Baker Lab 1: Constellations

Baker Lab 1: Constellations

Abstract:

      The advancement of technology in the last several hundred years has consequently led to progress in astronomy. New technology has given the scientific community the ability to discover and infer more about our universe than the fathers of astronomy could have ever dreamed. With the aid of telescopes we are now able to see far into the vast expanse of the universe, but knowledge of the night sky as seen with the naked eye still holds significant value. This knowledge can give one a sense of direction under the night sky, as well as an understanding of one's location on the Earth and the time of year.

Introduction:

        This lab helps students familiarize themselves with objects in the current visible portion celestial sphere, including visible stars, planets and constellations. Students are asked to locate and determine the azimuth and altitude of these bodies, as well as answer questions in each section provided with the lab.

Procedure:

     Materials: **StarChart smartphone app, constellation chart tool, compass, list of constellations, telescope

      **StarChart could not operate correctly on my phone. Therefore I had to rely on what constellations were identified by my lab partners.

A:

   In part A, students used StarChart to identify as many constellations as they could and mark them on a provided list of constellations. Students then used the app to locate the visible constellations of the Zodiac.

B:

    If visible, students were instructed to locate the moon, noting its phase, altitude and azimuth, and angular diameter. Altitude is calculated using estimated measurements such ass the fist and finger, while azimuth is found using a compass.

C:

    In part C, students located visible planets, noting the altitude and azimuth of the bodies as well as the time they were observed. Altitude and azimuth are calculated in the same way as part B.

D:

    The instructor showed students the Orion Nebula and the Andromeda galaxy with the aid of a telescope. Students answer questions concerning the visible properties of these bodies and are asked to approximate their respective altitude and azimuth angles.

E:

   Students are instructed to find the Milky Way and answer questions. However, the Milky Way was not visible at the time of this lab.

F:

   In part F, students find five of the brightest stars in the sky and identify them by name. Students record altitude and azimuth of each star and note the time of observation.

G:

    Students locate Polaris, calculate the altitude and azimuth, and compare their findings to the latitude of Springfield.

Results and Discussions:

A:

   Constellations identified:

Cassiopeia

Leo

Auriga

Canis Minor

Canis Major

Orion

  Locate and identify the constellations of the Zodiac.

      Orion and Leo are both part of the Zodiac.

B:  

    

1. What is the phase of the moon?

      The moon is currently a waxing gibbous.

2. What is its approximate altitude and azimuth? 

      Altitude:  32⁰ above the horizon

      Azimuth: 180⁰ due South

3. Can you cover it up the the tip of your finger at arm's length with one eye closed?

     Yes.

4. Knowing that the width of your finger at arm's length is approximately two degrees at arm's length, what is the approximate angular diameter of the moon?

    The approximate angular diameter is 2 degrees.

5. Is it easier or harder to see the starts next to the moon? Why might that be?

     It is harder to see starts next to the moon because the relative closeness of the moon and the Sun to the Earth means that the light reflected from the moon is much brighter than the light of stars that are many light-years away. Therefore, the moon creates a brighter background on which to view the stars, and the already faint light of these stars becomes even harder to see with the naked eye. 

6. What craters can you identify?

     I could not make out individual craters with my eyes.

7. What maria can you identify?

    I could identify maria in the north east quadrant of the moon, namely Mare Tranquilitatis, Mare Serenitatis, Mare Fecunditatis, and Mare Crisium. These areas of the moon are visible and labeled in the following diagram:

C:

  The following are the planets located using StarChart:

Planet	Constellation	Altitude	Azimuth	Time of Obs.
Uranus	Cetus	19⁰	90⁰ E	8:50 P.M
Jupiter	Leo	7⁰	25⁰ NE	8:50  P.M.

   I noticed that Uranus is not on the list of planets visible at this time of the year, or even visible with the naked eye. The StarChart app was able to locate the planet in spite of its invisibility.

D:

 1. Were you able to see that they are fuzzy and not "star like" single points of light?

      Yes. This observation is due to the fact that the nebula and galaxy consist of a multitude of stars and are extremely far away. This serves to "blend" the light together, blurring the image for us. Additionally, the interference of the Earth's atmosphere causes some blurriness. 

2.  At approximately what altitude and azimuth are they located? What is the time of your observation?

   Orion Nebula:

            Altitude: 30⁰

           Azimuth: 210⁰ SW

  Andromeda Galaxy:

           Altitude: approx 30⁰

           Azimuth: 255⁰ West

  The two bodies were observed at different times earlier in the lab as the instructor called students to the telescope. However, at the time of calculation of altitude and azimuth it was approximately 8:55 P.M.

   

E:

Not Applicable

F: 

  The following table contains the names and locations in the night sky of five of the brightest stars identified by my lab partners and I:

Star	Altitude	Azimuth	Time of Observation
Sirius	34⁰	150⁰ SE	9:00 P.M.
Betelgeuse	60⁰	217⁰ SW	9:00 P.M.
Capella	45⁰	282⁰ W	9:00 P.M.
Rigel	40⁰	173⁰ S	9:00 P.M.
Procyon	50⁰	116⁰ SE	9:00 P.M.

G:

  Polaris:

     Altitude: 35⁰

     Azimuth: 350⁰ NW

How does the location of Polaris compare with the latitude of Springfield (37.1950⁰ N)?

      At 350⁰ NW, Polaris is very close to being due North. In fact, it is only slightly West of North. Springield's latitude, however, is slightly East of North, with an angular distance of about 50⁰ between the two. Below is a diagram illustrating the respective locations if one were to envision the directions in an xy-plane:

Conclusion:

This lab allowed students to familiarize themselves with visible bodies in the night sky and develop skills for approximating their respective locations. Not only do these exercises give students a sense of direction at night and knowledge of what stars, constellations, and planets are visible at certain times, but students also have the opportunity to develop appreciation for the night sky as seen with the naked eye. In a world of rapidly-advancing technology, it is too easy to forget that the fathers of astronomy constructed their knowledge without telescopes. Instead, they used their eyes to observe patterns and relationships within our limited view of the universe.