight is reflected sunlight from the lunar surface. Moon reflects about 12% of the sunlight falling on it (ie. Moon’s albedo is 12%). • Dark features visible on the Moon are plains of old lava flows, formed by ancient volcanic eruptions – When Galileo looked at the Moon through his telescope, he thought those were Oceans, so he named them as Marias. – There is no water (or atmosphere) on the Moon, but still they are known as Maria – Through a telescope large number of craters, mountains and other geological features visible. 2 Moon Phases Sunlight Sunlight full moon New moon Sunlight Sunlight Quarter moon Crescent moon • Depending on relative positions of the Earth, the Sun and the Moon we see different amount of the illuminated surface of Moon. 3 Moon Phases first quarter waxing waxing gibbous crescent Orbit of the Moon Sunlight full moon new moon position on the orbit View from the Earth waning waning gibbous last crescent quarter 4 Sun Earthshine Moon light reflected from the Earth Earth in lunar sky is about 50 times brighter than the moon from Earth. “old moon" in the new moon's arms • Night (shadowed) side of the Moon is not completely dark.