Basic Math Skills in Astronomy - Assignment Example

Astronomers and Basic Math Skills Astronomers and Basic Math Skills This assignment has aseries of four (4) questions that call for short essay answers. The questions are designed to help you determine your grasp of how astronomers use basic math skills in their work and how they measure astronomical distances. Use no more than one paragraph to complete each answer. 1. Answer the following questions regarding measurement and distance. A. Why would the English system of units be more useful if a foot contained 10 inches? Use a math example and write out a clear reason. Answer: In order to understand the question, it is essential to understand the basic units. In the English system, 1 foot is equal to 12 inches and 3 feet makes one yard. Similarly, one mile has 5280 feet. This demonstrates that the quantities in English system are designed at a particular pattern. However, the metric system is composed of 10. For example, 1 meter is equal to 100 centimeters; 1000 meter makes one kilometer, etc. The expressions show a particular pattern, which makes calculations easier. For example, 7 meter is equal to 700 centimeter. However, 5 ft means 60 inches. If a foot had 10 inches, then it would have been easier to calculate and determine the distance. For instance, 2 foot would have meant 20 inches, 3 foot would have been 30 inches, etc. B. Why are some distances measured in light-years and some in astronomical units? Include a definition of each of these distance measurements. Answer: The distance that is traveled by the light in a time period of one year is considered to be light year. One light year is equal to 1013 km. Astronomical Unit is defined as the mean distance, between the earth and the sun. This distance is about 1.53 km. Because of the large and varying distances from one planet to another, AU is frequently used in order to represent the large distance (Seeds, 2004). C. What is the difference between an asterism and a constellation? Give some examples. Answer: Asterism is considered to be a particular pattern of stars, which can be seen in the sky. There is a possibility that it may be a part of constellation. It can also be formed from different stars. Asterisms are composed of stars, which have a common direction. However, physically they are different from one another. A constellation is defined as group of stars or other celestial bodies, which create a particular pattern and can be seen in the sky. Examples of asterisms include Great Square, Big Dipper, Summer Triangle, etc (Seeds, 2004) . In classical astronomy, the pattern adopted by group of dominant star, which are close to another is called a constellation. In modern astronomy, it is used to describe the area that is defined by the celestial sphere. Examples of constellation include Pegasus, Perseus, Lyra, Cygnus, Aquilla, etc. D. Do people from other cultures on Earth see the same stars, constellations, and asterisms that you see? Answer: Although official boundaries and definitions have been identified in order to ensure that all cultures see the same stars, constellations and asterism, this standardization has not accepted by all the cultures of the world. The images that can be seen in the sky are interpreted differently by different people. The same culture may also have different interpretations for asterisms (Seeds, 2004). Therefore, the stars seen would not form a particular pattern because they would be different and would be viewed from a completely different location. E. If two stars differ by 8.6 magnitudes, what is their intensity ratio? Answer: The difference between the two stars is 8.6 magnitudes. The intensity ratio is as follows: 100x1/5x8.6=100x1.72 Since 100=1600 Therefore, 172x1600=2754000 or 2754 The intensity ratio is 2754. F. By what factor is sunlight more intense than moonlight? Answer: The magnitude of the sun is minus twenty six point seven and that of the moon is minus twelve. The magnitudes assigned to the stars are use to determine their brightness, which starts from the negative numbers. The negative numbers represent the brightest stars. 2. Answer the following questions regarding magnitude. A. Discuss stellar magnitude. Include in your answer the definition of the term and the difference between absolute and apparent magnitudes. Answer: The apparent magnitude defined as the magnitude of a celestial body, which determines its brilliance and brightness, which can be seen by the naked eye on earth. The absolute magnitude is considered to be the magnitude of the celestial body, which calculates the inherent and intrinsic brightness (Seeds, 2004). The magnitude scale is considered to be that scale, which is used to determine and calculate the brightness of the celestial body. The Stellar magnitude scale comprises of a table, which has numbers. These numbers are known to represent particular conditions of different layers, which are found within the star itself. The Stellar magnitude is considered to be the measure, which is used to determine the brightness or intensity of the star or any other heavenly body. B. Relate how the magnitude scale was originally organized by Hipparchus and how todays astronomers have modified it. Answer: The first ever star list was created and developed by Hipparchus. After a gap of three hundred years, Claudius Ptolemy was had divided the stars in six categories in order to determine their brightness in an accurate and precise manner. The star having maximum brightness was termed as the first magnitude star and those, which the human eyes cannot see clearly, were classified in the second magnitude stars category. The sixth magnitude was those, which were those stars that could not be seen with the naked eye. Similarly, the magnitude scale developed by Hipparchus has been modified by astronomers to incorporate the faintest stars (Seeds, 14). 3.Answer the following questions regarding models of the universe. A. Compare the Ptolomaic and Copernican models of the universe. State the main tenants of each theory; how they are alike or different, what evidence each used to support the ideas, and how each explained the retrograde motion of the inner planets. Answer: The Ptolomaic model of universe is that model, which asserts that the earth is the center and all of the bodies have circular motion, which is uniform. The Copernican model asserts that the sun is the central point. Both of these models are similar in nature as both models have discussed the concept of uniform circular motion. However, both of are different in approach, when it comes to the center point of the universe. Ptolomaic model believes that earth is the central point, whereas Copernican model asserts that the sun is the central point(Seeds, 2004). B. How did Tyco Brahes model of the universe differ from that of Ptolemy or Copernicus? Explain the points of dispute. Answer: The model introduced by Tyco Brahe is different from the models of Ptolemy and Copernicus. According to his model, all of the heavenly bodies moved in a particular circular motion. Furthermore, all of the planets except for the earth moved around the sun. The sun and the moon moved around the earth (Seeds, 2004). 4.Discuss how Newtons law of universal gravitation explained or clarified the orbital circular motion of planets. Consider Keplers second and third laws to help you in your explanation. Answer: Newton’s universal gravitational law asserts that a force is present between two bodies in order to attract them. This force has direct relationship with the masses of those two bodies and an inverse relationship with the distance found between them. The heavenly bodies including the earth, planets, stars, etc are known to have gravitational fields (Seeds, 2004). These bodies are influenced by the gravitational forces of one another. In this domain, Kepler’s second and third laws are used. The second law asserts that there is a line between the planet and the sun, which covers equal areas in time intervals, which are equal. The third law asserts that all planets have an orbit, which is in the form of an ellipse, with the average distance from the sun. References: Seeds, Michael A. (2004).Horizons: Exploring the Universe, 8th ed.Belmont, CA:Brooks/Cole-Thompson Learning. Read More