Like Sun, Like Moon

The Earth orbits the Sun once every 365.256363 (mean solar) days relative to the distant stars.  The Earth’s orbital speed ranges from 18.2 miles per second at aphelion, around July 4th, to 18.8 miles per second at perihelion, around January 3rd.  In units we’re perhaps more familiar with, that’s 65,518 mph at aphelion and 67,741 mph at perihelion. That’s a difference of 2,223 miles per hour!

As we are on a spinning globe, the direction towards which the Earth is orbiting is different at different times of the day.  When the Sun crosses the celestial meridian, due south, at its highest point in the sky around noon (1:00 p.m. daylight time), the Earth is orbiting towards your right (west) as you are facing south. Since the Earth is orbiting towards the west, the Sun appears to move towards the east, relative to the background stars—if we could see them during the day.  Since there are 360° in a circle and the Earth orbits the Sun in 365.256363 days (therefore the Sun appears to go around the Earth once every 365.256363 days relative to the background stars), the Sun’s average angular velocity eastward relative to the background stars is 360°/365.256363 days = 0.9856° per day.

The constellations through which the Sun moves are called the zodiacal constellations, and historically the zodiac contained 12 constellations, the same number as the number of months in a year.  But Belgian astronomer Eugène Delporte (1882-1955) drew up the 88 constellation boundaries we use today, approved by the IAU in 1930, so now the Sun spends a few days each year in the non-zodiacal constellation Ophiuchus, the Serpent Bearer. Furthermore, because the Earth’s axis is precessing, the calendar dates during which the Sun is in a particular zodiacal constellation is gradually getting later.

Astrologically, each zodiacal constellation has a width of 30° (360° / 12 constellations = 30° per constellation).  But, of course, the constellations are different sizes and shapes, so astronomically the number of days the Sun spends in each constellation varies. Here is the situation at present.

Constellation
Description
Sun Travel Dates
Capricornus
Sea Goat
Jan 19 through Feb 16
Aquarius
Water Bearer
Feb 16 through Mar 12
Pisces
The Fish
Mar 12 through Apr 18
Aries
The Ram
Apr 18 through May 14
Taurus
The Bull
May 14 through Jun 21
Gemini
The Twins
Jun 21 through Jul 20
Cancer
The Crab
Jul 20 through Aug 10
Leo
The Lion
Aug 10 through Sep 16
Virgo
The Virgin
Sep 16 through Oct 31
Libra
The Scales
Oct 31 through Nov 23
Scorpius
The Scorpion
Nov 23 through Nov 29
Ophiuchus
Serpent Bearer
Nov 29 through Dec 18
Sagittarius
The Archer
Dec 18 through Jan 19

 

The apparent path the Sun takes across the sky relative to the background stars through these 13 constellations is called the ecliptic.  A little contemplation, aided perhaps by a drawing, will convince you that the ecliptic is also the plane of the Earth’s orbit around the Sun.  The Moon never strays very far from the ecliptic in our sky, since its orbital plane around the Earth is inclined at a modest angle of 5.16° relative to the Earth’s orbital plane around the Sun.  But, relative to the Earth’s equatorial plane, the inclination of the Moon’s orbit varies between 18.28° and 28.60° over 18.6 years as the line of intersection between the Moon’s orbital plane and the ecliptic plane precesses westward along the ecliptic due to the gravitational tug of war the Earth and the Sun exert on the Moon as it moves through space.  This steep inclination to the equatorial plane is very unusual for such a large moon.  In fact, all four satellites in our solar system that are larger than our Moon (Ganymede, Titan, Callisto, and Io) and the one that is slightly smaller (Europa) all orbit in a plane that is inclined less than 1/2° from the equatorial plane of their host planet (Jupiter and Saturn).

Since the Moon is never farther than 5.16° from the ecliptic, its apparent motion through our sky as it orbits the Earth mimics that of the Sun, only the Moon’s angular speed is over 13 times faster, completing its circuit of the sky every 27.321662 days, relative to the distant stars.  Thus the Moon moves a little over 13° eastward every day, or about 1/2° per hour.  Since the angular diameter of the Moon is also about 1/2°, we can easily remember that the Moon moves its own diameter eastward relative to the stars every hour.  Of course, superimposed on this motion is the 27-times-faster-yet motion of the Moon and stars westward as the Earth rotates towards the east.

Now, take a look at the following table and see how the Moon’s motion mimics that of the Sun throughout the month, and throughout the year.

 
——— Moon’s Phase and Path ———
Date
Sun’s Path
New
FQ
Full
LQ
Mar 20
EQ
EQ
High
EQ
Low
Jun 21
High
High
EQ
Low
EQ
Sep 22
EQ
EQ
Low
EQ
High
Dec 21
Low
Low
EQ
High
EQ

 

New = New Moon
near the Sun
FQ = First Quarter
90° east of the Sun
Full = Full Moon
180°, opposite the Sun
LQ = Last Quarter
90° west of the Sun

 

EQ
= crosses the celestial equator heading north
High
= rides high (north) across the sky
EQ
= crosses the celestial equator heading south
Low
= rides low (south) across the sky

 

So, if you aren’t already doing so, take note of how the Moon moves across the sky at different phases and times of the year.  For example, notice how the full moon (nearest the summer solstice) on June 27/28 rides low in the south across the sky.  You’ll note the entry for the “Jun 21” row and “Full” column is “Low”.  And, the Sun entry for that date is “High”.  See, it works!

Fermilab

Fermilab is a name well known to all physicists.  When I was an astrophysics undergraduate student at Iowa State University in Ames, Iowa in the mid-to-late 1970s, I remember that several members of our large high energy physics group made frequent trips to Fermilab, including Bill Kernan and Alex Firestone.  At the time, it was the best place in the world to do high energy physics.  What is high energy physics?  Basically, it is the creation and study of new and normally unseen elementary particles formed by colliding subatomic particles into one another at very high velocities (kinetic energies).

Wilson Hall, Fermilab, March 4, 2018.  Photo by Lynda Schweikert

On Sunday, March 4, a group of us from the Iowa County Astronomers met up at Fermilab for an afternoon tour of this amazing facility.  We were all grateful that John Heasley had organized the tour, and that Lynda Schweikert photo-documented our visit.

Our group at Fermilab. Our wonderful tour guide is third from left, and club organizer John Heasley is sixth from right. Photo by Lynda Schweikert, fourth from left.

Our afternoon began with an engaging talk by Jim Annis, Senior Scientist with the Experimental Astrophysics Group: “Kilonova-2017: The birth of multi-messenger astronomy using gravitational waves, x-rays, optical, infrared and radio waves to see and hear neutron stars”.  Here he is showing a computer simulation of an orbiting  pair of neutron stars coalescing, an event first observed by the LIGO and Virgo gravitational wave detectors on 17 August 2017 (GW170817), and subsequently studied across the entire electromagnetic spectrum.

Dr. Jim Annis describing the neutron star merger detected on 17 Aug 2017. Photograph by Lynda Schweikert.

One of the amazing factinos I remember from his talk: even though neutrinos were not directly detected from the GW170817 event, the matter in colliding neutron stars is so dense that neutrinos push material outwards in what is called a neutrino wind.  Yes, these are the same neutrinos that could pass through a light year of solid lead and only have a 50% chance of being absorbed or deflected, and pass through your body at the rate of 100 trillion every second with nary a notice.

Even though CERN has now eclipsed Fermilab as the world’s highest-energy particle physics laboratory, Fermilab is making a new name for itself as the world’s premier facility for producing and studying neutrinos.  This is a fitting tribute to Enrico Fermi (1901-1954)—after whom Fermilab is named—as Fermi coined (or at least popularized) the term “neutrino” for these elusive particles in July 1932.

Basic research is so important to the advancement of human knowledge, and funding it generally requires public/government funding because practical benefits are often years or decades away; therefore such work is seldom taken up by businesses interested in short term profit.  However, as our tour guide informed us, the equipment and technology that has to be developed to do the basic research often leads to practical applications in other fields on a much shorter time frame.

Main Control Room at Fermilab. Photograph by Lynda Schweikert.

Thoughts Inspired by Leon Lederman: A Footnote

I had the great privilege in October 2004 of attending a talk given by Leon Lederman (1922-), winner of the 1988 Nobel Prize in Physics and director emeritus of Fermilab.  I listened intently and took a lot of notes, but what I remember best besides his charm and engaging speaking style was his idea for restructuring high school science education.  The growing scientific illiteracy in American society, and the growth of dogmatic religious doctrine, is alarming.  Lederman advocates that all U.S. high school students should be required to take a conceptual physics & astronomy course in 9th grade, chemistry in 10th grade, and biology in 11th grade. Then, in 12th grade, students with a strong interest in science would take one or more advanced science courses.

Teaching conceptual physics (and astronomy) first would better develop scientific thinking skills and lay a better groundwork for chemistry, which in turn would lay a better groundwork for biology.  Whether or not a student chooses a career in science, our future prosperity as a society depends, in large part, on citizens being well-informed about science & technology matters that affect all of our lives.  We also need to be well-equipped to assimilate new information as it comes along.

It is in this context that I was delighted to read Leon Lederman’s commentary, “Science education and the future of humankind” as the last article in the first biweekly issue of Science News (April 21, 2008). He writes:

Can we modify our educational system so that all high school graduates emerge with a science way of thinking?  Let me try to be more specific.  Consider Galileo’s great discovery (immortalized as Newton’s First Law): “An isolated body will continue its state of motion forever.”  What could be more counterintuitive?  The creative act was to realize that our experience is irrelevant because in our normal experience, objects are never isolated—balls stop rolling, horses must pull carts to continue the motion.  However, Galileo’s deeper intuition suspected simplicity in the law governing moving bodies, and his insightful surmise was that if one could isolate the body, it would indeed continue moving forever.  Galileo and his followers for the past 400 years have demonstrated how scientists must construct new intuitions in order to know how the world works.

I’d like to take Lederman’s comments one step further.  Whether it be science, politics, economics, philosophy, or religion, we must realize that most ignorance is learned.  We all have blind spots you could drive a truck through.  Our perceptions masquerade as truth but sometimes upon closer inspection prove to be faulty.  Therefore, we must learn to question everything, accepting only those tenets that survive careful, ongoing scrutiny.  We must learn to reject, unlearn if you will, old intuitions and beliefs that are harmful to others or that have outlived their usefulness in the world.  We must develop new intuitions, even though at first they might seem counterintuitive, that are well supported by facts and that emphasize the greater good.  We must, all of us, construct new intuitions in order to make our world a better place—for everyone.