Lab Manual - Radford University
Lab Manual - Radford University
Lab Manual - Radford University
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ASTRONOMY 111<br />
LABORATORY MANUAL<br />
DR. TSUNEFUMI TANAKA<br />
PHYSICS DEPARTMENT<br />
CALIFORNIA POLYTECHNIC STATE UNIVERSITY<br />
DR. BRETT TAYLOR<br />
DEPARTMENT OF<br />
CHEMISTRY AND PHYSICS<br />
RADFORD UNIVERSITY<br />
FALL 2003 EDITION
Contents<br />
A <strong>Lab</strong>oratory Experiments 1<br />
A.1 Celestial Coordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3<br />
A.2 Angular Resolution: Seeing Details with the Eye . . . . . . . . . . . . . . . . . . . . . . . . . 13<br />
A.3 How Big and How Far is the Moon? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19<br />
A.4 The Solar System Scale Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25<br />
A.5 The Shape of the Earth’s Orbit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31<br />
A.6 Phases of the Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35<br />
A.7 The Shape of the Mercury’s Orbit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39<br />
A.8 The Orbit of Mars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43<br />
A.9 Obtaining Ages for Martian Surfaces via Cratering . . . . . . . . . . . . . . . . . . . . . . . . 47<br />
A.10 Optics and Spectroscopy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55<br />
B Computer <strong>Lab</strong>oratories (CLEA) 61<br />
B.1 Astrometry of Asteroids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63<br />
B.2 Rotation of Mercury . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71<br />
B.3 Jupiter’s Moons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79<br />
C Observations 83<br />
C.1 Constellation Quiz: Get To Know Your Night Sky! . . . . . . . . . . . . . . . . . . . . . . . . 85<br />
C.2 The Sun and Its Shadow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87<br />
C.3 Moon Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91<br />
C.4 Sunspot and Prominence Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93<br />
C.5 Observation With A Telescope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99<br />
C.6 Moon Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101<br />
C.7 Observation of a Planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105<br />
C.8 Observation of Deep Sky Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107<br />
iii
Chapter A<br />
<strong>Lab</strong>oratory Experiments<br />
1
2 CHAPTER A. LABORATORY EXPERIMENTS
CHAPTER A. LABORATORY EXPERIMENTS 3<br />
Name: Section: Date:<br />
A.1 Celestial Coordinates<br />
I. Introduction<br />
How do you pinpoint the position of your house on the Earth? You can specify the street address or give<br />
a pair of coordinates. You can divide the surface of the Earth into grids in the east-west direction and the<br />
north-south direction. By measuring coordinates (i.e., distances or angles) from some reference points, you<br />
can determine the exact position of your house. For example, the City of <strong>Radford</strong> is located at a longitude<br />
of 80.6 ◦ west and a latitude of 37.1 ◦ north. In this case the reference points are the meridian through<br />
Greenwich, England, the reference point for longitude, and the equator, the reference point for latitude. In<br />
astronomy we are interested in specifying the positions of objects in the sky as seen by an observer on the<br />
Earth. It is accomplished by giving a pair of coordinates in a similar manner as determining locations on<br />
the Earth.<br />
It helps to picture the night sky as an immense glass sphere with the Earth (and the observer) at its<br />
center and all of the stars and planets projected on the sphere (see Fig. A.1). This sphere is known as the<br />
celestial sphere.<br />
★<br />
★<br />
★<br />
★<br />
★<br />
★<br />
★<br />
★ ★<br />
★<br />
Observer<br />
★<br />
★<br />
Horizon<br />
Figure A.1: The observable half of the celestial sphere above the horizon.<br />
There are various ways to define coordinates on the celestial sphere. In this lab we are going to study<br />
two such systems: the alt-azimuth system and the equatorial system.<br />
II. Reference<br />
• The Cosmic Perspective, Supplement 1, pp. 94 – 104.<br />
III. Materials Used<br />
• planetarium<br />
• Starry Night Backyard
4 CHAPTER A. LABORATORY EXPERIMENTS<br />
IV. Activity<br />
The Alt-Azimuth System<br />
Let us define some terminology. Suppose the observer is located at the center of the celestial sphere in Fig.<br />
A.2. The point directly overhead on the celestial sphere is called the zenith, while the point directly opposite<br />
of the zenith is the nadir. The horizon is the circle extending around the celestial sphere and located exactly<br />
90 ◦ from the zenith and the nadir.<br />
Local Celestial<br />
Meridian<br />
Zenith<br />
W<br />
S<br />
N<br />
Observer<br />
Horizon<br />
E<br />
Nadir<br />
Figure A.2: The Celestial sphere.<br />
The north point (N) is located on the horizon in the direction of geographic north as seen by the observer<br />
at the center. The east (E), south (S), and west (W) points are also located along the horizon at 90 ◦ intervals.<br />
The local celestial meridian is the imaginary circle on the celestial sphere that runs from the north point,<br />
through the zenith, to the south point and through the nadir back to the north point.<br />
Now let us consider a star on the celestial sphere (see Fig. A.3). The circular arc running from the zenith<br />
through the star to the horizon at H is a vertical circle. The azimuth of the star is the angle along the<br />
horizon from the north point eastward to H. This is basically the compass direction (SSW for example), but<br />
measured in degrees.<br />
The altitude of the star is the angle of the star above the horizon along the vertical circle. The altitude<br />
is a positive number if the star is above the horizon; it is negative if the star is below the horizon. Altitude<br />
combined with azimuth can specify the position of any object in the sky.<br />
Find the altitudes and azimuths of some reference points on the celestial sphere and complete the following<br />
table (Table A.1). If an item does not have a well-defined value or range of values, then it will be represented<br />
by an ×.<br />
The Celestial Sphere<br />
In part of this activity, you will use the planetarium software, Starry Night Backyard. This software can be<br />
used for many purposes, but its use in this lab will be to show you the sky as it appears from <strong>Radford</strong> or<br />
any other place on the Earth. In this way, it is very much like the planetarium.
CHAPTER A. LABORATORY EXPERIMENTS 5<br />
Vertical<br />
Circle<br />
Zenith<br />
★<br />
Altitude<br />
N<br />
W<br />
E<br />
H<br />
S<br />
Azimuth<br />
Nadir<br />
Figure A.3: Azimuth and altitude.<br />
Table A.1: Azimuth and azimuth of celestial reference points and circles.<br />
Point or Circle Azimuth Altitude<br />
North point 0 ◦ 0 ◦<br />
South point<br />
West point<br />
Local celestial meridian<br />
90 ◦ 0 ◦<br />
Horizon 0 ◦ to 360 ◦ 0 ◦<br />
Zenith<br />
Southeast point<br />
× −90 ◦<br />
315 ◦ 0 ◦
6 CHAPTER A. LABORATORY EXPERIMENTS<br />
The Earth itself rotates counterclockwise 15 ◦ every hour as seen from above the North Pole. Starry Night<br />
will allow you to view the sky rotate at this rate, stand time still, or rotate at a much faster rate so that you<br />
can view yearly details (or even changes over centuries).<br />
Please remember that even though our idea of the celestial sphere is a useful tool, it is not a real model<br />
of the universe. For example, although all of the stars are located at the same distance from the Earth in<br />
our model, this is not true in reality. Also, stars do move, albeit slowly, and the constellations will change,<br />
but over time scales much much longer than a human lifetime. Finally, the Earth wobbles while it rotates<br />
on its axis, much like a top, and the positions of the stars relative to our fixed points on the sphere (the<br />
north and south celestial poles and the celestial equator) will change.<br />
1 Start up Starry Night Backyard. The program can be found under Start → Programs → <strong>Radford</strong><br />
<strong>University</strong> Course Software → Curie <strong>Lab</strong> → Starry Night Backyard → Starry Night<br />
Backyard 4.<br />
2 In the upper left hand corner, there should be a Home location noted. Make sure that the location<br />
shown there is <strong>Radford</strong>, Virginia.<br />
3 You will need to choose a time to observe the stars show below. It should start up at the current time<br />
as set on the computer clock. Change the date so that it is September 1 at 9:30 PM. Hit the Stop<br />
button on the time controls to fix time at this moment - it’s the filled in square in the upper left hand<br />
corner to the right of the time.<br />
4 You need to now make some adjustments to the program to make things easier. First, right click<br />
anywhere in the dark background and a menu will appear. Select Small City Light Pollution. This<br />
will decrease the number of visible objects in the field of view.<br />
5 On the left hand side of the window, you will see a number of tabs including Find and View Options.<br />
Click on the View Options tab. Inside of that you will see a number of sub-categories. Select<br />
Constellations. Turn on Stick Figures and <strong>Lab</strong>els. In the Stars sub-category turn on <strong>Lab</strong>els as well.<br />
6 Record in Table A.2 the azimuth and altitude of the stars listed there. You can move around in the<br />
field of view by left clicking anywhere on the field of view and dragging the mouse in the direction you<br />
wish to view. To get started, you can find Vega almost directly overhead. Move the field of view so<br />
that you are looking directly overhead. Right click on Vega. Choose Show Info from the menu. The<br />
tabs should open. You can find the altitude and azimuth under the submenu Position in Sky.<br />
7 If you cannot easily find the star or object you are searching for, open the Find tab. Type in the first<br />
few letters of the object and a list of matching items will appear. If the item name is in bold it is<br />
up and visible. If not, it is below the horizon. You can still get the information for this item by right<br />
clicking on the name of the object.<br />
The Equatorial System<br />
Before we learn about the equatorial system of coordinates, we need to define a few more reference points and<br />
circles in the sky. You are undoubtedly aware of the rising and setting of the stars. However, you may not be<br />
aware that the stars appear to be rotating about a fixed point in the sky directly above the north point on<br />
the horizon. This fixed point is called the north celestial pole (NCP). The north celestial pole is in the<br />
direction of the Earth’s rotational axis, and it is the point on the celestial sphere directly above the Earth’s<br />
geographic north pole. The apparent motion of stars around the north celestial pole is due to the rotation<br />
of the Earth. There is a bright star called Polaris approximately at the location of the north celestial pole.<br />
The corresponding point in the the sky south of the Earth’s equator is the south celestial pole (SCP).<br />
The only difference is that the stars appear to rotate counterclockwise about the north celestial pole but<br />
clockwise about the south celestial pole. The altitude of the north celestial pole is equal to the latitude of
CHAPTER A. LABORATORY EXPERIMENTS 7<br />
Table A.2: Azimuth and altitude of bright stars on the celestial globe.<br />
Star Name Azimuth Altitude<br />
Vega<br />
Fomalhaut<br />
Sirius<br />
Arcturus<br />
Capella<br />
Antares<br />
Canopus<br />
the observer’s location. For example, the north celestial pole is located at 37.1 ◦ altitude (and obviously 0 ◦<br />
azimuth) in <strong>Radford</strong>.<br />
The circle on the celestial sphere which is 90 ◦ from both the NCP and the SCP is the celestial equator.<br />
The celestial equator is the imaginary circle around the sky directly above the Earth’s equator. Figure A.4<br />
illustrates the relationship of the NCP, SCP and celestial equator to the alt-azimuth system discussed earlier.<br />
In order to set up a system of coordinates on the celestial sphere, it is necessary to specify both a reference<br />
point and a reference circle. In the alt-azimuth system, the north point and the horizon were chosen. For<br />
the equatorial system, coordinates are given that are analogous to latitude and longitude on the Earth.<br />
In the same way that the Earth’s equator is a reference point for latitude, the celestial equator will serve<br />
the equivalent role for the equatorial system. On the Earth, longitude is specified by measuring the angle<br />
east or west of a single point, Greenwich, England. In the same way, we must choose a refernce point to<br />
measure angles from in the east-west direction in the sky. The reference point astronomers have chosen is<br />
the vernal equinox, which is the point on the celestial sphere where the Sun crosses the celestial equator<br />
moving northward. This occurs on approximately March 21 st . The apparent path of the Sun around the sky<br />
is called the ecliptic.<br />
The circles on the celestial sphere which pass through both celestial poles and cross the celestial equator<br />
at right angles are called hours circles (see Fig. A.5). The hour circle which passes through the vernal equinox<br />
is labeled 0 h . Every successive 15 ◦ interval measured along the celestial equator constitutes 1 h .<br />
The right ascension (RA) of a star is the angular distance measured in hours, minutes, and seconds from<br />
the hour circle of the vernal equinox (0 h ) eastward along the celestial equator to the the point of intersection<br />
of the star’s hour circle with the equator. The star’s declination (Dec.) is the angle measured along its hour<br />
circle from the celestial equator. The declination is positive for an object north of the celestial equator and<br />
negative for an object south of the equator. The declination is 0 ◦ everywhere on the celestial equator. Right<br />
ascension and declination are analogous to longitude and latitude respectively.<br />
The main advantage of the equatorial system is that it is independent of the observer’s location because<br />
it does not depend on the locally defined horizon. The equatorial coordinates are fixed on the celestial sphere<br />
and move with stars. If one expresses the position of a star in the sky in terms of RA and Dec., another<br />
observer anywhere else on the Earth, will be able to locate the star.<br />
1 For the data in Table A.3, assume that the vernal equinox is on the local celestial meridian<br />
when looking south. Determine the right ascension and declination of points listed in the following<br />
table (Table A.3). If an entry does not have a well-defined value, put an × in the appropriate blank.
8 CHAPTER A. LABORATORY EXPERIMENTS<br />
Celestial<br />
Equator<br />
Zenith<br />
NCP<br />
W<br />
37.1º<br />
S<br />
E<br />
Observer<br />
Horizon<br />
N<br />
SCP<br />
Nadir<br />
Figure A.4: Celestial poles and equator.<br />
NCP<br />
Vernal<br />
Equinox<br />
0 h 1 h 2 h Hour<br />
Circles<br />
SCP<br />
Celestial<br />
Equator<br />
Figure A.5: Hour circles.
CHAPTER A. LABORATORY EXPERIMENTS 9<br />
NCP<br />
Star's Hour<br />
Circles<br />
★<br />
Vernal<br />
Equinox<br />
RA<br />
Dec.<br />
Celestial<br />
Equator<br />
SCP<br />
Figure A.6: Right ascension and declination.<br />
Table A.3: RA and Dec. of points on the celestial Sphere.<br />
Point RA Dec.<br />
Zenith 0 h +37 ◦<br />
NCP<br />
North point<br />
East point<br />
South point<br />
West point<br />
SCP<br />
Nadir
10 CHAPTER A. LABORATORY EXPERIMENTS<br />
2 Using Starry Night Backyard, determine the RA and Dec. of the stars listed in Table A.4. This<br />
information is in the same Position in Sky submenu. Record only the J2000 information.<br />
Table A.4: RA and Dec. of bright stars on the celestial globe.<br />
Star Name RA Dec.<br />
Vega<br />
Fomalhaut<br />
Sirius<br />
Arcturus<br />
Capella<br />
Antares<br />
Canopus
CHAPTER A. LABORATORY EXPERIMENTS 11<br />
V. Questions<br />
1. Would you say that a star’s azimuth and altitude remain fixed throughout the course of an evening?<br />
Explain.<br />
2. Would an observer at a different location observe the same azimuth and altitude for a particular star<br />
if he were observing at the same time as you? Explain.<br />
3. Is there a point on the celestial sphere at which an object’s azimuth and altitude would not change in<br />
the course of an evening? If so, describe this point.<br />
4. Some stars never set and are called circumpolar stars because they lie close enough to the NCP (or<br />
SCP) that they are always above the horizon. What is the minimum declination a star must have to<br />
be circumpolar as seen from <strong>Radford</strong>?<br />
VI. Credit<br />
To obtain credit for this lab, you need to turn in appropriate tables of data, observations, calculations,<br />
graphs, and a conclusion as well as the answers to the above questions. Do not forget to label axes and give<br />
a title to each graph. Show your work in calculations. A final answer in itself is not sufficient. Don’t leave<br />
out units. In the conclusion part, briefly summarize what you have learned in the lab and possible sources<br />
of error in your measurements and how they could have affected the final result. (No, you cannot just say<br />
human errors – explain what errors you might have made specifically.) You may discuss this with your lab<br />
partners, but your conclusion must be in your own words.
12 CHAPTER A. LABORATORY EXPERIMENTS
CHAPTER A. LABORATORY EXPERIMENTS 13<br />
Name: Section: Date:<br />
A.2 Angular Resolution: Seeing Details with the Eye<br />
I. Introduction<br />
We can see through a telescope that the surface of the Moon is covered with numerous impact craters of<br />
various sizes. Some craters are hundreds of kilometers across; some are less than one millimeter. But, what<br />
is the diameter of the smallest crater that you can seen on the Moon with your naked eyes? In this activity<br />
you are going to determine the smallest object (or separation) that your eyes can see at a given distance.<br />
II. Reference<br />
• 21 st Century Astronomy, Chapter 4, pp. 94, 96; Appendix A5 – A6<br />
III. Materials Used<br />
• fantailed chart<br />
• blank sheet<br />
• meter stick<br />
IV. Activities<br />
One measure of the performance of an optical instrument is its angular resolution. Angular resolution<br />
refers to the ability of a telescope to distinguish between two objects located close together in the sky. If<br />
someone holds up two pencils 10 cm apart and stands just 2 m away from you, you can tell there are two<br />
pencils. As the person moves away from you, the pencils will appear to be closer together to your eye. In<br />
other words, their angular separation decreases although their actual separation has not changed. This is<br />
the same phenomenon that makes railroad tracks appear to come together in the distance. For telescopes<br />
and most other optical instruments, the diameter of the aperture is the factor which determines the angular<br />
resolution. The finer (smaller the angle) the resolution, the better the instrument. In this lab, rather than<br />
directly measuring the angle, you will measure the spacing between lines in a grating that you can see and<br />
compare that to the distance from the grating. In this case, the higher the ratio, the better your eyes’<br />
angular resolution.<br />
1 Tape the “fantailed” chart (Fig. A.8) to a wall in a well-lit classroom.<br />
2 Stand 10 m from the chart.<br />
3 Your partner will hold a sheet of paper over the chart, hiding all but the bottom tip. Tell your partner<br />
to move the paper very slowly up the chart, keeping the paper horizontal. When you start to see the<br />
chart lines clearly separated from each other just below the paper, tell your partner to hold the paper<br />
in place.<br />
4 Your partner will read the line spacing printed on the chart nearest to the top of the paper.<br />
5 Repeat the measurement at 5 m.
14 CHAPTER A. LABORATORY EXPERIMENTS<br />
Table A.5: The distance-to-size ratio for your eye.<br />
distance<br />
(m)<br />
line spacing<br />
value (mm)<br />
distance-tosize<br />
ratio<br />
10<br />
5<br />
Suppose when your classmate stood 10 m (= 10,000 mm) from the chart, she was just able to distinguish<br />
the separation of the lines spaced 4.5 mm apart. The distance-to-size ratio for her eyes is 10,000 mm (the<br />
distance to the chart) divided by 4.5 mm (the line spacing):<br />
10, 000 mm<br />
4.5 mm<br />
2, 200<br />
= . (A.1)<br />
1<br />
This ratio can be written as 2,200/1, the distance-to-size ratio for her eyes. This ratio is read as “2,200<br />
to 1” and can also be written as 2,200:1. The larger the distance-to-size ratio, the more detail your eyes can<br />
see.<br />
5 Calculate the distance-to-size ratio for your eyes.<br />
6 How do the two ratios compare?<br />
7 Find the average of two measurements for your distance-to-size ratio. You will be using this average<br />
value for the problems in the Questions section later.<br />
The distance-to-size ratio for your eyes determines how much detail you can see. Using the triangle<br />
method, you can estimate the “sharpness” (ability to see detail) of your eyesight. In Fig. A.7, O is the<br />
position of your eyes; A and B are two side-by-side lights. The distance of the observer from the lights is<br />
OA (or OB); the distance (i.e., size) between the lights is AB.<br />
In the previous example, your classmate had the distance-to-size ratio of 2,200/1. This ratio means that<br />
if she were closer than 2,200 m away from two lights separated by 1 m, she would see two separate lights. If<br />
she were farther away than 2,200 m, she would not be able to distinguish the two lights; she would see only<br />
one light.<br />
V. Questions<br />
1. What is the farthest distance you could be from two lights, separated by 1.0 cm, and still see them as<br />
two lights?
CHAPTER A. LABORATORY EXPERIMENTS 15<br />
✩ Light A<br />
Eye<br />
O<br />
Figure A.7: Sharpness of your eyesight.<br />
✩ Light B<br />
2. What is the farthest distance you could be from two lights, separated by 30 m, and still see them as<br />
two lights?<br />
3. Will you be able to distinguish two lights separated by 50 cm if you were standing 500 m from them?<br />
Show your work.<br />
4. An automobile has headlights placed 1.2 m apart. If the car were driving toward you at night, how<br />
close to you would it have to be for your to tell it was a car and not a motorcycle?<br />
5. The Moon is about 384,000 km from the Earth. What is the diameter of the smallest crater that you<br />
could see on the lunar surface?
16 CHAPTER A. LABORATORY EXPERIMENTS<br />
VI. Credit<br />
To obtain credit for this lab, you need to turn in appropriate tables of data, observations, calculations,<br />
graphs, and a conclusion as well as the answers to the above questions. Do not forget to label axes and give<br />
a title to each graph. Show your work in calculations. A final answer in itself is not sufficient. Don’t leave<br />
out units. In the conclusion part, briefly summarize what you have learned in the lab and possible sources<br />
of error in your measurements and how they could have affected the final result. (No, you cannot just say<br />
human errors – explain what errors you might have made specifically.) You may discuss this with your lab<br />
partners, but your conclusion must be in your own words.
CHAPTER A. LABORATORY EXPERIMENTS 17<br />
6.0 mm<br />
5.5 mm<br />
5.0 mm<br />
4.5 mm<br />
4.0 mm<br />
3.5 mm<br />
3.0 mm<br />
2.5 mm<br />
2.0 mm<br />
1.5 mm<br />
1.0 mm<br />
0.5 mm<br />
Figure A.8: The fantailed chart for measuring the distance-to-size ratio.
18 CHAPTER A. LABORATORY EXPERIMENTS
CHAPTER A. LABORATORY EXPERIMENTS 19<br />
Name: Section: Date:<br />
A.3 How Big and How Far is the Moon?<br />
I. Introduction<br />
Have you ever wondered how we know the size of and distance to a far away object in outer space, such<br />
as the Moon, without actually getting out there and measuring it directly? Astronomers use the principles<br />
of geometry to estimate the size and distance. In this activity we are going to learn techniques used by<br />
astronomers to measure the sizes of and distances to distant objects.<br />
II. Materials Used<br />
• 1 meter stick<br />
• 1 index card<br />
• 2 protractors<br />
• 2 pins<br />
• 1 ruler<br />
III. Activity<br />
Similar Triangles<br />
Many astronomical calculations are based on the geometry of similar triangles. The two triangles in Fig.<br />
A.9 are similar because the three angles of the small triangle are the same as the three angles of the large<br />
triangle. Angle θ equals angle θ ′ ; α equals α ′ ; and β equals β ′ . Therefore, the lengths of the sides of the<br />
small triangle are proportional to the lengths of the sides of the larger triangle.<br />
A'<br />
O<br />
θ<br />
α<br />
β<br />
A<br />
B<br />
O'<br />
θ'<br />
α'<br />
β'<br />
B'<br />
Figure A.9: Similar triangles.<br />
In the following activities you will be estimating the sizes of and distances to faraway objects, ranging<br />
from buildings on campus to the Moon, by using the size of and the distance to a known object.<br />
1 Tape an index card to a wall so that the longer side is oriented vertically.<br />
2 Stretch one arm out to full length and make a fist. Straighten your index finger, keeping the rest of<br />
your hand closed in a fist. Position your hand so that your index finger is straight up and down. With<br />
your arm stretched in front of you, close one eye.
☞<br />
20 CHAPTER A. LABORATORY EXPERIMENTS<br />
O<br />
A<br />
Finger<br />
Width<br />
A'<br />
Card<br />
Width<br />
Eye<br />
Eye-to-Finger<br />
Distance<br />
B<br />
Eye-to-Card<br />
Distance<br />
B'<br />
Index Card<br />
Figure A.10: Your eye the width of your finger forms a triangle similar to that triangle formed by your eye<br />
and the width of the card.<br />
3 Facing the wall, stand at where the upper joint of your index finger appears to just cover the width of<br />
the card (see Fig. A.10).<br />
4 Measure the distance from your finger to your eye with the meter stick. This may call for the help<br />
of your partner. Keep your arm straight and horizontal! Be careful when the meter stick is near your<br />
eye!<br />
Table A.6: The distance and size of your index finger.<br />
Eye-to-Finger Finger Width (cm) Eye-to-Finger Distance<br />
Distance (cm)<br />
Finger Width<br />
5 Measure the width of the upper joint of your index finger.<br />
6 Calculate the ratio of “Eye-to-Finger Distance to Finger Width” by dividing the former by the latter.<br />
Note that this ratio is just the number of fingers need to get from your eye to your outstretched index<br />
finger.<br />
7 With the help of your partner, measure the distance from your eye at the location where your finger<br />
appears as wide as the index card to the index card on the wall.<br />
Table A.7: The distance and size of the index card.<br />
Eye-to-Card Card Width (cm) Eye-to-Card Distance<br />
Distance (cm)<br />
Card Width<br />
8 Measure and record the width of the card and determine how many “Card Widths” fit between your<br />
eye and the card. As before, this is just the ratio of the distance between your and the card compared<br />
to the width of the card.<br />
9 What are the similarities between the “ratio of Eye-to-Finger Distance to Finger Width” and the “ratio<br />
of Eye-to-Card Distance to Card Width”?
CHAPTER A. LABORATORY EXPERIMENTS 21<br />
10 Repeat the procedure so that your partner can determine her or his own “Eye-to-Finger” relationship.<br />
In Fig. A.10 line AB is the width of your index finger and line A ′ B ′ is the width of the card. The distance<br />
from your eye to your finger is OB and the distance from your eye to the card is OB ′ . The triangles AOB<br />
and A ′ OB ′ are similar triangles: the angles in AOB are equal to those in A ′ OB ′ . This equality means that<br />
the ratio of the height to the base of each triangle is the same.<br />
Eye-to-Finger Distance<br />
Finger Width<br />
=<br />
Eye-to-Card Distance<br />
. (A.2)<br />
Card Width<br />
Apparent Size and Distance<br />
1 Now stand at a position where the index card is just covered by two index finger widths. Has the<br />
apparent size of the card increased, decreased, or stayed the same?<br />
2 What has happened to the distance between you and the card?<br />
3 Measure the distance between you and the card with the meter stick and compare this distance to the<br />
distance measured in the previous part.<br />
This illustrates the following relationship:<br />
Eye-to-Finger Distance<br />
2(Finger Width)<br />
=<br />
Eye-to-Card Distance<br />
. (A.3)<br />
Card Width<br />
4 Move to a position where the card is just covered by only half of your finger width. Has the apparent<br />
size of the card increase, decreased, or stayed the same?<br />
5 What has happened to the distance between you and the card?<br />
6 Measure the distance between you and the card with the meter stick and compare it with the distance<br />
measured in Part A.
22 CHAPTER A. LABORATORY EXPERIMENTS<br />
This comparison is illustrated by the following ratio:<br />
Eye-to-Finger Distance<br />
1<br />
2 ( Finger Width) =<br />
Measuring the Size and Distance Using Similar Triangles<br />
Eye-to-Card Distance<br />
. (A.4)<br />
Card Width<br />
Now you have a tool to determine the distance from you to some distant object if you can estimate the<br />
object’s size. You can also determine the size of a distant object if you can estimate its distance.<br />
1 Find an object outside your classroom window (such as a tree or a building) that you can just cover<br />
with the width of your index finger when your arm is fully extended.<br />
2 How many of the objects would fit in the distance between you and the object? Use Eq. (A.2) to find<br />
the ratio of the Eye-to-Object Distance to the Object Width.<br />
3 Determine the distance to the object by a rough estimate of the width of the object in meters.<br />
Measuring the Distances by Triangulation<br />
The technique using similar triangles only allows you to find the ratio of the object’s distance to its size. You<br />
cannot find the distance and the size separately. So how can we find the distance to a distant object? We<br />
can use the following fact: a relatively close object appears to move with respect to a more distant background<br />
as the location of the observer changes. This is called parallax, and the technique which uses parallax to<br />
estimate the distance to the object is called triangulation. We are going to learn triangulation in this part<br />
of the activity.<br />
1 Tape two protractors to a meter stick so that the centers of the protractors are 50 cm apart as shown<br />
in Fig. A.11. This distance is called base line. Be sure that the straight edges of the protractors lie<br />
along the edge of the meter stick.<br />
2 Place a straight pin at the center of each protractor. Sight from one of the vertex pins to the object<br />
of interest in the classroom. Place another pin along the curved edge of the protractor so that it also<br />
lies along this line of sight. You can now read off the angle to the object. Repeat the procedure at the<br />
other end. The two sight angles do not have to be equal to each other.<br />
Now you know two angles and one length. This is sufficient information to determine all other lengths<br />
in the triangle. One way to obtain the distance to the object is to draw a similar triangle but with<br />
a more convenient scale. For example, you could let 1 cm represent 1 m. You can then measure any<br />
distance that you want on the scaled triangle and convert your measurement back to the actual size.
CHAPTER A. LABORATORY EXPERIMENTS 23<br />
Protractor<br />
Left Sight<br />
Angle<br />
Eye<br />
Base Line<br />
Meter Stick<br />
Distance to Object<br />
Right Sight<br />
Angle<br />
Distant<br />
Object<br />
Figure A.11: Finding the distance to an object by triangulation.<br />
Table A.8: Sight angle to the object.<br />
Left Sight Angle Right Sight Angle<br />
3 On a large piece of paper, draw a scaled triangle. First, pick an appropriate scale factor so that the<br />
triangle will fit on the paper, then draw the base line. Next, construct the measured angles at each<br />
end of the base line.<br />
4 Draw a straight line from the intersection of these two lines to the base line at a right angle. Measure<br />
the scaled distance from the base line to the object.<br />
Table A.9: Scaled Distance and Actual Distance to the Object.<br />
Scale Factor Scaled Distance Estimated<br />
Distance<br />
Actual Distance<br />
5 Estimate the distance to the object by multiplying the distance on the scaled drawing by the scale<br />
factor you have chosen for the scaled drawing. Check your result by actually measuring the distance<br />
with the meter stick.<br />
6 Does your accuracy depend on the distance to the object? Explain the reasoning behind your answer.
24 CHAPTER A. LABORATORY EXPERIMENTS<br />
IV. Questions<br />
For the following questions, assume a standard “Ratio of Eye-to-Finger Distance to Finger Width” of 40 to<br />
1.<br />
1. You are standing in a park on a hill outside Boston, Massachusetts. At this position, the width of an<br />
index finger will just cover the height of the John Hancock building found in downtown Boston. The<br />
visitor’s guide to the city states that the Hancock building is 240 m tall. Estimate your distance from the<br />
building.<br />
2. You attend the launch of the space shuttle from Cape Canaveral, Florida. The observing site is 11 km<br />
from the launching pad. The shuttle (with fuel tank) appears about one fifth of an index finger width<br />
tall. What is the height of the shuttle in meters?<br />
V. Credit<br />
To obtain credit for this lab, you need to turn in appropriate tables of data, observations, calculations,<br />
graphs, and a conclusion as well as the answers to the above questions. Do not forget to label axes and give<br />
a title to each graph. Show your work in calculations. A final answer in itself is not sufficient. Don’t leave<br />
out units. In the conclusion part, briefly summarize what you have learned in the lab and possible sources<br />
of error in your measurements and how they could have affected the final result. (No, you cannot just say<br />
human errors – explain what errors you might have made specifically.) You may discuss this with your lab<br />
partners, but your conclusion must be in your own words.
CHAPTER A. LABORATORY EXPERIMENTS 25<br />
Name: Section: Date:<br />
A.4 The Solar System Scale Model<br />
I. Introduction<br />
Our solar system is inhabited by a variety of objects, ranging from a small rocky asteroid only a few meters<br />
in diameter to the Sun whose diameter is 1,390,000 km. Each object has its own unique characteristics. This<br />
lab is a brief tour of the solar system and will help you become familiar with our neighboring planets.<br />
II. Reference<br />
• The Nine Planets (http://www.seds.org/billa/tnp/)<br />
III. Materials Used<br />
• calculator<br />
• geometric compass<br />
• meter stick<br />
• large piece of paper<br />
IV. Activities<br />
How Big Are Other Planets?<br />
Planets come in various sizes. How big are other planets, such as Mars, compared to the Earth? Because<br />
planets are so much larger than objects we regularly interact with, we will use a scale model to get a more<br />
intuitive feel for the sizes of objects in the solar system. Let us shrink the solar system so that the diameter<br />
of the Earth becomes 1 cm; i.e., we will use a scale factor of 1 cm equals 13,000 km.<br />
1 To find the scaled size of a planet in cm, divide the actual distance in km by the scale factor 13,000<br />
km/cm. For example, Mercury’s diameter is 4,900 km. Then,<br />
( ) 1 cm<br />
Mercury’s scaled diameter = 4, 900 km<br />
= 0.38 cm. (A.5)<br />
13, 000 km<br />
2 Find the scaled diameters for all planets and Sun and complete the following table.<br />
3 What is the largest planet? Smallest?<br />
4 Draw a circle corresponding to the scaled diameter of each planet on a large piece of paper using a<br />
compass.
26 CHAPTER A. LABORATORY EXPERIMENTS<br />
Planet<br />
Table A.10: The scaled diameters of planets.<br />
Actual Scaled Planet Actual<br />
diameter diameter diameter<br />
(km) (cm)<br />
(km)<br />
Mercury 4,900 0.38 Saturn 120,000<br />
Scaled<br />
diameter<br />
(cm)<br />
Venus 12,000 Uranus 51,000<br />
Earth 13,000 1.0 Neptune 50,000<br />
Mars 6,800 Pluto 2,300<br />
Jupiter 140,000 Sun 1,400,000<br />
Venus<br />
Sun<br />
Mercury<br />
1 AU<br />
Earth<br />
Mars<br />
Figure A.12: The inner solar system.
CHAPTER A. LABORATORY EXPERIMENTS 27<br />
How Far Away Is Pluto?<br />
Planets do not collide with each other because the solar system is mostly empty and because the planets<br />
circle around the Sun at different distances at different rates. The path of a planet around the Sun is called<br />
its orbit. All planets orbit the Sun in the same direction as the Earth (counterclockwise as seen from above<br />
the north pole).<br />
To measure the distance from the Sun to a planet, astronomers use the distance standard called the<br />
astronomical unit (AU). One AU is defined as the average distance between the Sun and the Earth, 150<br />
million km.<br />
1 AU = 1.5 × 10 8 km (A.6)<br />
In astronomical units, the distance from the Sun to Mercury can be expressed as 0.39 AU. In this part of<br />
the lab you are going to experience the vast size of our solar system.<br />
1 The solar system is a big place. It is too big for us appreciate its size in the classroom. So, let us<br />
shrink the entire solar system. This time we are going to pick a scaling factor such that the Earth is<br />
1 mm in diameter, ie. 13,000 km equals 1 mm in our scale model. The distance between the Sun and<br />
the planet (or the orbital radius) in the scaled solar system can be found by using this conversion to<br />
convert from kilometers into millimeters. For example,<br />
( ) ( )<br />
1 mm<br />
1 m<br />
Earth’s orbital radius = 1.5 × 10 8 km<br />
= 12, 000 mm = 12 m. (A.7)<br />
13, 000 km<br />
1000 mm<br />
2 While we could do the above conversion for each planet, there is an easier way. We know that the<br />
Earth’s actual distance of 1 AU is the same as 12 m in our scaled model. The scaled orbital radius to<br />
a particular planet can then be more easily found by multiplying the scaled radius for the Earth (= 12<br />
m) by the actual orbital radius of the planet in astronomical units. Calculate the scaled orbital radii<br />
for all planets and record in Table A.11.<br />
3 Next, you are going to express all distances in terms of your average stride size. In a hallway, mark<br />
a starting point and casually walk forward 10 strides. Mark the ending point. Using a meter stick,<br />
measure the total distance between the starting and ending point. Divide this distance by 10 to<br />
determine your average stride size.<br />
4 Divide the distance between the Sun and the Earth in the shrunken solar system by the average stride.<br />
Now you have the Earth’s distance from the Sun in the unit of your stride. We can find the distance<br />
from the Sun to another planet by multiplying the distance in the astronomical unit by the number of<br />
strides to the Earth. For example, suppose the distance to the Earth is equal to 18 strides. Then, the<br />
distance to Saturn is<br />
5 Complete the third column of Table A.11.<br />
18 strides × 9.54 = 172 strides.<br />
6 Go outside and take a piece of chalk with you. Find a straight section of sidewalk. Mark the position<br />
of the Sun.<br />
7 Take an appropriate number of strides toward Mercury. Mark the position on the ground with chalk.<br />
Keep walking till you are at the Venus’ position. Keep marking the positions of the planets up to<br />
Saturn. While doing this, recall that in this scale model, the Earth is only 1 mm in diameter!
28 CHAPTER A. LABORATORY EXPERIMENTS<br />
Table A.11: The scaled orbital radii of planets.<br />
Planet Actual<br />
radius<br />
(AU)<br />
Scaled<br />
radius<br />
(m)<br />
Scaled<br />
radius<br />
(strides)<br />
Mercury 0.39<br />
Venus 0.72<br />
Earth 1.00 12<br />
Mars 1.52<br />
Jupiter 5.20<br />
Saturn 9.54<br />
Uranus 19.18<br />
Neptune 30.06<br />
Pluto 39.44<br />
Table A.12: Average stride.<br />
Total Average<br />
distance stride size<br />
(m) (m)
CHAPTER A. LABORATORY EXPERIMENTS 29<br />
8 Describe what happens to the distance between two consecutive planets as you walk away from the<br />
Sun.<br />
How Old Would I Be On Mercury?<br />
Each planet takes a different amount of time to orbit around the Sun. We call that time a year or the orbital<br />
period. It takes the Earth 365.26 days to go around the Sun once. In contrast, it takes only 88.0 days for<br />
Mercury. Therefore, one Mercury-year is equal to 88.0 days. Similarly, one Jupiter-year is equal to 11.9<br />
Earth-years.<br />
1 Convert your age in the Earth-years to Mercury-years.<br />
your age in Mercury-years<br />
= (your age in Earth-years) ×<br />
( ) 365 days<br />
×<br />
1 Earth-year<br />
( )<br />
1 Mercury-year<br />
88.0 days<br />
(A.8)<br />
2 Repeat the conversion for other planet-years.<br />
Table A.13: Your age on other planets<br />
Planet Orbital<br />
period<br />
(Earth-years)<br />
Your age<br />
(planet-year)<br />
Mercury<br />
88.0 days<br />
Venus<br />
Earth<br />
Mars<br />
Jupiter<br />
Saturn<br />
Uranus<br />
Neptune<br />
Pluto<br />
225 days<br />
365 days<br />
687 days<br />
11.9 years<br />
29.5 years<br />
84.0 years<br />
165 years<br />
248 years
30 CHAPTER A. LABORATORY EXPERIMENTS<br />
V. Questions<br />
1. A typical person walks at 4.8 km/h. At this speed, how long does it take you to get to the Moon? The<br />
orbital radius of the Moon is 384,000 km.<br />
2. The nearest star to our solar system is Alpha Centauri. It is over 7,000 times the distance between the<br />
Sun and Pluto. Find the distance to Alpha Centauri in the scaled model of the solar system in which<br />
the Earth’s diameter is 1 mm.<br />
3. Now imagine that you are asked to create a model of the solar system that can fit on a single sheet of<br />
paper along its long axis. If the paper is 279 mm long, what scaling factor should you use such that<br />
Pluto’s orbit just fits on the sheet of paper? How big would the Earth be in this scale model?<br />
VI. Credit<br />
To obtain credit for this lab, you need to turn in appropriate tables of data, observations, calculations,<br />
graphs, and a conclusion as well as the answers to the above questions. Do not forget to label axes and give<br />
a title to each graph. Show your work in calculations. A final answer in itself is not sufficient. Don’t leave<br />
out units. In the conclusion part, briefly summarize what you have learned in the lab and possible sources<br />
of error in your measurements and how they could have affected the final result. (No, you cannot just say<br />
human errors – explain what errors you might have made specifically.) You may discuss this with your lab<br />
partners, but your conclusion must be in your own words.
CHAPTER A. LABORATORY EXPERIMENTS 31<br />
Name: Section: Date:<br />
A.5 The Shape of the Earth’s Orbit<br />
I. Introduction<br />
Does the distance between the Sun and Earth stay constant throughout the year? If so, the Earth’s orbit<br />
is a perfect circle centered at the Sun. If not, when is the Earth closest to and farthest from the Sun? In<br />
this activity, you are going to determine the shape of the Earth’s orbit around the Sun from the fact that<br />
an object appears larger when closer than the identical object much further away.<br />
II. Reference<br />
• 21 st Century Astronomy, Chapter 3, pp. 56 – 58 (Kepler’s 1 st law).<br />
III. Materials Used<br />
• ruler<br />
• protractor<br />
• calculator<br />
• graph paper<br />
• compass<br />
IV. Activities<br />
On each day that you observe the Sun, you can determine its direction and its angular diameter. From the<br />
observed angular diameter you can find its relative distance from the Earth. Therefore, each date yields one<br />
point on the Earth’s orbit. Connecting your data points with a smooth curve gives the Earth’s orbit around<br />
the Sun.<br />
The closer an object is to you, the larger it appears. This is because it fills a larger angle as seen by your<br />
eye. For small angles, we can obtain a relationship between the size d of an object, its angular size θ, and<br />
the distance r to the object by using an approximation that simplifies the calculation.<br />
θ<br />
r<br />
r<br />
d<br />
a<br />
Figure A.13: Small angle approximation.<br />
For a very small angle θ the length of the short side of the triangle d is almost equal to the length of the<br />
arc a of a circle of radius r subtended by the angle θ. Then, d is approximately the same fraction of the<br />
circumference of the circle as θ is of 360 ◦ .<br />
d<br />
2πr ≈<br />
a<br />
2πr =<br />
θ<br />
360◦. (A.9)
32 CHAPTER A. LABORATORY EXPERIMENTS<br />
Therefore, the distance r to the object is inversely proportional to its apparent angular size θ.<br />
( ) d 360<br />
◦<br />
r =<br />
2π θ .<br />
(A.10)<br />
Table A.14 shows the direction and apparent angular size of the Sun as seen from the Earth on various<br />
dates throughout the year.<br />
Table A.14: Apparent diameter of the Sun.<br />
Date Direction<br />
of the<br />
Sun<br />
Direction<br />
of the<br />
Earth<br />
Apparent<br />
angular<br />
size (θ)<br />
Relative<br />
distance<br />
(cm)<br />
Jan 1 282 ◦ 102 ◦ 0.542 ◦<br />
Feb 1 315 ◦ 0.542 ◦<br />
Mar 1 343 ◦ 0.538 ◦<br />
Apr 1 11 ◦ 0.533 ◦<br />
May 1 39 ◦ 0.528 ◦<br />
Jun 1 70 ◦ 0.525 ◦<br />
Jul 1 101 ◦ 0.525 ◦<br />
Aug 1 132 ◦ 0.525 ◦<br />
Sep 1 161 ◦ 0.528 ◦<br />
Oct 1 188 ◦ 0.533 ◦<br />
Nov 1 217 ◦ 0.537 ◦<br />
Dec 1 248 ◦ 0.540 ◦<br />
1 According to Table A.14, on January 1, the Sun is in the direction 282 ◦ east (counterclockwise) of the<br />
vernal equinox as see from the Earth. Then on the same date, the Earth must be at 282 ◦ −180 ◦ = 102 ◦<br />
east of the vernal equinox as seen from the Sun. Find the direction of the Earth for each date in Table<br />
A.14.<br />
2 Place a dot at the center of the graph paper to represent the Sun. Let 0 ◦ point to the right along one<br />
of the grid lines. You will use this as the direction of the Sun as seen from the Earth with respect to<br />
the background stars on the vernal equinox, assumed to be March 21 (See Fig. A.14). Notice that the<br />
Earth is 180 ◦ from the vernal equinox with respect to the Sun.<br />
3 Draw radial lines from the Sun in each of the directions for the Earth in Table A.14 in the counterclockwise<br />
direction from 0 ◦ and label their dates.<br />
4 The average value of the apparent diameters in Table A.14 is about 0.533 ◦ . Since an orbit with a<br />
radius of roughly 10 cm will nicely fit on a sheet of paper, let us choose the constant in the parentheses
CHAPTER A. LABORATORY EXPERIMENTS 33<br />
Mar 21 0° 0°<br />
Earth<br />
180° Dir. of<br />
Sun<br />
Vernal<br />
Equinox<br />
Figure A.14: The Earth’s orbit around the Sun.<br />
in Eq. (A.9) to be 0.0148 cm. Then, the relative distance r between the Sun and Earth can be found<br />
by the following equation:<br />
r = (0.0148 cm) 360◦<br />
θ .<br />
(A.11)<br />
Calculate the relative distance for each date in Table A.14. Then plot the location of the Earth on<br />
each of the radial lines.<br />
5 Draw a best circle through your data points with a compass. The circle should pass close to each of<br />
the data points. In order to do this, you will need to move the center of the circle away from the Sun<br />
(the central dot). This circle gives you the shape of the Earth’s orbit around the Sun. Be sure to label<br />
where the pointed end of the compass was as that marks the center of the orbit.<br />
V. Questions<br />
1. Using your completed diagram, on what date is the Earth furthest from the Sun? The point where<br />
the Earth is furthest from the Sun is called the aphelion. Also, mark the aphelion on your diagram<br />
of the orbit.<br />
2. Using your completed diagram, on what date is the Earth closest to the Sun? The point where the<br />
Earth is closest to the Sun is called the perihelion. Also mark the perihelion in your drawing.<br />
3. Compare the answers to the previous two questions with the answers you would get using the calculated<br />
values from Table A.14. If they do not match, give an explanation as to why.
34 CHAPTER A. LABORATORY EXPERIMENTS<br />
4. You have been told many times that the orbits of the planets are ellipses instead of circles. How can<br />
you explain the fact that we could draw a circle to represent the Earth’s orbit?<br />
5. During what season is the Earth the closest to the Sun for observers in the northern hemisphere?<br />
6. The eccentricity e of an orbit is defined as e = c/a where c is the distance between the Sun and the<br />
center of the ellipse and a is the semi-major axis which is 10 cm in your case. Find the eccentricity<br />
of the Earth’s orbit from your drawing. How does your value compare to the actual value of 0.017?<br />
Calculate the percent error in your measured value.<br />
% error =<br />
(measured value) − (actual value)<br />
∣ (actual value) ∣ × 100%<br />
(A.12)<br />
VI. Credit<br />
To obtain credit for this lab, you need to turn in appropriate tables of data, observations, calculations,<br />
graphs, and a conclusion as well as the answers to the above questions. Do not forget to label axes and give<br />
a title to each graph. Show your work in calculations. A final answer in itself is not sufficient. Don’t leave<br />
out units. In the conclusion part, briefly summarize what you have learned in the lab and possible sources<br />
of error in your measurements and how they could have affected the final result. (No, you cannot just say<br />
human errors – explain what errors you might have made specifically.) You may discuss this with your lab<br />
partners, but your conclusion must be in your own words.
CHAPTER A. LABORATORY EXPERIMENTS 35<br />
Name: Section: Date:<br />
A.6 Phases of the Moon<br />
I. Introduction<br />
Earth has only one natural satellite, the Moon. It is the one of the largest satellites in the solar system. It<br />
takes the Moon 29.5 days to orbit around the Earth, and it always shows the same side towards the Earth.<br />
In this activity we are going to study the most noticeable feature of the Moon, the phase. The phase of the<br />
Moon is a result of the relative angles between the Moon, Earth, and Sun.<br />
First Quarter<br />
Full Moon<br />
12 midnight<br />
180°<br />
Earth<br />
12 noon<br />
To the Sun<br />
0°<br />
New Moon<br />
Sunlight<br />
Third Quarter<br />
Figure A.15: The phase of the Moon seen from the Earth depends on the relative positions of the Sun,<br />
Earth, and Moon.<br />
II. Reference<br />
• 21 st Century Astronomy, Chapter 2, pp. 43 – 46.<br />
III. Materials Used<br />
• ball<br />
• light bulb
36 CHAPTER A. LABORATORY EXPERIMENTS<br />
IV. Activities<br />
Lunar Phases<br />
1 Turn on the light bulb. We are going to pretend the bulb is the Sun. Hold a ball at arm’s length.<br />
Which side of the ball is illuminated? Which side is in shadow?<br />
2 In Fig. A.15, shade the dark sides of the Moon and the Earth. The side facing away from the Sun is<br />
always in the dark.<br />
3 We are going to measure all angles from the direction of the Sun (0 ◦ ) in the counterclockwise direction.<br />
Find the angle to the Moon at each location on the orbit.<br />
4 Pretend your head is the Earth. The ball is going to represent the Moon. Hold the ball in your hand<br />
and stretch your arm. As you spin counterclockwise, the Moon orbits around you. Notice that the<br />
Moon is illuminated by the Sun from different angles with respect to the Earth. At 0 ◦ , your head, the<br />
ball, and the bulb are aligned in a straight line. You can see only the dark side of the Moon. It is the<br />
new moon.<br />
5 Now rotate counterclockwise by 45 ◦ . You should be able to see a crescent moon. Sketch the phase and<br />
label the phase. Keep rotating by 45 ◦ , and for each angle, sketch and label the phase.<br />
New Moon<br />
0°<br />
Full Moon<br />
45° 90° 135°<br />
180°<br />
225° 270° 315°<br />
Figure A.16: Lunar phases and corresponding angles between the Sun and Moon.<br />
What time does a full moon rise?<br />
We can use Fig. A.15 to find what time the Moon of a particular phase rises or sets. Also, we can find the<br />
time of the transit. The transit is the time when the Moon, or any celestial body, is exactly on the local<br />
celestial meridian (LCM).<br />
1 The local time is defined by the position of the Sun in the sky. When the Sun is on the LCM, it is the<br />
local noon. From Fig. A.15, find the local time for the transit for each lunar phase.
CHAPTER A. LABORATORY EXPERIMENTS 37<br />
Table A.15: The transit depends on the phase of the Moon.<br />
lunar phase rise transit set<br />
new moon<br />
first quarter<br />
12:00 noon<br />
full moon<br />
12:00 midnight<br />
third quarter<br />
2 The Moon rises 6 hours before the transit and sets 6 hours after the transit. Find when each lunar<br />
phase rises and sets.<br />
V. Questions<br />
1. What is the phase of the Moon if the angle between the Sun and Moon is 150 ◦ in the counterclockwise<br />
direction?<br />
2. What is the phase of the Moon during a solar eclipse?<br />
3. Your younger brother swears that he saw a crescent moon at midnight. Can you trust him? Explain<br />
your reasoning.<br />
VI. Credit<br />
To obtain credit for this lab, you need to turn in appropriate tables of data, observations, calculations,<br />
graphs, and a conclusion as well as the answers to the above questions. Do not forget to label axes and give<br />
a title to each graph. Show your work in calculations. A final answer in itself is not sufficient. Don’t leave<br />
out units. In the conclusion part, briefly summarize what you have learned in the lab and possible sources<br />
of error in your measurements and how they could have affected the final result. (No, you cannot just say
38 CHAPTER A. LABORATORY EXPERIMENTS<br />
human errors – explain what errors you might have made specifically.) You may discuss this with your lab<br />
partners, but your conclusion must be in your own words.
CHAPTER A. LABORATORY EXPERIMENTS 39<br />
Name: Section: Date:<br />
A.7 The Shape of the Mercury’s Orbit<br />
I. Introduction<br />
Mercury is the innermost planet of the solar system and, therefore, always remains close to the Sun as seen<br />
from the Earth. It can be seen only right after sunset or right before sunrise. A simple way to determine<br />
the orbit of Mercury is to use pairs of angles measured at different locations.<br />
The angle between the Sun and Mercury as seen from the Earth is called the elongation. When the<br />
elongation reaches its maximal value as shown in Fig. A.17, the line of sight from the Earth to Mercury is<br />
tangent to Mercury’s orbit.<br />
Earth's Orbit<br />
Mercury's Orbit<br />
Sun<br />
90°<br />
Mercury<br />
θ<br />
Earth<br />
Figure A.17: The greatest elongation for Mercury.<br />
If the orbits of Mercury and Earth were both circular, the greatest elongation would be the same for<br />
every observation. however, the greatest elongation varies from revolution to revolution because of the elliptic<br />
shapes of both orbits. In this activity you are going to construct the orbit of Mercury.<br />
II. Reference<br />
• 21 st Century Astronomy, Chapter 3, pp. 56 – 58 (Kepler’s 1 st law).<br />
III. Materials Used<br />
• protractor<br />
• compass<br />
• ruler<br />
• graph paper
40 CHAPTER A. LABORATORY EXPERIMENTS<br />
IV. Activities<br />
1 Draw a circle of 10 cm radius on a graph paper. This is going to be the Earth’s orbit. Locate the Sun<br />
at the center of the circle.<br />
2 Draw a reference line from the center of the circle to the right and label 0 ◦ . This line points to the<br />
vernal equinox. Earth crosses this line on September 23.<br />
3 Locate the Earth’s position on your plot of the Earth’s orbit for the date of each entry in Table A.16<br />
with a protractor. All angles are measured from the vernal equinox in the counterclockwise direction.<br />
<strong>Lab</strong>el each position.<br />
Table A.16: Greatest elongations of Mercury.<br />
Date Greatest<br />
Elongation<br />
Position of<br />
Earth<br />
Feb 14, 2000 18 ◦ E 147 ◦<br />
Mar 28 28 ◦ W 187 ◦<br />
Jun 9 24 ◦ E 257 ◦<br />
Jul 27 20 ◦ W 307 ◦<br />
Oct 6 26 ◦ E 12 ◦<br />
Nov 15 19 ◦ W 51 ◦<br />
Jan 28, 2001 18 ◦ E 131 ◦<br />
Mar 11 27 ◦ W 171 ◦<br />
May 22 22 ◦ E 239 ◦<br />
Jul 9 21 ◦ W 288 ◦<br />
Sep 18 27 ◦ E 356 ◦<br />
Oct 29 19 ◦ W 33 ◦<br />
4 Draw radial lines from the Sun to each of the Earth’s positions you have located.<br />
5 Use the data in Table A.16 to draw lines of sight from each location of the Earth. Note from Fig.<br />
A.17 that an eastern elongation (E) is to the left of the Sun as viewed from the Earth. For western<br />
elongations (W), Mercury is to the right of the Sun.<br />
6 We know that Mercury is somewhere along the line of sight, but where? On a date of greatest<br />
elongation, the line of sight is tangent to the orbit of Mercury. That means, Mercury is at the point<br />
along the line of sight that is closest to the Sun. Locate the position of Mercury for each line of sight.<br />
7 Now you can find Mercury’s orbit by drawing a smooth curve through, or close to, these positions.<br />
Remember that the orbit must touch each line of sight without crossing any of them.<br />
V. Questions<br />
Draw the major axis for Mercury’s orbit by first finding the points of perihelion and aphelion. These are<br />
the points on the orbit that are closest to and furthest from the Sun, respectively. They should be at the<br />
opposite sides of the Sun from each other.<br />
1. The length of the semi-major axis is equal to a half of the distance between the perihelion and aphelion.<br />
What is the length of the semi-major axis of Mercury’s orbit in AU?
CHAPTER A. LABORATORY EXPERIMENTS 41<br />
2. The eccentricity e of an orbit is defined as e = c/a, where c is the distance of the Sun from the center<br />
of the ellipse and a is the length of the semi-major axis. What is the eccentricity of Mercury’s orbit?<br />
Calculate the percent error of your measurement from the accepted value of 0.206.<br />
VI. Credit<br />
To obtain credit for this lab, you need to turn in appropriate tables of data, observations, calculations,<br />
graphs, and a conclusion as well as the answers to the above questions. Do not forget to label axes and give<br />
a title to each graph. Show your work in calculations. A final answer in itself is not sufficient. Don’t leave<br />
out units. In the conclusion part, briefly summarize what you have learned in the lab and possible sources<br />
of error in your measurements and how they could have affected the final result. (No, you cannot just say<br />
human errors – explain what errors you might have made specifically.) You may discuss this with your lab<br />
partners, but your conclusion must be in your own words.
42 CHAPTER A. LABORATORY EXPERIMENTS
CHAPTER A. LABORATORY EXPERIMENTS 43<br />
Name: Section: Date:<br />
A.8 The Orbit of Mars<br />
I. Introduction<br />
Have you noticed that NASA launches planetary probes to Mars every two years? This is because about<br />
every two years the Earth and Mars get relatively close to each other and it requires less fuel to send the<br />
probes to Mars. In this activity you are going to determine the orbit of Mars using the method developed<br />
by Kepler.<br />
II. Reference<br />
• 21 st Century Astronomy, Chapter 3, pp. 56 – 58 (Kepler’s 1 st law).<br />
III. Materials Used<br />
• large graph paper<br />
• protractor<br />
• ruler<br />
IV. Activities<br />
Mars’ orbital period (687 days) is close to twice that of the Earth (365 days × 2 = 730 days). Thus, every<br />
time Mars comes back to the same point in its orbit, the Earth has not completed two orbits yet. So if you<br />
are on the Earth and make an observation of Mars every time Mars is at the same point on its orbit, you will<br />
see the planet in a different direction with respect to the background stars. The two lines of sight intersect<br />
at a point on the orbital path of Mars as shown in Fig. A.18.<br />
The observational data you will use (found in Table A.17) shows Mars’ position on various dates between<br />
1991 and 1998. Each pair of observations (e.g., A and A’) are made when Mars is exactly at the same point<br />
in its orbit. The angle to Mars is measured from the vernal equinox as seen from the Earth. The Earth’s<br />
position is the angle measured from the vernal equinox to the Earth as seen from the Sun.<br />
All angles are measured from the direction of the vernal equinox in the counterclockwise direction.<br />
1 Draw a 10-cm radius circle on a large sheet of graph paper to represent the Earth’s orbit and assume<br />
that the Sun is located at the center of the circle.<br />
2 Draw a line from the Sun to the right and parallel to the grid lines on the graph paper (see Fig. A.19).<br />
This line represents 0 ◦ and points toward the vernal equinox. This direction will serve as the reference<br />
for measuring angles on the Earth’s orbit. The Earth crosses the 0 ◦ line on the autumnal equinox<br />
(around September 23) and the 180 ◦ line on the vernal equinox (around March 21).<br />
3 Locate the Earth’s position on your plot of the Earth’s orbit for the date of each observation. <strong>Lab</strong>el<br />
each position.<br />
4 To determine the angle to Mars on any given date, draw a line from the Earth’s position parallel to<br />
the 0 ◦ line. This line should be parallel to the grid lines on the graph paper. Use a protractor to<br />
measure the angle to Mars in the counterclockwise direction from the 0 ◦ line. Two lines for each pair<br />
of observations will intersect at a point on Mars’ orbit.
44 CHAPTER A. LABORATORY EXPERIMENTS<br />
Mars' orbit<br />
★<br />
★<br />
Background<br />
stars<br />
★<br />
★<br />
Earth's orbit<br />
A<br />
θ<br />
0°<br />
★<br />
A'<br />
θ'<br />
0°<br />
Sun<br />
Figure A.18: Locating Mar’s position on the orbit.<br />
5 When you have finished plotting all ten points, use a compass, and by trial and error, draw the best<br />
circle that fits the plotted points.<br />
V. Questions<br />
1. What is the length of the semi-major axis of Mars’ orbit in AU’s?<br />
2. What is the eccentricity of Mars’ orbit? The eccentricity e of an orbit is defined as e = c/a where c is<br />
the distance between the Sun and the center of the elliptical orbit and a is the semi-major axis. How<br />
well does your value agree with the accepted value of 0.093 (i.e., find the percent error).<br />
3. What is the closest distance of approach for the Earth and Mars in AU?
CHAPTER A. LABORATORY EXPERIMENTS 45<br />
Table A.17: Observed positions on Mars from the Earth.<br />
Pairs Date Earth’s<br />
position<br />
Angle to<br />
Mars<br />
Pairs Date Earth’s<br />
position<br />
Angle to<br />
Mars<br />
A Mar 21, 91 180 ◦ 83 ◦ G Feb 27, 92 160 ◦ 309 ◦<br />
A’ Nov 9, 96 45 ◦ 153 ◦ G’ Oct 19, 97 24 ◦ 254 ◦<br />
B May 17, 91 234 ◦ 117 ◦ H Apr 24, 92 213 ◦ 353 ◦<br />
B’ Jan 5, 97 107 ◦ 182 ◦ H’ Dec 15, 97 83 ◦ 300 ◦<br />
C Jul 13, 91 292 ◦ 150 ◦ I Jun 20, 92 270 ◦ 35 ◦<br />
C’ Mar 4, 97 165 ◦ 183 ◦ I’ Feb 10, 98 144 ◦ 345 ◦<br />
D Sep 8, 91 347 ◦ 185 ◦ J Aug 17, 92 327 ◦ 73 ◦<br />
D’ Apr 30, 97 218 ◦ 169 ◦ J’ Apr 8, 98 198 ◦ 26 ◦<br />
E Nov 4, 91 40 ◦ 221 ◦ K Oct 13, 92 19 ◦ 104 ◦<br />
E’ Jun 26, 97 276 ◦ 183 ◦ K’ Jun 5, 98 253 ◦ 67 ◦<br />
F Jan 1, 92 101 ◦ 265 ◦ L Dec 9, 92 77 ◦ 119 ◦<br />
F’ Aug 22, 97 332 ◦ 217 ◦ L’ Aug 1, 98 312 ◦ 109 ◦<br />
Mars<br />
Earth<br />
Oct 13, 92<br />
180°<br />
19°<br />
Mar 21, 91<br />
Sun<br />
104°<br />
0°<br />
Dir. of<br />
Vernal<br />
Equinox<br />
Figure A.19: Earth’s orbit.<br />
VI. Credit<br />
To obtain credit for this lab, you need to turn in appropriate tables of data, observations, calculations,<br />
graphs, and a conclusion as well as the answers to the above questions. Do not forget to label axes and give<br />
a title to each graph. Show your work in calculations. A final answer in itself is not sufficient. Don’t leave<br />
out units. In the conclusion part, briefly summarize what you have learned in the lab and possible sources<br />
of error in your measurements and how they could have affected the final result. (No, you cannot just say<br />
human errors – explain what errors you might have made specifically.) You may discuss this with your lab<br />
partners, but your conclusion must be in your own words.
46 CHAPTER A. LABORATORY EXPERIMENTS
CHAPTER A. LABORATORY EXPERIMENTS 47<br />
Name: Section: Date:<br />
A.9 Obtaining Ages for Martian Surfaces via Cratering<br />
I. Introduction<br />
As discussed in class, astronomers use crater counts to estimate the relative age of craters. To get the<br />
absolute age, either the exact cratering rates for ranges of sizes of objects must be known and/or radiometric<br />
dating must be used to calibrate the number of craters of each size to a particular age. It is typical rather<br />
than to just “count craters” that astronomers will look at crater densities, ie. the number of craters per<br />
million square kilometers. In this problem, you will derive ages of 2 different portions of Mars’ surface by<br />
looking at crater densities. You can fill in all of your numerical answers in the worksheet provided in this<br />
handout.<br />
II. Reference<br />
• 21 st Century Astronomy, Chapter 4, p. 121-2, Chapter 12, p. 308<br />
III. Materials Used<br />
• ruler<br />
• calculator<br />
IV. Experiments<br />
Counting craters<br />
1. In Figure A.21 shown below is near the landing spot of Viking I on the Western Chryse plain. At this<br />
latitude on Mars, 1 ◦ is equal to approximately 57 kilometers. Use the shown latitudes and longitudes<br />
to estimate the area of this portion of the surface. You may assume that the same conversion is true<br />
for longitude as well (it’s not quite right, but close enough for this process). As you can see, the more<br />
northerly latitude does not quite span the whole width since we’re projecting a sphere onto a flat map.<br />
2. Repeat the above process for Figure A.22.<br />
3. In Figure A.21, you’ll be counting the number of craters of a size between 4 and 10 kilometers. The<br />
easiest way to do this is:<br />
• Determine what the scaled size is for 4 and 10 km, then use a corner of a piece of paper. Measure<br />
from the edge, and then fill in a box that contains the acceptable ranges as shown in Figure A.20<br />
below.<br />
• Now use your sheet of paper, moving it around to count all the craters that fit in your acceptable<br />
range.<br />
4. In Figure A.22, you’ll be counting the number of craters that fall between sizes of 22.6 to 45.3 kilometers.<br />
Repeat the process you did for Figure A.21.<br />
5. The above counts are not for 1 million square kilometers, so you will need to correct your counts for<br />
this. Adjust your counts for both regions as needed to get a number of craters per 1 million square<br />
kilometers.
48 CHAPTER A. LABORATORY EXPERIMENTS<br />
cm<br />
1<br />
Figure A.20: The shaded area on the paper below the ruler represents the acceptable ranges. This does not<br />
show the actual values, but just an example.<br />
6. To get the age, use the graphs showing cratering rate for the different sizes. For Figure A.21, use the<br />
graph shown in Figure A.23. For Figure A.22, use the graph shown in Figure A.24.
CHAPTER A. LABORATORY EXPERIMENTS 49<br />
V. Questions<br />
1. Total area shown in Figure A.21<br />
2. Total area shown in Figure A.22<br />
3. Number of craters that fall between sizes of 4 and 10 kilometers in Figure A.21.<br />
4. Number of craters that fall between sizes of 22.6 and 45.3 kilometers in Figure A.22.<br />
5. Corrected counts for an area of 1 million square kilometers for:<br />
(a) Figure A.21<br />
(b) Figure A.22<br />
6. Determined age from crater density for:<br />
(a) Figure A.21<br />
(b) Figure A.22
50 CHAPTER A. LABORATORY EXPERIMENTS<br />
Figure A.21: Martian surface near Viking I landing site at 20 ◦ N and 50 ◦ W. Scale is roughly 57 kilometers/degree.
CHAPTER A. LABORATORY EXPERIMENTS 51<br />
Figure A.22: Martian surface in the Western Chryse Plain at 15 ◦ S and 14 ◦ W. Scale is roughly 57 kilometers/degree.
52 CHAPTER A. LABORATORY EXPERIMENTS<br />
Figure A.23: Cratering rates for 4 - 10 km craters. Graph taken from website:<br />
http://www.astro.lsa.umich.edu/users/cowley/Craters/
CHAPTER A. LABORATORY EXPERIMENTS 53<br />
Crater Density vs. Age<br />
for Martian surface with craters between 22.6 and 45.3 kilometer diameter<br />
60<br />
Crater density (#/1 million sq. km.)<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
4<br />
3.5<br />
3<br />
2.5<br />
Age (billions of years)<br />
2<br />
1.5<br />
1<br />
Figure A.24: Cratering rates for 22.6 - 45.3 kilometers. Data taken from website:<br />
http://www.astro.lsa.umich.edu/users/cowley/Craters/
54 CHAPTER A. LABORATORY EXPERIMENTS
CHAPTER A. LABORATORY EXPERIMENTS 55<br />
Name: Section: Date:<br />
A.10 Optics and Spectroscopy<br />
I. Introduction<br />
Until the introduction of the telescope to astronomy, all observations had been done with the naked eye.<br />
This limited the resolution and magnification with which we could resolve details on objects even as near<br />
as the Moon. In addition, the number and type of objects which could be observed was also limited due to<br />
the relatively small amount of light the human eye can detect. Those objects with an apparent magnitude<br />
of 6 or greater could not be seen. While spotting scopes had been used by militaries, Galileo was the<br />
first person to construct a telescope and use it for astronomical purposes and he immediately made many<br />
important discoveries. Probably the most famous of these early observations was his discovery of four moons<br />
of Jupiter, now known as the Galilean moons. Galileo observed Io, Europa, Callisto, and Ganymede and<br />
noticed that they orbited Jupiter, not the Earth. This was one of the final pieces of evidence which caused<br />
the downfall of the geocentric theory of the solar system. Today even with the ability to look at almost<br />
any wavelength in the spectrum of light, optical telescopes (those which look at the visible portion of the<br />
spectrum) are still one of the most fundamental and useful tools for the professional astronomer and the<br />
only reasonably affordable tool for amateurs.<br />
Light comes in a wide variety of frequencies (or equivalently wavelengths) from x-rays to radio waves.<br />
The visible spectrum is but a small portion of the total information available to astronomers. However one<br />
can still gain a great deal of information by breaking a beam of light into its component pieces by frequency<br />
(or wavelength). You have probably seen this process using a prism which takes white light from the Sun or<br />
a light bulb and spreads it out into a range of colors from red to violet. Astronomers use the brightness at<br />
each of these wavelengths to determine a great deal about the object they are observing. One of the most<br />
important pieces of information they can obtain by looking at the spectrum is the composition of the object.<br />
This process is known as spectroscopy.<br />
In this lab you will learn some of the basic optical rules for constructing telescopes and how astronomers<br />
use spectroscopy to determine the composition of the object they are observing.<br />
II. Reference<br />
• The Cosmic Perspective, Chapter 6, pp 158 – 164, and Chapter 7, pp 172 – 183<br />
III. Materials Used<br />
• light box<br />
• 200 W bulb<br />
• mirror<br />
• diffraction grating<br />
• convex lens<br />
• concave lens<br />
• 3 x 5 index card<br />
• protractor<br />
• sheet of glass<br />
IV. Safety and Disposal<br />
Do not look directly at the Sun or any other bright light source.
56 CHAPTER A. LABORATORY EXPERIMENTS<br />
V. Experiments<br />
Optical telescopes<br />
Optical telescopes come in two varieties, either reflecting or refracting. Reflecting telescopes use a mirror<br />
to focus the incoming light from the sky to an eyepiece or camera for observation. They are the most<br />
commonly used type of telescope today as they are easier to construct for large or very large telescopes and<br />
are cheaper than producing a refracting telescope of the same size. A refracting telescope uses lenses to focus<br />
the incoming light to the eyepiece or camera. While refractors have their advantages, making very accurate<br />
and non-distorting lenses of even moderate size is a fairly expensive undertaking. With a mirror you have<br />
only one surface to make precisely whereas with a lens you must insure that both surfaces of the lens are<br />
precise and that the lens is clear and uniform throughout the body of the lens.<br />
Today you will investigate the basic principles behind the assembly of a reflecting telescope including<br />
determining how light reflects from the surface of the mirror and what happens to the orientation of an<br />
object seen in a mirror and how that changes with the number of reflections. You will also determine what<br />
happens to the orientation of an image as seen through various types of lenses.<br />
(1) Obtain a light box, 200 W bulb and a flat mirror.<br />
(2) Place one of the black sheets with slits over the appropriate window on the side of the box. Insure that<br />
the slit is narrow for greater ease of measurement.<br />
(3) In the area below, place the mirror vertically along the indicated line.<br />
(4) Using the light box, direct a beam of light so that it strikes the mirror at an angle at the intersection of<br />
the plane of the mirror and the dotted perpendicular line. Carefully sketch the direction of the incoming<br />
and the reflected beam of light and label each respectively. You may find it easiest to use the center of<br />
the beam of light to sketch the beams.<br />
Mirror<br />
Figure A.25: Reflection of a beam of light by a mirror.<br />
(5) Using a protractor, carefully measure the angle of the light beam from the perpendicular line, commonly<br />
referred to as the normal, for both the incoming and reflected beams and record these angles in Table<br />
A.18 below.<br />
(6) Repeat the previous two steps after moving the light box so that the incoming beam approaches the<br />
mirror at a different angle and again record the measurements in Table A.18 below.
CHAPTER A. LABORATORY EXPERIMENTS 57<br />
Table A.18: Angles of incidence and angles of reflection.<br />
Trial Incoming<br />
Angle ( ◦ )<br />
Reflected<br />
Angle ( ◦ )<br />
Trial # 1<br />
Trial # 2<br />
(7) From your data, what can you infer about the relationship between the incoming angle and the reflected<br />
angle of the beam of light?<br />
(8) Now place the mirror in the space below on the upper horizontal line with the reflecting surface facing<br />
you. Looking solely in the mirror, attempt to write your name on the line below the mirror.<br />
Mirror<br />
(9) Draw and label 4 arrows (one each pointing up, down, left, and right) in the space below. Now place<br />
the mirror below in the same orientation as before. Compare the directions of the arrows as seen in the<br />
mirror to those on the piece of paper.<br />
Mirror<br />
(10) Using the information from above, what can you say about the orientation of direction as seen with the<br />
naked eye as that compared to the orientation as seen from a single reflection from a mirror. What do<br />
you think would happen if you had 2 reflections? Three?
58 CHAPTER A. LABORATORY EXPERIMENTS<br />
Lenses<br />
(1) Obtain a 3 × 5 index card, a convex lens, and a concave lens. On the card draw a large arrow.<br />
(2) Have your partner hold the arrow vertically while you hold the convex lens in the line of sight between<br />
your eye and the arrow. Move the lens back and forth until the arrow is focused. What is its orientation?<br />
(3) Have your partner rotate the arrow to point horizontally and again observe the orientation of the arrow<br />
through the convex lens. What is the orientation of the arrow now?<br />
(4) Repeat the above two steps for the concave lens noting the orientation of the arrow in both positions.<br />
(5) Using the information from above, summarize what the concave and convex lenses do to the images<br />
(orientation and size).<br />
Spectral lines<br />
Spectroscopy is one of the most important tools astronomers have in the study of the heavens. By understanding<br />
the spectrum taken from an object, astronomers can understand that object’s composition,<br />
rotation, and temperature.<br />
Spectral lines appear primarily due to transitions of electrons between orbitals in atoms. The differences<br />
in energy between the energy levels of the electron cause the appearance of lines at different wavelengths (or<br />
energies). In this portion of the lab you will observe a number of known spectra and then use those spectra<br />
to identify an unknown spectrum.<br />
(1) Obtain a diffraction grating for each group member. Observe the five different known spectra. Sketch<br />
those spectra in the boxes in Fig. A.26. Be sure to label the colors of each line.<br />
(2) Have your instructor insert the unknown gas into the transformer and observe it with your diffraction<br />
grating. Sketch the unknown spectrum in the box in Fig. A.27, again labeling each line’s color.<br />
(3) Compare your unknown spectrum with the known spectra and identify the composition of the unknown.
CHAPTER A. LABORATORY EXPERIMENTS 59<br />
Element:<br />
Violet<br />
Blue<br />
Green<br />
Yellow<br />
Orange<br />
Red<br />
400 nm 450 nm 500 nm 550 nm 600 nm 650 nm<br />
Element:<br />
Violet<br />
Blue<br />
Green<br />
Yellow<br />
Orange<br />
Red<br />
400 nm 450 nm 500 nm 550 nm 600 nm 650 nm<br />
Element:<br />
Violet<br />
Blue<br />
Green<br />
Yellow<br />
Orange<br />
Red<br />
400 nm 450 nm 500 nm 550 nm 600 nm 650 nm<br />
Element:<br />
Violet<br />
Blue<br />
Green<br />
Yellow<br />
Orange<br />
Red<br />
400 nm 450 nm 500 nm 550 nm 600 nm 650 nm<br />
Element:<br />
Violet<br />
Blue<br />
Green<br />
Yellow<br />
Orange<br />
Red<br />
400 nm 450 nm 500 nm 550 nm 600 nm 650 nm<br />
Figure A.26: Spectra of known elements.
60 CHAPTER A. LABORATORY EXPERIMENTS<br />
Element:<br />
Violet<br />
Blue<br />
Green<br />
Yellow<br />
Orange<br />
Red<br />
400 nm 450 nm 500 nm 550 nm 600 nm 650 nm<br />
Figure A.27: Unknown spectrum.<br />
VI. Questions<br />
1. Explain briefly how an astronomer can determine if the object being observed is moving along the line<br />
of sight by simply looking at the spectrum from the source.<br />
2. A common type of telescope is known as a Cassegrain telescope. This is a reflecting telescope and<br />
consists of a primary mirror which collects the incoming light from the object and bounces it to a<br />
secondary mirror. The light from the secondary mirror reflects again off a mirror located in a corner<br />
reflector, and then through a simple eyepiece consisting of a single convex lens. While looking at an<br />
object through this telescope, how would the image seen through the eyepiece compare with that seen<br />
by the naked eye? Check your answer by looking through the telescope down the hall towards a lab<br />
partner.
Chapter B<br />
Computer <strong>Lab</strong>oratories (CLEA)<br />
61
62 CHAPTER B. COMPUTER LABORATORIES (CLEA)
CHAPTER B. COMPUTER LABORATORIES (CLEA) 63<br />
Name: Section: Date:<br />
B.1 Astrometry of Asteroids<br />
I. Introduction<br />
Astrometry is one of the fundamental tools of astronomers. Astrometry is the technique of precisely measuring<br />
the positions of stars and other objects in the sky. By doing so, astronomers can make charts of objects<br />
in the sky, assigning them coordinates (right ascension and declination).<br />
Astrometry is useful in that it also helps us to measure parallax (<strong>Lab</strong> A.1) that occurs over the period<br />
of a year due to the orbit of the Earth around the Sun. By using those same techniques used in that lab,<br />
astronomers can measure the distances to nearby stars. In addition we can measure the proper motion of<br />
nearby objects. Proper motion is the drifting of a celestial object against the background sky<br />
due to the actual motion of the object itself.<br />
By using computers and images obtained via CCD cameras, astronomers can determine the coordinates<br />
of an object to high precision. Even the relatively simple program used in this lab can pinpoint objects to<br />
within less than 0.1 arcseconds (the size of a dime viewed at a distance of 20 km).<br />
In recent years, astronomers and the general public have shown increased interest in mapping the orbits<br />
of asteroids. The reason is to find all near-Earth objects which could conceivably collide with the Earth,<br />
causing untold damage to society as we know it. To map the orbit of asteroids (or comets), astronomers<br />
require precise observation of the object’s location over an extended period of time.<br />
To accurately measure the position of an asteroid, or another object such as a planet, which has no fixed<br />
position in the sky we need to measure its position relative to other objects whose positions are known. For<br />
example, look at the image below. It shows two stars whose positions are known, A and B, and a third<br />
object whose position is not known. Imagine that star A is known to lie at 13 h 0 m 0 s right ascension and<br />
32 ◦ 0’ 0” declination while B lies at 14 h 0 m 0 s right ascension and 29 ◦ 0’ 0” declination.<br />
A<br />
12<br />
X<br />
B<br />
8<br />
10 18<br />
Figure B.1: Determining the coordinates of object X
64 CHAPTER B. COMPUTER LABORATORIES (CLEA)<br />
In this case the unknown object’s coordinates are easy to determine since object X is at the midpoint of<br />
the line connecting stars A and B. Look at the table below.<br />
Table B.1: Coordinate data for stars A and B and the unknown object X.<br />
Object Right<br />
Ascension<br />
Declination X Position on<br />
Image<br />
Y Position on<br />
Image<br />
Star A 13 h 0 m 0 s 32 ◦ 0’ 0” 10 12<br />
Star B 14 h 0 m 0 s 29 ◦ 0’ 0” 18 8<br />
Object X ? ? 14 10<br />
It will have coordinates that are then the values at the midpoint, 13 h 30 m 0 s right ascension and 30 ◦ 30’<br />
0” declination. In general of course, things will not be this simple! In addition to the ideal situation above<br />
being unlikely, the equatorial coordinate system is composed of curves of right ascension and declination,<br />
not straight lines. Still, a simple coordinate conversion can be done to find the coordinates of the unknown<br />
object.<br />
The positions of the known objects will be obtained using a guide catalog, in this case the Hubble Guide<br />
Star Catalog. This catalog is a compilation of the positions of about 20 million stars (almost all the stars<br />
greater than 16th magnitude). The program will allow you to identify stars in this catalog and then do the<br />
coordinate transformation from the object’s coordinates in the image to the equatorial coordinates in the<br />
sky.<br />
In this lab you will make simulated observations of the sky, identify an asteroid in pairs of CCD images<br />
and use measurements of the parallax (by comparing images from two different observatories on either side<br />
of the United States) to calculate the asteroid’s distance.<br />
II. Reference<br />
• CLEA Astrometry of Asteroids <strong>Lab</strong>,<br />
http://www.gettysburg.edu/academics/physics/clea/CLEAhome.html<br />
• Astronomy <strong>Lab</strong> A.1<br />
III. Materials Used<br />
• CLEA Astrometry of Asteroids program<br />
• calculator<br />
IV. Observations<br />
The observations you will be making will be simulated using the CLEA program. You will do the following<br />
things in this observation:<br />
• learn to display CCD images of the sky using an astronomical display program<br />
• blink pairs of images and learn to identify objects which have moved from the time of one image to<br />
the next<br />
• call up reference star charts from the Hubble Guide Star Catalog (GSC)<br />
• recognize and match star patterns on the GSC charts against the stars in your image<br />
• measure the coordinates of unknown objects on your images using the GSC reference stars<br />
• measure the parallax of an asteroid and use that to find its distance
CHAPTER B. COMPUTER LABORATORIES (CLEA) 65<br />
Finding the asteroid<br />
1. Log in to the program by entering all the group members’ names into the appropriate places after<br />
selecting Log In from the File menu.<br />
2. Load an image. The image will be approximately 4 arcminutes square and will contain 1992BJ, a faint<br />
Earth-approaching asteroid. Load the image by selecting File → Load → Image1. A directory listing<br />
will appear. Select 92jb05.fts and click Open to load it.<br />
3. The image is now loaded, but not displayed. To display it, select Images → Display → Image1. All<br />
of the objects in the image are stars except for the asteroid. The image is oriented with west to the<br />
right and north to the top. Sketch the image in the space below.<br />
North<br />
West<br />
Figure B.2: Your sketch of the CCD image.<br />
4. To find the asteroid, we will need a second image. Load a second image by choosing File → Load →<br />
Image2. Select 92jb07.fts and click Open to load it. You can display this image by choosing Images<br />
→ Display → Image2. This image was taken 10 minutes after the first image you loaded.<br />
5. To see which dot of light is the asteroid, we need to blink the images. It is easier if we align them first.<br />
To align and then blink the images, select Images → Blink. You will see only one image, Image1.<br />
At the bottom right, you will be asked to select an alignment star. If possible, try to select two stars<br />
which lie opposite each other (on a diagonal is best if possible). Choose the first star and note it in<br />
your sketch labeling it Star 1. Click on Continue and select a second star in the same manner. Again,<br />
label this star on your sketch labeling it Star 2. Click on Continue.
66 CHAPTER B. COMPUTER LABORATORIES (CLEA)<br />
6. You will now see Image 2 and be asked to identify Star 1 in the image. Click on Star 1 then Continue<br />
and repeat for Star 2. You may find that the computer has already figured out these stars for you.<br />
7. Click on Blink now to blink the stars. You will see the computer flip back and forth now between the<br />
two images. You should be able to identify the asteroid. Occasionally there are defects in the image<br />
where a bright spot will appear in one image, but not in others. This is often due to a cosmic ray<br />
striking the detector. Be careful to insure that you have correctly identified the asteroid.<br />
8. Once you’ve identified the asteroid you can stop the blinking by clicking on Stop. On your sketch<br />
carefully label the asteroid’s position in Image 1 as 05 and sketch its new position in Image 2 labeling<br />
it 07.<br />
9. Once you have completed this, repeat this procedure by loading images 92jb08, 92jb09, 92jb10,<br />
92jb12, and 92jb14. Continue to use 92jb05 as Image 1 and loading a new Image 2.<br />
10. Once you have labeled the positions of the asteroid from each image in your image you should be able<br />
to draw a line through the path of the asteroid. What direction is it moving?<br />
Measuring the asteroid’s position<br />
Now that the asteroid is identified, the next step is to determine the position of the asteroid. As noted<br />
earlier, the computer will do most of the work in changing from the CCD image’s coordinates to equatorial<br />
coordinates. To do this, the program needs to know the actual positions of at least three of the stars in your<br />
image (the more stars you can identify the better in general). You will identify stars by using the Hubble<br />
Guide Star Catalog (GSC). This catalog was originally created to help point the Hubble Telescope. For each<br />
of the images you loaded previously, you will determine the coordinates of the asteroid by:<br />
• telling the GSC the approximate position of the center of the image so that it can draw a map of<br />
known stars in that vicinity;<br />
• identify at least three GSC stars that are also on the image as reference stars;<br />
• point and click on these reference stars so that the computer knows which ones have been chosen ; and<br />
• point and click on the asteroid so that the computer can calculate its position.<br />
1. If you still have 92jb05 loaded as Image 1 use that. If not reload it. Once loaded, choose Images →<br />
Measure → Image1. A window will open asking you to input approximate coordinates of the center<br />
of your image. Enter the coordinates found in Table B.2 for 92jb05. Set the field size to 8 arcminutes.<br />
The images are about 4 arcminutes in size, but this will leave you some margin for error in finding<br />
your reference stars in the image. Remember the scale is different when identifying your stars! Click<br />
OK.<br />
2. Now identify at least three stars in the GSC map with the stars in your image. When you see the<br />
match, identify them by sketching and labeling them from 1 – 3 in the area below. The stars should<br />
be well separated for the best results.<br />
3. Now click on the first reference star you chose in the GSC map window. Data on the star’s position<br />
from the GSC will appear. Record the data in Table B.3 below.<br />
4. Once you have selected your reference stars, choose Select Reference Stars from the dialog box at<br />
the bottom center of your screen. Click OK. If you’ve only selected three stars, the computer will<br />
warn you that more stars will produce more accurate results. If you can only find three, then click<br />
NO to continue.
CHAPTER B. COMPUTER LABORATORIES (CLEA) 67<br />
North<br />
West<br />
Figure B.3: Your sketch of the reference stars.<br />
5. You will now be asked to point to reference star 1, then star 2 etc. in the Image 1 window (92jb05).<br />
Click each star in turn making sure it matches the star in the GSC map. Remember the scales are<br />
different! After you’ve done the first two stars the computer will estimate the positions of the remaining<br />
stars. If the star is anywhere inside the square box, you can just click OK to accept its choice.<br />
6. Once all the reference stars have been selected, you will be asked to identify the unknown object. Click<br />
on the asteroid and a dialog box will appear with the asteroid’s coordinates. Record these results down<br />
in Table B.4. Hit OK to accept this solution and repeat this process for the remaining images. You<br />
should also record this data on the computer - just hit Yes when it asks you if you would like to do<br />
this. Make sure to record the correct image name (92jb**) when asked for the object name.
68 CHAPTER B. COMPUTER LABORATORIES (CLEA)<br />
Table B.2: Information on images - data taken from the National Undergraduate Research Observatory on<br />
May 23, 1992.<br />
File Name<br />
RA (2000) of<br />
image center<br />
(h m s)<br />
DEC (2000) of<br />
image center<br />
( ◦ ’ ”)<br />
TIME (UT) of<br />
mid-exposure<br />
(h m s)<br />
Exposure<br />
length (s)<br />
92jb05 15 30 44.30 11 15 10.4 04 53 00 30<br />
92jb07 15 30 44.30 11 15 10.4 05 03 00 120<br />
92jb05 15 30 44.30 11 15 10.4 05 09 00 30<br />
92jb05 15 30 44.30 11 15 10.4 06 37 30 180<br />
92jb05 15 30 44.30 11 15 10.4 06 49 00 30<br />
92jb05 15 30 44.30 11 15 10.4 06 57 00 120<br />
92jb05 15 30 44.30 11 15 10.4 07 16 00 30<br />
Table B.3: Reference star coordinates<br />
Reference<br />
Star<br />
# 1<br />
# 2<br />
# 3<br />
ID # RA DEC<br />
7. When you have measured the position of the asteroid in all of the images, print your data using Report<br />
→ Print.<br />
Table B.4: Position of asteroid 1992JB<br />
File Name Time (UT) RA (h m s) DEC ( ◦ ’ ”)<br />
92jb05<br />
92jb07<br />
92jb08<br />
92jb09<br />
92jb10<br />
92jb12<br />
92jb14<br />
Measuring the distance to 1992JB<br />
In this section you will find the distance to the asteroid using the method of parallax similar to what was<br />
discussed in <strong>Lab</strong> A.3. You will use two images taken simultaneously at two different observatories on different<br />
sides of the United States and the resultant parallax to find the distance. The distance to the star can be<br />
found by:<br />
( ) B<br />
d = 206, 265 , (B.1)<br />
θ<br />
where d is the distance of the asteroid from the Earth, B is the baseline or the distance between the observatories,<br />
and θ is the measured parallax angle measured in arcseconds. Using the program, the measurement of
CHAPTER B. COMPUTER LABORATORIES (CLEA) 69<br />
the parallax angle is quite quick and accurate. The two telescopes are located 3172 km apart. One telescope<br />
is located at the National Undergraduate Research Observatory in Flagstaff, AZ and the other is at Colgate<br />
<strong>University</strong> in Hamilton, NY.<br />
1. First you need to load the two images, ASTEAST as Image 1 and ASTWEST as Image 2. Load<br />
and display these two images as you have done previously. The images will not look exactly the same<br />
as one is more sensitive and they have different sized CCD chips on on which the images were taken.<br />
2. Find the asteroid in the images by blinking as you did previously.<br />
3. Look at image ASTEAST and compare the asteroid’s position in it as compared with its position in<br />
ASTWEST. Does the asteroid appear to be further east or west in the ASTEAST image?<br />
4. Is this what you expected? Explain by drawing a diagram in the space below. hint: think about the<br />
position of the telescopes on the surface of the Earth<br />
5. Now measure the coordinates of the asteroid in each image as you did previously and record the data<br />
in Table B.5 below:<br />
Table B.5: Position of asteroid 1992JB<br />
File Name RA (h m s) DEC ( ◦ ’ ”)<br />
ASTEAST<br />
ASTWEST<br />
6. You should find that there is a very small difference in both the right ascension and declination for<br />
the asteroid’s position. To calculate the parallax angle, we need to calculate the difference in the the<br />
position of the asteroid in the two images in arcseconds.<br />
7. You should be able to just subtract the declinations as it should differ solely in the arcsecond portion<br />
of the measurement.<br />
• ∆DEC(”) =<br />
8. To calculate the difference in right ascension, first subtract the two right ascensions - this should also<br />
be simple as they should differ only in the seconds portion of the measurement.
70 CHAPTER B. COMPUTER LABORATORIES (CLEA)<br />
• ∆RA(s) =<br />
9. We need to convert this measurement in seconds to arcseconds. At the equator, every 15 ◦ of RA<br />
corresponds to 1 hour of RA (360 ◦ for every 24 hours). However this isn’t true as one moves from<br />
the celestial equator as the right ascension lines come together at the pole. To correct for this, the<br />
conversion is:<br />
∆RA(”) = 15 × ∆RA(s) × cos(DEC),<br />
(B.2)<br />
where DEC is the declination of the asteroid from Table B.5 in degrees (it is about 11.25 ◦ ). Convert<br />
your RA difference into arcseconds.<br />
• ∆RA(”) =<br />
10. The total parallax angle is found using the Pythagorean theorem:<br />
Calculate your parallax angle.<br />
• θ(”) =<br />
θ = √ (∆RA) 2 + (∆DEC) 2<br />
(B.3)<br />
11. Now calculate the distance of the asteroid using Eq. B.1. Recall the baseline is 3172 km.<br />
• d =<br />
V. Questions<br />
1. How does the distance for the asteroid compare with the distance to the Moon?<br />
2. We cannot use parallax to measure objects at great distances. What prevents this?<br />
VI. Credit<br />
To receive credit on this lab, you must turn in the data from your observations (one print out per group<br />
is fine), the position data from the parallax measurements along with the parallax angle and distance<br />
calculations, and the answers to the above questions.
CHAPTER B. COMPUTER LABORATORIES (CLEA) 71<br />
Name: Section: Date:<br />
B.2 Rotation of Mercury<br />
I. Introduction<br />
Because Mercury is a relatively small planet with very few large surface features and since it is always near<br />
the Sun in the sky, it is very difficult to determine the rotation rate of Mercury by direct optical observation.<br />
In recent years though, astronomers have used radar techniques to measure the rotation rate of both Mercury<br />
and Venus.<br />
The basic principle is to send a pulse of radar at Mercury. Depending on its position relative to the<br />
Earth it will take approximately 10 minutes to a half hour to reach Mercury, reflect off the surface, and<br />
return to Earth. Because the pulse spreads out as it travels (just as the waves from a pebble dropped into<br />
a pond spread), the pulse hits the whole surface of the planet. The first point to reflect the pulse is called<br />
the sub-radar point. See Figure B.4 below. The pulse then continues to travel past the surface of Mercury,<br />
reflecting back at very small time intervals (microseconds, or millionths of a second) after the sub-radar<br />
point. As we sample the reflected wave with our detector, we can obtain information about different points<br />
on the surface of Mercury.<br />
The rotation rate can be discovered due to the Doppler effect. Recall that the Doppler effect is the<br />
change in frequency (or wavelength) caused by any relative radial motion between the source and the observer.<br />
Motion decreasing the distance between the source and the observer results in a shortening (or bluing) of the<br />
wavelength - this is known as a blue shift because the wavelength is getting shorter and blue is the shortest<br />
portion of visible light- this is equivalent to an increase in the frequency. Motion increasing the distance<br />
between the source and observer causes an increase (or reddening) of the wavelength and this is known as a<br />
red shift - this is equivalent to decreasing the frequency. Since one edge is moving towards us, that edge<br />
will show a redshift relative to the planet as a whole while the opposite edge shows a blueshift. Again, see<br />
Figure B.4.<br />
Reflected pulse has higher frequency than<br />
the planet as a whole (blueshift)<br />
Mercury<br />
v r<br />
Sub radar<br />
Reflected pulse shifted solely by the<br />
planet's orbital velocity<br />
v r<br />
point<br />
Reflected pulse has lower frequency than<br />
the planet as a whole (redshift)<br />
v r<br />
Figure B.4: Doppler shift from various portions of a rotating object.
72 CHAPTER B. COMPUTER LABORATORIES (CLEA)<br />
As noted above there are two motions which will result in Doppler shifts of our radar pulse - the orbital<br />
velocity of the planet and rotational velocity of the planet. The orbital velocity can be determined by looking<br />
at the reflection from the sub-radar point. At the sub-radar point, the rotational velocity, v r , will not cause<br />
a shift because it is perpendicular to the line of sight to this point so any shift seen in the reflected pulse<br />
from the sub-radar point is due solely to the orbital motion. As additional reflected pulses are examined<br />
larger areas of the planet are reflecting pulses which are away from the sub-radar point so that there will be<br />
both a redshift and blueshift in the returned signal. See Figure B.5 for an example.<br />
Lower frequency<br />
(redshifted edge)<br />
Higher frequency<br />
(blueshifted edge)<br />
Frequency of reflected pulse<br />
(difference from original frequency)<br />
Figure B.5: Example of a reflected radar pulse signal.<br />
In this lab you will simulate an actual radar observation of Mercury using a computer program. Using<br />
the program allows us to accurately simulate the radar observations a modern astronomer would make.<br />
The program will accumulate a series of 5 different pulse returns - the sub-radar reflected signal in<br />
addition to 4 others spaced shortly after the return of the sub-radar signal. From these signals you will be<br />
able to calculate the rotational velocity of Mercury and from that calculate its rotational period. Using the<br />
sub-radar signal you will be able to calculate the orbital velocity of Mercury and from that determine its<br />
orbital period.<br />
II. Reference<br />
• The Cosmic Perspective, p. 167<br />
• CLEA Radar Measurement of the Rotation of Mercury lab,<br />
http://www.gettysburg.edu/academics/physics/clea/CLEAhome.html<br />
III. Materials Used<br />
• CLEA Radar Measurement of the Rotation of<br />
Mercury program<br />
• calculator<br />
IV. Observations<br />
The observations you are making will be simulated using the CLEA program. You will do the following<br />
things in this observation:<br />
• calculate the position of Mercury and point a radio telescope at it<br />
• send a radar pulse at Mercury
CHAPTER B. COMPUTER LABORATORIES (CLEA) 73<br />
• calculate various geometrical patterns necessary to interpret the data<br />
• measure the shift in frequency of a radar pulse reflected off of Mercury and from that calculate Mercury’s<br />
rotational velocity and period<br />
• measure the shift in frequency of a radar pulse reflected off of Mercury from the sub-radar point and<br />
from that calculate the orbital velocity and period of Mercury.<br />
Taking Data<br />
1. Log in to the program by entering all the group members’ names into the appropriate places after<br />
selecting Log In from the File menu.<br />
2. Select Start. Press the Tracking button so that the telescope will track Mercury.<br />
3. Select Ephemeris from the main menu; this will start a process to calculate the position of Mercury.<br />
Enter your group’s time and date into the appropriate boxes, then press OK to compute the position of<br />
Mercury. Leave the window with the computed position on the screen and select the Set Coordinates<br />
button.<br />
4. Once you okay the coordinates to the telescope, it will begin to slew (move rapidly) to those coordinates.<br />
Once slewing is complete, you may send a pulse by hitting Send Pulse. A graphical representation<br />
will then appear showing the progress of the pulse. The orbital size scale is correct and the pulse will<br />
travel at the speed of light relative to the scale of the image on the screen. The planet and Sun sizes<br />
are however greatly exaggerated in this view.<br />
5. The return pulse will be spread out over several hundred microseconds due to the curved surface of<br />
the planet. You will obtain data for 5 different times. The first will be the sub-radar point reflection<br />
followed by one at 120 microseconds and then 3 more at 90 microsecond intervals after this (210, 300,<br />
and 390 microseconds after the sub-radar pulse is received respectively).<br />
6. It will take at least 10 minutes (up to 30) for your pulse to arrive at Mercury, be reflected, and return<br />
to your telescope. While this is occurring, move on to the next section and begin your calculations.<br />
7. A series of 5 windows shown for each of the times will appear on the screen. You will need to measure<br />
the spread by recording the left-most and right-most shoulders of the pulse. To measure the values of<br />
the frequency, you need only position the cross-hair in the window and click the left mouse button.<br />
The value of the difference in frequency will appear in the window. You should position the cross-hair<br />
so that it is at the edge of the shoulder of the pulse, where the pulse begins to fall towards zero. Record<br />
your data for the left and right frequency values in Table B.6 for all of the data except the data from<br />
the reflection due to the sub-radar point.<br />
8. Finally, measure the central peak of the sub-radar point and record that information in Table B.6.<br />
Note that this is just the shift from the original frequency.<br />
Calculations<br />
1. You will need to know some geometric quantities to determine the rotation rate. Since you are observing<br />
signals that are reflecting from different portions of the surface. Recall that the a Doppler shift occurs<br />
only when there is relative motion between the source and the observer along the line of sight. As seen<br />
below in Figure B.6, the Doppler velocity you measure is only a fraction of the total rotational velocity<br />
of Mercury. You can find the total velocity by using similar triangles. Note that the triangle which<br />
contains x, y, and R is similar to that which contains v o and v r . Here d is the extra distance along the<br />
line of sight that the radar wave travels, x is the difference between the radius of Mercury, R, and d, v o<br />
is the velocity responsible for the measured Doppler shift, and v r is the rotational velocity of Mercury.
74 CHAPTER B. COMPUTER LABORATORIES (CLEA)<br />
Mercury<br />
d<br />
x<br />
y<br />
R<br />
c∆t<br />
v o<br />
v r<br />
Figure B.6: Geometrical quantities for calculating Mercury’s rotation velocity<br />
2. We can calculate the distance d because we know the rate at which the radar wave is traveling,<br />
c = 3.0 × 10 8 m/s, and the time it is traveling extra as compared to the wave reflected from the subradar<br />
point. The time delay is almost equal to the times that we measure the reflected waves back at<br />
Earth. However, those times are the total delays and the wave has to travel actually twice the distance<br />
d, once ingoing and once upon reflection. We just need to divide the distance we get using our delayed<br />
observation times by two, so<br />
Recall a microsecond is 10 −6 seconds.<br />
d = 1 2 c∆t.<br />
3. The distance x is just the difference between the radius of Mercury and the distance d. The radius of<br />
Mercury is 2.42 × 10 6 meters.<br />
x = R − d<br />
(B.5)<br />
4. To calculate y, we just use the Pythagorean theorem:<br />
(B.4)<br />
y = √ R 2 − x 2<br />
(B.6)<br />
After you have calculate these quantities for the 4 different time delayed signals (120, 210, 300, and<br />
390 microseconds), return to the program and measure the frequency shifts. Once those are measured<br />
and your data recorded, come back here to the next step in the calculations.<br />
5. Calculate the total frequency shift due to the rotational velocity alone. Note that the total shift you<br />
measure is twice as big as the real shift because one side is rotating towards you while the other is<br />
rotating away from you. The total shift then is:<br />
∆f total = 1 2 (∆f right − ∆f left )<br />
(B.7)<br />
Record this for each of the delayed signals in Table B.6.<br />
6. Calculate the corrected frequency shift ∆f c because this is a reflected pulse. The total frequency shift<br />
calculated above is still two times too big because the wave will initially look shifted to the surface of<br />
Mercury as it approaches and shifted from that in the reflected pulse as seen from Earth so:<br />
∆f c = ∆f total<br />
2<br />
Record this for each of the delayed signals in Table B.6.<br />
(B.8)
CHAPTER B. COMPUTER LABORATORIES (CLEA) 75<br />
7. Calculate the velocity from the Doppler shift, v o . Note that f is the frequency of the initial pulse<br />
which is displayed at the lower left corner of the main window. To match units make sure that you<br />
use f in Hz, not MHz (10 6 Hz).<br />
( ) ∆fc<br />
v o = c<br />
(B.9)<br />
f<br />
Record this for each of the delayed signals in Table B.6.<br />
8. Finally, calculate the rotational velocity, v r . This can be done using similar triangles:<br />
v r<br />
= R v o y , (B.10)<br />
( ) R<br />
v r = v o . (B.11)<br />
y<br />
9. You can now calculate the rotational period of Mercury. We know the distance Mercury rotates through<br />
and its speed so we can calculate the time:<br />
P rot = circumference<br />
v r<br />
= 2πR<br />
v r<br />
(B.12)<br />
(B.13)<br />
You can convert this time from seconds into days by dividing by the number of seconds per day, 86,400.<br />
10. Calculate an average value for the period of rotation for Mercury. How does this compare to the<br />
accepted value of 59 days? Calculate the percent error in your measurement.<br />
You will now calculate the orbital velocity of Mercury using the information from the sub-radar point.<br />
1. Using the reflected pulse from the sub-radar point, you can calculate the orbital velocity of Mercury.<br />
The shift you recorded is just twice the total shift because it is an echo. You can use Eq. B.8 – B.9<br />
making only one change - in Eq. B.9, v o will be the orbital velocity. Calculate Mercury’s orbital velocity.<br />
Write your number for the orbital velocity on the board and next to it a sketch of the orientation of<br />
the Sun, Earth, and Mercury for your chosen observation date (you will reference this data later). Do<br />
not quit the program!
76 CHAPTER B. COMPUTER LABORATORIES (CLEA)<br />
Table B.6: Mercury Data Table<br />
∆t (µs) 120 210 300 390<br />
d (m)<br />
x (m)<br />
y (m)<br />
f left (Hz)<br />
f right (Hz)<br />
∆f total (Hz)<br />
∆f c (Hz)<br />
v o (m/s)<br />
v r (m/s)<br />
P rot (days)<br />
V. Questions<br />
1. The ephemeris data you recorded initially gave you the distance to Mercury in terms of the astronomical<br />
unit. How big is an astronomical unit in km? You can use your data to find out. Do a unit conversion<br />
using your round-trip light travel time to calculate the number of kilometers in 1 AU. The first term<br />
is written below along with the units you should end up with.<br />
( # km<br />
1 AU<br />
) [<br />
=<br />
time<br />
distance (AU)<br />
]<br />
× (B.14)
CHAPTER B. COMPUTER LABORATORIES (CLEA) 77<br />
2. Look at the blackboard showing the lab results for the orbital velocity and their associated sketches.<br />
Can you explain the results? In particular, why would it be difficult for you, the astronomer, to obtain<br />
an accurate measurement of the orbital velocity of a planet (not just Mercury) using Doppler shift?<br />
VI. Credit<br />
To receive credit for this lab you must turn in the data from Table B.6, your calculated values for orbital<br />
and rotational velocity and the rotational period, and the answers to the above questions.
78 CHAPTER B. COMPUTER LABORATORIES (CLEA)
CHAPTER B. COMPUTER LABORATORIES (CLEA) 79<br />
Name: Section: Date:<br />
B.3 Jupiter’s Moons<br />
I. Introduction<br />
Galileo Galilei was the first to record seeing moons surrounding Jupiter. The four moons he observed are<br />
now known as the Galilean moons. They are, in order of increasing orbital distance, Io, Europa, Ganymede,<br />
and Callisto. Although the moons follow elliptic orbits, they appear to move in a linear, rather than circular<br />
fashion about Jupiter. This is due to the fact that the plane of the moons’ orbits lies nearly in the ecliptic<br />
plane. Recall that the ecliptic plane is the plane which is described by the path which the Sun follows through<br />
the sky and that most of the planets’ orbits lie within or very near this plane.<br />
Because of this projected view of circular motion onto a line, the observed distance from Jupiter when<br />
plotted should appear as a sine curve. The period of this sine curve is period of the Moon’s orbit. By<br />
measuring the period of the orbit and the semi-major axis from a graph, you can use Kepler’s third law<br />
P 2 =<br />
a 3<br />
M Jupiter<br />
(B.15)<br />
to calculate the mass of Jupiter.<br />
In this lab you will simulate an actual set of observations on the Galilean moons using a computer<br />
program rather than making actual observations. Using the program allows us to accurately simulate making<br />
observations that a modern astronomer would make using a CCD camera to obtain images through a<br />
telescope.<br />
The program will allow you to make a series of observations. On some “nights” it will be cloudy and you<br />
will not be able to obtain any data for that night. Using your data set you will be able to find the orbital<br />
periods for each of the Galilean moons and then be able to calculate Jupiter’s mass using Kepler’s third law.<br />
II. Reference<br />
• 21 st Century Astronomy, Chapter 3, pp. 76 – 77, 81 – 82 (Kepler’s 3 rd law).<br />
• CLEA Jupiter’s Moons lab manual<br />
III. Materials Used<br />
• CLEA Jupiter’s Moons program<br />
• calculator<br />
IV. Observations<br />
The observations you will be making will be simulated observations using the CLEA program. You will do<br />
the following things in this observation:<br />
• measure the apparent positions of the Galilean moons relative to Jupiter for a number of days (different<br />
lab groups will be given different periods of time over which to make the observations)<br />
• plot the apparent positions of each moon versus time on graph paper, and draw a best fit sine curve<br />
through the data
80 CHAPTER B. COMPUTER LABORATORIES (CLEA)<br />
• use your graphs to determine the semimajor axis and period of each moon<br />
• use the values from your graphs to determine an average mass for Jupiter<br />
Observation<br />
1. Start the Jupiter program by double-clicking on the Clea jup icon.<br />
2. Log in to the program by entering all the group members’ names into the appropriate places after<br />
selecting Log In from the File menu.<br />
3. Select Run from the File menu. Enter the start date and time given to your group by the instructor.<br />
You can use the default observation interval or you can set it by selecting File → Preferences →<br />
Timing and changing it to your preferred value. Setting it to a shorter time interval may be useful.<br />
4. The observation field can be displayed at different levels of magnification. You can change it by clicking<br />
on the 100X, 200X, 300X, and 400X buttons at the bottom of the screen. To improve the accuracy<br />
of your measurement, you should use the largest possible magnification which allows you to make your<br />
measurement.<br />
5. In order to measure the observed distance of the moons from Jupiter, move the mouse pointer until<br />
the tip is centered on each moon. Hold down the left mouse button and the cursor will change to<br />
a cross-hair. Center the moon in the cross-hair and information about the moon will appear in the<br />
lower right corner of the screen. The information will include the name of the moon, the x and y<br />
pixel location on the screen, and the perpendicular distance (in units of Jupiter’s diameter) from the<br />
Earth-Jupiter line of sight as well as an E or W to signify whether it’s east or west of Jupiter. Record<br />
this information using Record Observations. Be sure to enter a “E” or “W” to signify the position<br />
of the moon relative to Jupiter.<br />
6. Once you have recorded the data for each of the moons on that date, continue making observations on<br />
consecutive observation intervals by clicking on the Next button. You need to observe for at least 18<br />
observation intervals.<br />
7. After completing your observations, you should save your data. The data can be saved using File →<br />
Data → Save. A copy of your data should be turned in with your lab. You can do this by using Data<br />
→ Print → Data Table.<br />
8. You now need to analyze your data. This can be done using the program. Select File → Data →<br />
Analyze.<br />
9. Choose Select → Moon and select one of the moons to analyze. Start with Ganymede.<br />
10. Choose Plot → Fit Sine Curve → Set Initial Parameters. You need to set 3 parameters to help<br />
the program fit the data: t-zero, period, and amplitude (in units of Jupiter diameters). T-zero is the<br />
time when the sine wave first starts a cycle, the period is the time it takes the moon to orbit Jupiter,<br />
and the amplitude is the semimajor axis of the orbit. An example graph showing these quantities<br />
appears in Fig. B.7 below. You will need to estimate values of these quantities from your data.<br />
11. Adjust the values for the three quantities using the scrollbars to obtain a best fit. Note you may need to<br />
reset the initial values if they were not close because the scrollbars have a limited range of adjustment.<br />
Once you have found your best fit, print that page by choosing Plot → Print Current Display.<br />
12. Repeat the above procedure for the next 3 moons.
CHAPTER B. COMPUTER LABORATORIES (CLEA) 81<br />
Sample Moon Data<br />
4<br />
2<br />
Position (Jupiter diams.)<br />
0<br />
−2<br />
t−zero<br />
period<br />
amplitude<br />
−4<br />
0 2 4 6 8<br />
Time (days)<br />
Figure B.7: Sample graph of data for a moon.<br />
V. Questions<br />
1. Please fill in the following table using your data and actual values.<br />
Moon<br />
Table B.7: Values of orbital quantities for Jupiter’s moons.<br />
Measured<br />
period (days)<br />
Actual period<br />
(days)<br />
Measured<br />
semimajor axis<br />
(Jup. diams.)<br />
Actual<br />
semimajor axis<br />
(Jup. diams.)<br />
Io 1.769 2.949<br />
Europa 3.551 4.692<br />
Ganymede 7.155 7.483<br />
Callisto 16.689 13.169<br />
2. Using Eq. B.15, calculate a mass for Jupiter from each moon’s data. Note you will need to convert<br />
the values in your table above to AU (astronomical units) and years for the semimajor axis and period<br />
respectively.<br />
Jupiter’s diameter = 9.53 × 10 −4 AU.<br />
(B.16)<br />
Fill in the following table with your data. Also recall that the mass you calculate for Jupiter will be<br />
given in terms of the mass of the Sun. Once you have calculated the average in terms of the Sun’s<br />
mass, convert that to kilograms (M ⊙ = 1.99×10 30 kg) and find the percent error in your measurement.<br />
The actual mass of Jupiter is 1.90 × 10 27 kg.
82 CHAPTER B. COMPUTER LABORATORIES (CLEA)<br />
Table B.8: Value of Jupiter’s mass.<br />
Moon<br />
Io<br />
Measured period<br />
(years)<br />
Measured<br />
semimajor axis<br />
(AU)<br />
Jupiter’s mass<br />
(Sun’s mass)<br />
Europa<br />
Ganymede<br />
Callisto<br />
Average mass of Jupiter (M ⊙ ) =<br />
Average mass of Jupiter (kg) =<br />
percent error of Jupiter’s mass measurement =<br />
3. If you did not change the observation interval, you may have had trouble analyzing the data for Io.<br />
Why? How would you change the time interval to make your analysis simpler?<br />
VI. Credit<br />
To receive credit for this lab, you must turn in all of the data from your observations, copies of your graphs<br />
for each of the moons, the calculated values from Tables B.7 and B.8 as well as your answers to the above<br />
questions.
Chapter C<br />
Observations<br />
83
84 CHAPTER C. OBSERVATIONS
CHAPTER C. OBSERVATIONS 85<br />
C.1 Constellation Quiz: Get To Know Your Night Sky!<br />
I. Introduction<br />
There are 88 constellations in the sky. From <strong>Radford</strong> you can see 48 of them. However, due to the revolution<br />
of the Earth around the Sun, visible constellations depend on the time of the year. For example, fall<br />
constellations, such as Pegasus, occupy most of the sky in the fall. The celestial sphere and thus constellations<br />
slowly rotate toward the west by about 1 ◦ a day as the Earth orbits around the Sun. In this activity your<br />
familiarity with the fall constellations and celestial objects are tested.<br />
II. Reference<br />
• Constellation chart posted on class web page: http://peloton.radford.edu/astr111/sky.pdf - this<br />
will be updated monthly.<br />
III. Observations<br />
Become familiar with the following constellations (and celestial objects within them) that you can find in<br />
the sky in the fall. Fig. C.1 might be useful. If you still have trouble identifying the objects in the sky, ask<br />
your instructor for help.<br />
Constellations<br />
• Andromeda<br />
• Aquila<br />
• Bootes<br />
• Cassiopeia<br />
• Cygnus<br />
• Corona Borealis<br />
• Heracles<br />
• Lyra<br />
• Pegasus<br />
• Perseus<br />
• Sagittarius<br />
• Scorpius<br />
Stars<br />
• Altair (Aquila)<br />
• Arcturus (Bootes)<br />
• Antares (Scorpius)<br />
• Deneb (Cygnus)<br />
• Fomalhaut (Piscis Austrinus)<br />
• Polaris (Ursa Minor)<br />
• Vega (Lyra)<br />
Asterisms<br />
• Big Dipper (Ursa Major)<br />
• Great Square (Pegasus)<br />
• Great Summer Triangle (described by Vega,<br />
Deneb, Altair)<br />
• Little Dipper (Ursa Minor)<br />
• Northern Cross (Cygnus)<br />
Deep Sky Objects<br />
• M31 Andromeda Galaxy (Andromeda)<br />
Planets<br />
• Saturn<br />
You need to be able to find any fifteen of the above planets, constellations, stars, and celestial objects<br />
during the observation night (when the sky is clear).
86 CHAPTER C. OBSERVATIONS<br />
Ursa Major<br />
North<br />
Ursa Minor<br />
Lynx<br />
Camelopardalis<br />
Polaris<br />
Draco<br />
Gemini Auriga<br />
Cassiopeia<br />
Cepheus<br />
Hercules<br />
Lyra<br />
Vega<br />
Perseus<br />
Lacerta<br />
Deneb<br />
Cygnus<br />
East<br />
Orion<br />
Taurus<br />
Andromeda<br />
Triangulum<br />
Aries<br />
Pegasus<br />
Vulpecula Sagitta<br />
Altair<br />
Delphinus<br />
Aquila<br />
Equuleus<br />
West<br />
Pisces<br />
Eridanus<br />
SE<br />
Cetus<br />
AquariusCapricornus<br />
SW<br />
Fornax<br />
Microscopium<br />
Piscis Austrinus<br />
Sculptor<br />
Phoenix<br />
South<br />
Grus<br />
Figure C.1: Fall sky in <strong>Radford</strong> at 8:00 pm on October 1.
CHAPTER C. OBSERVATIONS 87<br />
Name: Section: Date:<br />
C.2 The Sun and Its Shadow<br />
I. Introduction<br />
Although one many not think of making astronomical observation in the daytime, there are a number of<br />
activities that one can undertake in broad daylight. Those include observations of the Sun and Moon. In this<br />
exercise, we will study the motion of the Sun by looking at the shadow of a vertical pencil and its changing<br />
rising and setting location. This lab will be worth 3 lab grades (30 points) and will take a maximum of 6<br />
hours (per person).<br />
II. Reference<br />
• 21st Century Astronomy, Chapter 2, pp. 9 – 14.<br />
III. Materials Used<br />
• large piece of cardboard<br />
• large sheet of paper<br />
• pencil<br />
• piece of clay<br />
• marking pen<br />
• watch or clock<br />
• protractor<br />
• magnetic compass<br />
IV. Safety and Disposal<br />
Do not directly look at the Sun.<br />
V. Observations of the Sun’s Shadow<br />
You will need to make multiple observations of the Sun throughout the day and at different times of the<br />
semester. These observations must be made at the same location each time. It is recommended that the<br />
observations for measuring the Sun’s shadow be spaced at least two or three week intervals. The observations<br />
of the Sun’s rising and setting location must be done from the same location as well, though not necessarily<br />
the same as that used for measuring the Sun’s shadow.<br />
Sun’s shadow<br />
In this portion of your project, you will observe the changing length of the shadow cast by a simple sundial<br />
over the course of a day. Your group must have a total of four of these measurements over the semester,<br />
preferably one from each group member. To record the Sun’s shadow, you will create a simple sundial as<br />
shown below.<br />
1. Tape the sheet of paper on the cardboard.<br />
2. Place the cardboard where it will receive sunlight during the majority of the day.<br />
3. At the middle of the sheet of paper, place an ×.
88 CHAPTER C. OBSERVATIONS<br />
4. Using a magnetic compass orient the cardboard so that the longer side of the sheet is aligned with the<br />
East-West line. After leveling the cardboard, draw a straight line from the base of the pencil to due<br />
North using the compass. This is the magnetic North-South line.<br />
5. Stand a pencil vertically using a piece of clay centered on the ×. The pointed end of the pencil must<br />
be pointing up. Once standing, record the height from the paper to the tip of the pencil somewhere<br />
on the sheet of paper.<br />
Sun<br />
N<br />
E<br />
Cardboard<br />
7:05<br />
10:07<br />
8:59<br />
8:02<br />
S<br />
W<br />
Sheet<br />
Figure C.2: Tracing the Sun’s shadow.<br />
6. Mark the tip of the shadow of the pencil at approximately hourly intervals during the day. Make more<br />
frequent observations, if possible, during the middle of the day. Be sure to record the time of each<br />
observation.<br />
7. When you are finished, draw a smooth curve going through your observation points on the sheet.<br />
Determining local noon<br />
You can use your observation to determine the relationship between local noon and clock time. Local noon<br />
is the time when the Sun is due south and transiting your local celestial meridian. It is at this time, that<br />
the Sun reaches its maximum altitude.<br />
1. What does this say about the length of the shadow of the pencil at the local noon? Note that the<br />
variation in the length of the shadow near noon is quite small.<br />
2. How can you determine the shortest shadow? There are several ways of doing this; some are more<br />
accurate than others. Find the one that you think gives a reasonably accurate answer.
CHAPTER C. OBSERVATIONS 89<br />
3. How do you account for the difference between the local noon obtained from the shadow and the noon<br />
of the Eastern Standard Time?<br />
Finding geographic north<br />
You can find the direction of geographic North using your observation. , that is, the direction of your local<br />
line of longitude from using your observation.<br />
1. Find the point on the curve you drew on the sheet closest to the base of the pencil. Draw a line between<br />
this point and the × at the center of the sheet.<br />
2. Measure and record the angle between this line and the magnetic North-South line using a protractor.<br />
3. Why do the geographic and magnetic North-South lines point in different directions?<br />
VI. Observations of the Sun’s Rising and Setting Location<br />
In this portion of your project, you will observe the changing position of the Sun’s rising and setting location.<br />
All of these observations must take place at the same spot.<br />
Observations<br />
1. Choose a location from which all your observations will be made. It must be easily accessible to all<br />
members of your group. If a single location will not suffice, part of the group can work at one location<br />
and the remainder at a second. If this is the case, one group should do sunrise and the other sunset.<br />
2. Take two photographs, one facing due east and the other due west. A digital photograph will probably<br />
work best. Make sure that the image has a large field of view (ie, don’t zoom). You can use a compass<br />
to get the directions of due east and west. Mark the location of due east and west on the photographs.<br />
3. Observe the sunrise and sunset. Your group must make a total of 20 observations of both sunset and<br />
sunrise (total of 40) spread over a period of 2 months. Mark on the photograph the rise or set location<br />
relative to landmarks in the photo. Also record, on a separate sheet, the rise or set time.
90 CHAPTER C. OBSERVATIONS<br />
VII. Write-Up<br />
Turn in your two photographs, your table of rise and set times, and a minimum of four shadow observations.<br />
Write a short (2 pages maximum) report summarizing your data. Include in your report a description of why<br />
the rise and set times and positions change over the year as well as a discussion of why the shadow tracings<br />
you made differ over time. Finally, make sure that your report answers all of the questions throughout the<br />
text of the lab.<br />
VIII. Extra credit<br />
1. Using your data from each shadow plot, determine mathematically the maximum altitude the Sun<br />
reached for each observation. You will need to use the length of the pencil and the length of the<br />
shadow to determine this. Hint - set up a right triangle to find the altitude.
CHAPTER C. OBSERVATIONS 91<br />
Name: Section: Date:<br />
C.3 Moon Observation<br />
I. Introduction<br />
The Moon is, when its up, the most obvious object in the night sky and the second most obvious object seen<br />
during the day (again, when it’s up). There are many unique features on the Moon which you can see with<br />
the naked eye such as the maria, the dark lava “seas” and the craters. Through a telescope you can see far<br />
more detail and get a better view of the mountain ranges, craters and maria.<br />
II. Materials Used<br />
• telescope<br />
• CCD camera (possible)<br />
III. Observations<br />
In this lab you will make an observation of the Moon through a telescope. If possible, you will also take an<br />
image of the Moon using a CCD camera and then process that image. Ideally you will make this observation<br />
at a time when the Moon is not near the full moon phase. A partially illuminated Moon will give you better<br />
contrast and hence better surface detail.<br />
Observation<br />
1 Point the telescope at the Moon, finding it first in the finder scope, then once it’s centered switching<br />
to the main telescope.<br />
2 Focus the image and sketch the view of the Moon in the space provided in an observation sheet. Also<br />
record all of the information asked for. Be sure to capture as much detail as you can. Drawing a few<br />
crates is not sufficient as you will need to use your drawing to identify regions on the Moon.<br />
3 If available, ask your instructor for instructions to use the CCD camera to take an image of the Moon.<br />
IV. Write-Up<br />
Using your sketch of the Moon and Redshift (software installed in the Curie computer room (CU 143),<br />
identify at least 3 features in your sketch. Discuss briefly some characteristics of these features (how they<br />
were formed, roughly how old they might be etc.).<br />
V. Credit<br />
To receive credit in this lab, you need to turn in your observation sheet and write-up. If you obtained an<br />
image with the CCD camera, you need to email that to your instructor as well.
92 CHAPTER C. OBSERVATIONS
CHAPTER C. OBSERVATIONS 93<br />
Name: Section: Date:<br />
C.4 Sunspot and Prominence Observation<br />
I. Introduction<br />
Sunspots are areas on the Sun which appear darker. We have known about sunspots for hundreds of years,<br />
since Galileo first studied them. Sunspots vary in size but are typically about the same diameter as the<br />
Earth. Sunspots are related to the Sun’s magnetic field. The magnetic field lines poke out in arcs from one<br />
sunspot to the next. When these magnetic field lines “break”, the hot gas flowing along these field lines is<br />
expelled away from the Sun. In extreme cases, these can become solar flares. Large solar flares can wreak<br />
havoc on the Earth including knocking out power transformers (and then whole power grids) and causing<br />
damage to satellites in orbit around the Earth. This project will be worth 3 lab grades (30 points) and will<br />
take a maximum of 6 hours (per person) to complete. Each observation only takes 10 - 15 minutes however.<br />
II. Reference<br />
• 21 st Century Astronomy, chap. 1, pp. 343 - 350<br />
III. Materials Used<br />
• telescope<br />
• solar filter<br />
• hydrogen alpha filter<br />
IV. Observations<br />
In this lab, you will observe the Sun over a period of 2 months, making at least 15 observations of the Sun<br />
over this period. During each observation you will make a map of the Sun and plot the position of visible<br />
sunspots. In addition, you will sketch any visible prominences using a hydrogen alpha filter. You can look at<br />
the Sun directly through the telescope by utilizing a solar filter which blocks most of the light from entering<br />
the telescope.<br />
Observation of sunspots<br />
1. Place the solar filter on the telescope.<br />
2. Point the telescope at the Sun and insure that it fills the eyepiece. When looking through the eyepiece,<br />
cover the finder scope to prevent any accidental burning of the skin as the sunlight will be quite intense<br />
after passing through the finder scope. The easiest way to do this is to cover it with a small rag (found<br />
with the solar filter).<br />
3. Carefully sketch the Sun, paying careful attention to detail in the position and shape of the sunspots<br />
that are visible, in the provided observation sheets Figs. VI. – VI..<br />
4. Repeat this observation at least 14 more times within a 2 month period.
94 CHAPTER C. OBSERVATIONS<br />
Observation of solar prominences<br />
1. Remove the solar filter and replace it with the hydrogen alpha filter. Consult your instructor while<br />
doing this!<br />
2. Adjust the position of the telescope until the edge of the Sun is in view. Pan around and look for<br />
any obvious prominences. Sketch the prominence, labeling it with the date and time. If time permits,<br />
wait 10 - 20 minutes and see if you can see any changes in the prominence. If so, note them on your<br />
observation (and resketch). Repeat this observation at least 14 more times within a 2 month period.<br />
V. Write-Up<br />
Your group must turn in all of your obsevations. Each group member must make at least 4 observations, but<br />
may need to make more if you have fewer than 4 members to complete the 15 observations. All observations<br />
must contain the date and time of observation as well as well as the name of the observer. Finally, your<br />
group must answer the questions below.<br />
VI. Questions<br />
1. Do subsequent observations show movement of the sunspots across the surface of the Sun or do they<br />
appear to be stationary? If you notice movement, describe the direction and whether all of the sunspots<br />
appear to move at the same rate.<br />
2. Did any of the sunspots you observed reappear on the opposite side? If so, determine a rough period<br />
for the Sun’s rotation from these observations.<br />
3. Do the sunspots appear to be equally distributed over the surface of the Sun? If not, where do the<br />
sunspots appear more prevalent?<br />
4. What is the typical temperature of gases in a prominence? How tall is a typical prominence?<br />
5. At what wavelength does the hydrogen alpha filter work? What is the blackbody temperature of an<br />
object whose emission peaks at this wavelength?
CHAPTER C. OBSERVATIONS 95<br />
Record of Observation<br />
Name:<br />
Telescope:<br />
Right Ascension (h m s)<br />
Magnification:<br />
Observing Conditions:<br />
Date:<br />
Time:<br />
Declination ( ◦ ’ ”)<br />
Eyepiece:<br />
Comments:
96 CHAPTER C. OBSERVATIONS<br />
Record of Observation<br />
Name:<br />
Telescope:<br />
Right Ascension (h m s)<br />
Magnification:<br />
Observing Conditions:<br />
Date:<br />
Time:<br />
Declination ( ◦ ’ ”)<br />
Eyepiece:<br />
Comments:
CHAPTER C. OBSERVATIONS 97<br />
Record of Observation<br />
Name:<br />
Telescope:<br />
Right Ascension (h m s)<br />
Magnification:<br />
Observing Conditions:<br />
Date:<br />
Time:<br />
Declination ( ◦ ’ ”)<br />
Eyepiece:<br />
Comments:
98 CHAPTER C. OBSERVATIONS
CHAPTER C. OBSERVATIONS 99<br />
Name: Section: Date:<br />
C.5 Observation With A Telescope<br />
I. Introduction<br />
Making observations though a telescope is usually the most exciting part of an astronomy lab. It is very<br />
exciting to see real light from celestial objects thousands, and sometimes millions, of light years from us. In<br />
this lab you will learn how to set up and point a telescope to various celestial objects for observation.<br />
II. Reference<br />
• 21 st Century Astronomy, Chapter 4, pp. 94 – 96.<br />
III. Materials Used<br />
• telescope<br />
• CCD camera (possible)<br />
IV. Observations<br />
You are going to make observations of five celestial objects including planets, double stars, clusters, nebulae,<br />
and galaxies. A list of objects and their coordinates will be supplied by your instructor. If possible, you will<br />
also take an image of these objects using a CCD camera and then process that image.<br />
Observation<br />
1 Find a location with unobstructed view of the sky. Avoid city lights. Make sure the ground is firm<br />
and more or less level.<br />
2 Set open up the tripod legs as far as they go and place the tripod on the ground. Rotate the tripod<br />
so that the polar axis of the mount is aligned toward the celestial pole. Use a magnetic compass or<br />
Polaris to find the direction of North. If the ground is not level, adjust the length of the legs so that<br />
the base of the wedge is level.<br />
3 Connect a power cable to the mount. Listen for the sound of a motor drive in the mount to insure you<br />
have a good connection.<br />
4 Loosen the clamps that hold the telescope in position and aim the telescope in the general direction<br />
of the object that you are interested in. Tighten the clamps slightly, but not all the way, so that the<br />
telescope won’t rotate by itself. Look through the finder scope and use the fine controls to place the<br />
object at the center of the cross-hairs.<br />
5 Insert a long-focal length (i.e., low magnification) eyepiece in the eyepiece sleeve. Use the fine control<br />
to find the object in the view and place it in the center. Ask your instructor for help is you cannot<br />
find the object.<br />
6 Focus the image by turning the focusing nob. If you want, switch to a shorter-focal length (i.e., higher<br />
magnification) eyepiece. The magnification of the telescope is given by<br />
magnification =<br />
focal length of the telescope<br />
focal length of the eyepiece .
100 CHAPTER C. OBSERVATIONS<br />
7 Sketch the view of the object (to scale) in the space provided on an observation sheet. Also record all<br />
of the information asked for. Be sure to capture as much detail in the object as you can. In addition,<br />
if you can observe colors (or other features which are difficult to sketch), note these under Details.<br />
8 If available, ask your instructor for instructions to use the CCD camera to take an image of the object.<br />
V. Write-Up<br />
Use your textbook and/or other sources that you may find in the library or on the Internet to write a<br />
paragraph about each type of object you have observed. For example, if you observe M31 and M81 which<br />
are both galaxies, you must write a paragraph describing what galaxies are. Things that might be covered<br />
in these paragraphs are whether or not these objects are in our galaxy, their distances from the Sun, and<br />
their approximate ages. If you have any questions, ask your lab instructor.<br />
VI. Credit<br />
To receive credit in this lab, you need to turn in your observation sheets and write-up. If you obtained an<br />
image with the CCD camera, you need to email that to your instructor as well.
CHAPTER C. OBSERVATIONS 101<br />
C.6 Moon Journal<br />
I. Introduction<br />
The best strategy for learning astronomy at all levels is to begin with observations whenever possible. These<br />
provide the basis for introducing the theories that we find in our textbook. They are also crucial in developing<br />
an understanding of the concepts rather than simply memorizing terminology.<br />
Because of the nature of these observations, they must be made over an extended period of time. The<br />
total amount of time involved is approximately a maximum of 6 hours (per person), but the observations<br />
need to be spaced out in time; they cannot be done the day before this assignment is due! You are also not<br />
allowed to use any resource other than your observations as data. This project is worth 3 lab grades (30<br />
points).<br />
II. Materials Used<br />
• calendar<br />
III. Observation of the Moon<br />
What causes the phases of the Moon? Is it possible to predict when and where you will see a specific phase<br />
of the Moon?<br />
Construct a calendar similar to the one shown below. Whenever you go outside, look for the Moon.<br />
Don’t forget that you can often see the Moon in the daytime, too. Whenever you see the Moon, record the<br />
following information on your calendar:<br />
• Draw a circle for the Moon and shade the dark portion which cannot be seen.<br />
• Record time of the day.<br />
• Record approximate angle between the Moon and the Sun.<br />
• Record approximate altitude of the Moon from the horizon.<br />
Sun Mon Tue Wed Thu Fri Sat<br />
31 1 2 3 4 5 6<br />
6:00 pm<br />
angle = 100°<br />
altitude = 25°<br />
7:10 pm<br />
angle = 125°<br />
altitude = 35°<br />
No observation<br />
10:30 pm<br />
angle = 150°<br />
altitude = 60°<br />
11:15 pm<br />
angle = 165°<br />
altitude = 70°<br />
No observation<br />
7 8 9 10 11 12 13<br />
Rain<br />
8:15 pm<br />
angle = 160°<br />
altitude = 15°<br />
Cloudy<br />
Cloudy<br />
8:50 am<br />
angle = 120°<br />
altitude = 45°<br />
10:30 am<br />
alngle = 100°<br />
altitude = 65°<br />
5:00 am<br />
angle = 90°<br />
altitude = 70°<br />
No observation<br />
Figure C.3: Record observations of the Moon in a calendar.
102 CHAPTER C. OBSERVATIONS<br />
Try to space your observations evenly if the weather permits. It is also useful to make note of the days<br />
when the Moon was not visible in the sky as well as days when the Moon was obscured by clouds.<br />
Measuring Angles in the Sky<br />
You don’t need an elaborate instrument to measure angles between two points in the sky. All you need is<br />
your hand. Extend you arm fully and open your hand. The distance from the tip of your thumb to the tip<br />
of your pinkie, with fingers spread, subtends about 20 ◦ .<br />
Figure C.4: You can use different parts of you hand to measure other angles.<br />
width of pinkie<br />
width of index<br />
index to third<br />
width of fist<br />
index to pinkie<br />
thumb to pinkie<br />
1.5 ◦<br />
2 ◦<br />
5 ◦<br />
10 ◦<br />
15 ◦<br />
20 ◦<br />
If the angle between the two points is greater than 20 ◦ , you can slide your hand along the imaginary line<br />
connecting the points. The above table is for an average person. Actual angles extended by parts of a hand<br />
depends on individuals. If you think your measurements of angles are off, ask your instructor to calibrate<br />
you hand.<br />
What are we going to do if we cannot see the Moon and the Sun at the same time in the sky? Suppose<br />
you observe the Moon in the western sky in the evening. First, find how many hours have past since sunset<br />
and multiply that number by 15 ◦ . This will give you how many degrees below the western horizon the Sun is.<br />
To this angle, add the angle between the Moon and the point on the horizon that is due west. For example,<br />
if you observe the Moon 20 ◦ from the west point on the horizon and it has been 2.5 hours since sunset, then,<br />
2.5 × 15 ◦ + 20 ◦ = 57.5 ◦ ,
CHAPTER C. OBSERVATIONS 103<br />
so the angle between the Moon and the Sun is 57.5 ◦ .<br />
If you observe the Moon before sunrise, find how many hours you have until the sunrise and multiply<br />
by 15 ◦ . This will tell you how many degrees below the eastern horizon the Sun is, then measure the angle<br />
between the Moon and the east point using your hand. Add these two angles and you have the angle between<br />
the Sun and the Moon. If you have any problem measuring angles, please ask your instructor for help.<br />
The altitude of the Moon is measured from the horizon toward the Moon along the vertical circle. The<br />
altitude is zero on the horizon; it is equal to 90 ◦ at zenith.<br />
IV. Questions<br />
1. Is it important that your Moon observations (i.e., phase and angle between the Sun and Moon) be made<br />
from the same location each time? Explain.<br />
2. Does your data exhibit a periodicity? If so, what is the length of the period?<br />
3. When we observed the right-hand half of the Moon illuminated, we say that we have a first-quarter moon.<br />
Why?<br />
4. What relationship exists between the shape of the illuminated portion of the Moon and the angle between<br />
the Sun and the Moon? What is the angle when the Moon is a new moon? First-quarter? Full moon?<br />
Third-quarter?<br />
5. How would your observations (phase and angle between the Sun and Moon) change if you were living in<br />
Australia?<br />
V. Credit<br />
To receive credit for this assignment, present your instructor with observations (i.e., calendar) and answers<br />
to the questions above. Your observations must span a period of at least two months and contain minimum<br />
of 25 observations of the Moon.
104 CHAPTER C. OBSERVATIONS
CHAPTER C. OBSERVATIONS 105<br />
Name: Section: Date:<br />
C.7 Observation of a Planet<br />
I. Introduction<br />
The development of the telescope allowed astronomers to view the heavens as they had never seen them<br />
before, showing the craters on the Moon, sunspots on the Sun, the rings of Saturn, the moons of Jupiter and<br />
more. However, even before the telescope astronomers had been able to predict the location of the planets in<br />
the sky with great precision. In this lab, you will make observations of a planet and plot its motion against<br />
the background sky.<br />
II. Reference<br />
• 21 st Century Astronomy, Chapter 4, pp. 94 – 96.<br />
III. Materials Used<br />
• Starry Night Backyard<br />
• geometric compass<br />
IV. Observations<br />
If you choose to make a plot of the position of a planet over time, you must make a minimum of 24<br />
observations spread over two months with the naked eye. This observation will be worth 3 lab grades (30<br />
points) and will take a maximum of 6 hours (per person). However, the actual observations will only take a<br />
few minutes per night.<br />
Observation with the naked eye<br />
1. Each member of the group should make at least 6 observations (for a minimum of 24 observations - a<br />
group with fewer than 4 members will have to make more observations to get the minimum number<br />
required).<br />
2. After choosing the planet to observe, use Starry Night Backyard to create a map of the background<br />
sky upon which to draw your own observations. The field of view should be set at approximately 25 ◦<br />
and centered on the planet of interest.<br />
3. Make an observation with the naked eye. You can use your fist and fingers to make a fairly accurate<br />
observation. The easiest method is to measure the planet’s position relative to three background stars.<br />
By doing so, you can triangulate the position of the planet. Your fist is approximately 10 ◦ across<br />
when held at arm’s length, therefore each finger is approximately 2.5 ◦ . Record the angular separations<br />
between the planet and three background stars.<br />
4. You can calibrate your printed map by comparing the width of the image in the long direction to 25 ◦ .<br />
This will give you a rough conversion between degrees and centimeters. For example, if the width of<br />
your image was 12.5 cm, then there are 2 ◦ per centimeter.
106 CHAPTER C. OBSERVATIONS<br />
5. Convert your angular measurements from your background stars into centimeters. Assume one of the<br />
values you obtained was 8 ◦ from a particular background star. This converts to a length of 4 cm in<br />
the above scale. Set the compass to 4 cm, place the pointed end on the background star, and make an<br />
arc. Repeat this process for the remaining measurements. Where the three arcs cross should be the<br />
location of the planet.<br />
V. Write-Up<br />
For those doing naked eye observations, you must include all of your observational data (times, angles to<br />
background stars, etc) as well as the completed map of all of your positions over the observation period.<br />
Also, include a short write-up concerning the motion of the chosen planet, for instance is the planet moving<br />
in a prograde or retrograde direction? Compare your observational path with that shown by Starry Night<br />
Backyard. Comment on any differences.<br />
For those doing CCD observations, you must include all of your observational CCD files (I will pull those<br />
directly from the computer - you must tell me which directory they are in). This includes pre-processed and<br />
post-processed images. You also must include a short write up describing some of the features seen in your<br />
images.
CHAPTER C. OBSERVATIONS 107<br />
Name: Section: Date:<br />
C.8 Observation of Deep Sky Objects<br />
I. Introduction<br />
The development of the telescope allowed astronomers to view the heavens as they had never seen them before<br />
showing many deep sky objects that originally astronomers thought were “nebulae” in our own galaxy. Some<br />
of these objects did turn out to be in our galaxy, but Edwin Hubble was able to show that many of these<br />
objects were galaxies outside of our own solar system. Previous to this, many of these objects had been<br />
catalogued. The most famous of these catalogs is the Messier catalog which lists over 100 objects found in<br />
the night sky. For this observing project, you will observe a minimum of 12 deep sky objects.<br />
II. Reference<br />
• 21 st Century Astronomy, Chapter 4, pp. 94 – 96.<br />
III. Materials Used<br />
• telescope<br />
• CCD camera<br />
IV. Observations<br />
You will need to make observations of at least 12 different deep sky objects using a telescope and CCD<br />
camera. The images taken with the CCD camera will need to be processed to obtain the best images<br />
possible. This is especially important for deep sky objects as they are often dim and cover a large angular<br />
field. This project will be worth 3 lab grades (30 points) because it will take a maximum of 6 hours (per<br />
person). You cannot wait until the last week to make observations and expect to get more than 10 points<br />
out of 30.<br />
Observation with a telescope<br />
There are a number of telescopes that can be used for this observation project. You should schedule a time<br />
for an initial observation with the instructor to give you instruction on setup and use of the equipment. After<br />
this first observation, you will just need to schedule a time to check out the equipment to make observations.<br />
Below is the method for setting up the Celestron GPS-guided 8” telescope. If you are using another telescope,<br />
consult with your instructor on the procedure for aligning and using the telescope.<br />
1. Carefully carry the telescope out to the observing site. The site should be as clear as possible of trees<br />
and other items which may block your view. You will also need to wheel out the astronomy cart with<br />
the computer and CCD camera setup on it.<br />
2. Run a power cord (or series of power cords) to the observation site. Plug in the computer and start it<br />
up.<br />
3. Release the altitude lock on the telescope (left hand side). Adjust telescope so that it is in a horizontal<br />
position. This can be easily accomplished by lining up the silver lines on the left hand side of the<br />
mount. When aligned, re-engage the altitude lock.
108 CHAPTER C. OBSERVATIONS<br />
4. Carefully remove the end caps from the telescope and finder scope.<br />
5. Connect the power adapter to the telescope and turn the telescope on (power switch is next to the<br />
adapter plug-in). Grab the handset on the right fork mount. Follow the instructions to obtain a GPS<br />
alignment (ie, hit “Align”). The telescope will now slew around in azimuth to find north. Once there,<br />
it will slew to the first alignment star (typically Arcturus in the early fall). When the telescope stops<br />
moving, look through the finder scope and insure that the brightest star (Arcturus for instance) is on<br />
the cross-hairs. If it is not, take a quick check through the eyepiece to insure that the finder scope’s<br />
alignment has not been jostled. If Arcturus is visible in the eyepiece, but is not centered in the finder<br />
scope, consult your instructor to get the finder scope re-aligned.<br />
6. Is the bright star centered in the eyepiece? If not, adjust its position by using the four directional<br />
arrows on the handset. When it is centered, follow the instructions on the handset to the second<br />
alignment star. The alignment procedure with the second star follows the identical procedure as the<br />
first.<br />
7. During the above process, someone should login to the computer. Start up CCDOPS from Start →<br />
Programs → CCDOPS.<br />
8. Begin the process of cooling the CCD by setting the temperature to −5 ◦ . If it is a cool and dry night<br />
out, you can set it lower. However this risks dew forming on the camera due to its cold temperature.<br />
If in doubt, ask your instructor.<br />
9. Remove the current eyepiece and replace it with the iFocus eyepiece. Carefully focus the telescope<br />
on the second alignment star, taking time to let the telescope adjust as the focus will vary due to<br />
vibrations from your contact in addition to atmospheric movement. If the star is not visible in the<br />
iFocus eyepiece, re-insert the original eyepiece and insure that the second alignment star is very close<br />
to dead center. Once completed, continue focus process with the iFocus eyepiece.<br />
10. Remove the iFocus eyepiece carefully without hitting the focus knob. Replace it with the CCD camera,<br />
tightening the screws down to insure the camera is stable.<br />
11. Using CCDOPs, take an image of the star and insure that is in focus. If it is not, slowly adjust the<br />
focus until the star is in focus. From this point on do not adjust the focus! If you touch the focus<br />
knob, you will need to refocus the telescope for the CCD camera.<br />
12. Once the camera is focused, you can now tell the telescope to point to the desired object. For instance,<br />
if you wanted to look at a Messier object, use the telescope handset. Hit “1” and enter the number of<br />
the desired Messier object, then hit “Enter.” The telescope should slew to the object. Check through<br />
the eyepiece that the object is centered. If it is not, adjust the telescope using the directional arrows<br />
so that the object is centered in the eyepiece.<br />
Depending on the atmospheric conditions and ambient light pollution, it will almost certainly be better<br />
to take many very short duration images rather than one longer exposure time. You may choose to take<br />
either color or black and white images. You can always process the images later to increase contrast<br />
or color balance.<br />
13. Save your images as a FITS file using the following naming format:<br />
lab section-object name-date-group name.fits<br />
where the date should be in mmddyy format. It will be easiest if you create your own folder in which<br />
you will save all of your images. Also be sure to record the name of the person/people making the<br />
observation in the notes.<br />
14. If you are the last group to use the telescope that evening, return all items back to the lab room.<br />
15. After collecting your images, consult your instructor on the method of processing the images.
CHAPTER C. OBSERVATIONS 109<br />
V. Write-Up<br />
You must include all of your observational CCD files (I will pull those directly from the computer - you<br />
must tell me which directory they are in). This includes pre-processed and post-processed images. You must<br />
include a short write up about the name and type of object for each object observed. This does not have to<br />
be in great detail. Most of your effort will be spent in obtaining and processing images.
Observation Sheet<br />
NAME<br />
SEC.<br />
DATE<br />
TIME<br />
(indicate UT, EST, EDT, etc.)<br />
NAME OF OBJECT<br />
COORDINATES R.A.<br />
h m DEC. ° ' EPOCH<br />
TELESCOPE EYEPIECE mm MAGNIFICATION<br />
SEEING<br />
(clear, moonlight, haze, calm, moderate, turbulent, thin clouds, etc.)
Observation Sheet<br />
NAME<br />
SEC.<br />
DATE<br />
TIME<br />
(indicate UT, EST, EDT, etc.)<br />
NAME OF OBJECT<br />
COORDINATES R.A.<br />
h m DEC. ° ' EPOCH<br />
TELESCOPE EYEPIECE mm MAGNIFICATION<br />
SEEING<br />
(clear, moonlight, haze, calm, moderate, turbulent, thin clouds, etc.)
Observation Sheet<br />
NAME<br />
SEC.<br />
DATE<br />
TIME<br />
(indicate UT, EST, EDT, etc.)<br />
NAME OF OBJECT<br />
COORDINATES R.A.<br />
h m DEC. ° ' EPOCH<br />
TELESCOPE EYEPIECE mm MAGNIFICATION<br />
SEEING<br />
(clear, moonlight, haze, calm, moderate, turbulent, thin clouds, etc.)
Observation Sheet<br />
NAME<br />
SEC.<br />
DATE<br />
TIME<br />
(indicate UT, EST, EDT, etc.)<br />
NAME OF OBJECT<br />
COORDINATES R.A.<br />
h m DEC. ° ' EPOCH<br />
TELESCOPE EYEPIECE mm MAGNIFICATION<br />
SEEING<br />
(clear, moonlight, haze, calm, moderate, turbulent, thin clouds, etc.)
Observation Sheet<br />
NAME<br />
SEC.<br />
DATE<br />
TIME<br />
(indicate UT, EST, EDT, etc.)<br />
NAME OF OBJECT<br />
COORDINATES R.A.<br />
h m DEC. ° ' EPOCH<br />
TELESCOPE EYEPIECE mm MAGNIFICATION<br />
SEEING<br />
(clear, moonlight, haze, calm, moderate, turbulent, thin clouds, etc.)
Observation Sheet<br />
NAME<br />
SEC.<br />
DATE<br />
TIME<br />
(indicate UT, EST, EDT, etc.)<br />
NAME OF OBJECT<br />
COORDINATES R.A.<br />
h m DEC. ° ' EPOCH<br />
TELESCOPE EYEPIECE mm MAGNIFICATION<br />
SEEING<br />
(clear, moonlight, haze, calm, moderate, turbulent, thin clouds, etc.)
Observation Sheet<br />
NAME<br />
SEC.<br />
DATE<br />
TIME<br />
(indicate UT, EST, EDT, etc.)<br />
NAME OF OBJECT<br />
COORDINATES R.A.<br />
h m DEC. ° ' EPOCH<br />
TELESCOPE EYEPIECE mm MAGNIFICATION<br />
SEEING<br />
(clear, moonlight, haze, calm, moderate, turbulent, thin clouds, etc.)
Observation Sheet<br />
NAME<br />
SEC.<br />
DATE<br />
TIME<br />
(indicate UT, EST, EDT, etc.)<br />
NAME OF OBJECT<br />
COORDINATES R.A.<br />
h m DEC. ° ' EPOCH<br />
TELESCOPE EYEPIECE mm MAGNIFICATION<br />
SEEING<br />
(clear, moonlight, haze, calm, moderate, turbulent, thin clouds, etc.)
Observation Sheet<br />
NAME<br />
SEC.<br />
DATE<br />
TIME<br />
(indicate UT, EST, EDT, etc.)<br />
NAME OF OBJECT<br />
COORDINATES R.A.<br />
h m DEC. ° ' EPOCH<br />
TELESCOPE EYEPIECE mm MAGNIFICATION<br />
SEEING<br />
(clear, moonlight, haze, calm, moderate, turbulent, thin clouds, etc.)
Observation Sheet<br />
NAME<br />
SEC.<br />
DATE<br />
TIME<br />
(indicate UT, EST, EDT, etc.)<br />
NAME OF OBJECT<br />
COORDINATES R.A.<br />
h m DEC. ° ' EPOCH<br />
TELESCOPE EYEPIECE mm MAGNIFICATION<br />
SEEING<br />
(clear, moonlight, haze, calm, moderate, turbulent, thin clouds, etc.)