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Journal articles on the topic 'Observational astronomy'

To see the other types of publications on this topic, follow the link: Observational astronomy.

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

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1

Kim, Yong H. "Teaching Observational Astronomy as a Laboratory Course for Non-Majors." International Astronomical Union Colloquium 105 (1990): 154–58. http://dx.doi.org/10.1017/s0252921100086620.

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Since antiquity, doing astronomy means basically stepping outside, looking upward, and considering the widest environment. Thus any undergraduate astronomy program, no matter how diverse its course offering, is incomplete without observational astronomy. For example, some California community colleges offer several courses including such titles as “Man and the Cosmos,” “Final Stellar States,” “Astronomy Enrichment,” and “Astronomical Myths, Mysteries & Fallacies,” but do not offer “Observational Astronomy.” As a teaching astronomer, I question the wisdom and honesty of such practice of proliferation solely based on sensationalism. An introductory lecture course and an observational lab course must be the core of lower-division undergraduate astronomy education. Anything else, in my opinion, is peripheral.

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2

Surdin, V. G. "Observational Astronomy: Status 2020." Physics of Atomic Nuclei 83, no. 6 (November 2020): 962–64. http://dx.doi.org/10.1134/s1063778820050191.

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3

TAMURA, Motohide. "New Frontiers of Observational Astronomy." Journal of the Visualization Society of Japan 15, no. 59 (1995): 240–45. http://dx.doi.org/10.3154/jvs.15.59_240.

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4

Arp, Halton. "Observational Problems in Extragalactic Astronomy." Highlights of Astronomy 9 (1992): 43–62. http://dx.doi.org/10.1017/s153929960000873x.

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AbstractA large number of observations have accumulated which represent baffling mysteries from the standpoint of current astronomy. A sample of the most crucial of these cases is reviewed and updated. Evidence has slowly built up to the point where often each individual object is a formidable challenge to conventional theory. But, most importantly, it is now possible to appreciate the common pattern which mutually reinforces all the separate results.These empirical discordances point directly at known weaknesses in the Big Bane theory of the origin of the universe. New data is used to introduce a proposal which accounts for both the data which gave rise to the Big Bang interpretation and which also satisfies the discordant results which have accumulated over the last quarter of a century. Though perhaps only a primitive beginning, the new interpretation demonstrates that observations need not be discarded because they disagree with current theory. The major conclusion from the cases discussed here is that the present observational paradoxes represent spectacular opportunities to make new and fundamental discoveries about the universe.

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5

Batten, Alan H. "Observational Astronomy in New Zealand." Journal for the History of Astronomy 46, no. 4 (October 30, 2015): 496–97. http://dx.doi.org/10.1177/0021828615593271.

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6

Zdor, Ye S., and V. S. Chernov. "Space ecology and observational astronomy." Astronomical & Astrophysical Transactions 4, no. 1 (June 1993): 47–48. http://dx.doi.org/10.1080/10556799308205361.

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7

CANIZARES, C. R. "High-Tech Astronomy: Observational Astrophysics." Science 244, no. 4906 (May 19, 1989): 851. http://dx.doi.org/10.1126/science.244.4906.851.

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8

Bravo-Alfaro, Hector. "An Undergraduate Program for Astronomy in México." Transactions of the International Astronomical Union 24, no. 3 (2001): 164–65. http://dx.doi.org/10.1017/s0251107x00000614.

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Astronomy in México has an ancient tradition, reinforced during the twentieth century by groups working in theoretical and observational astronomy. During the 1990s, the Great Millimeter Telescope (a single 50-m antenna) has been approved, and a 6-m infrared telescope is under study. Graduate and undergraduate programs must be improved to prepare future Mexican and Latin American astronomers to take advantage of these facilities. To meet the challenge, two traditional Mexican programs (Instituto de Astronomia-UNAM and Instituto Nacional de Astrofisica, Optica y Electronica-INAOE) are updating their graduate programs. Similarly, the Departamento de Astronomía de la Universidad de Guanajuato is joining physicists in the first undergraduate program in México in physics and engineering with an option in astrophysics. This will prepare students for industry, academia or national laboratories, either in physics or astronomy. Jobs in academia have been scarce; many students had to give up their goals after one or two postdoctoral positions. Graduate and undergraduate programs must adjust, by broadening the scope of present programs so that students are better prepared for other job opportunities. We present a B.Sc. program designed by astronomers and physicists to try to address some of these concerns and to prepare the students for either continuing with graduate studies or finding employment in an ever-changing job market. (Co-author is Victor Migenes, Guamajato, México.)

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9

Govind, Amith, Devarshi Choudhury, Blesson Mathew, and Paul K. T. "Astrometry: The Foundation for Observational Astronomy." Mapana - Journal of Sciences 17, no. 1 (January 1, 2018): 1–10. http://dx.doi.org/10.12723/mjs.44.1.

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Astronomy has seen unprecedented growth in the past century, due to the rise in multiwavelength observations. The foundation for multiwavelength astronomy is given by Astrometry; the science of position and motion determination of celestial bodies. We present a technique of determining equatorial coordinates of celestial bodies from their pixel coordinates. We also present the subsequent results of using this technique in achieving the initial few steps required for the multiwavelength studies of young open clusters.

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10

Maffie, James. "Watching the Heavens with a ‘Rooted Heart’: The Mystical Basis of Aztec Astronomy." Culture and Cosmos 12, no. 1 (June 2008): 31–64. http://dx.doi.org/10.46472/cc.0112.0205.

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Aztec epistemology maintained that humans acquire knowledge of reality mystically using their hearts, not their five senses. What, then, was the epistemological status of observational astronomy? Aztec epistemology assigned a privileged role to mystical knowledge and an ancillary, propaedeutical role to observational astronomy. The epistemological evaluation of observational claims in Aztec astronomy occurred within a context of mystically rooted metaphysical, religious, and astrological background assumptions. These played an essential role in the epistemology of Aztec astronomy.

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11

Thompson, Richard J. "A short course on observational astronomy." Physics Teacher 37, no. 9 (December 1999): 530–31. http://dx.doi.org/10.1119/1.880394.

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Farney, Michael Noble. "Looking Up: Observational Astronomy for Everyone." Physics Teacher 60, no. 3 (March 2022): 226–28. http://dx.doi.org/10.1119/5.0019979.

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Physics teachers are sometimes asked to teach an astronomy course for non-majors. One can’t make that class dance and sing without the starry night, but on a brightly lit campus viewing deep sky objects may seem impossible. Hence instructors often opt for planetarium shows. However: 1) Planetariums aren’t the real thing. 2) People living in large swaths of the United States cannot access one. Nevertheless, thanks to binoculars and small wide-field telescopes, those who teach the heavens can provide both show and substance under light-polluted skies. This article presents a dozen “pitfalls” to avoid.

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13

Rosenzweig, Patricia. "Astronomy in Venezuela." Transactions of the International Astronomical Union 24, no. 3 (2001): 205–9. http://dx.doi.org/10.1017/s0251107x00000766.

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AbstractSince the installation of the Observatorio Cagigal in Caracas, astronomy in Venezuela has developed steadily, and, in the last few decades, has been strong. Both theoretical and observational astronomy now flourish in Venezuela. A research group, Grupo de Astrofísica (GA) at the Universidad de Los Andes (ULA) in Mérida, started with few members but now has increased its numbers and undergone many transformations, promoting the creation of the Grupo de Astrofísica Teórica (GAT), the Grupo de Astronomía, the Centro de Astrofísica Teòrica (CAT), and with other collaborators initiated the creation of a graduate study program (that offers master’s and doctor’s degrees) in the Postgrado de Física Fundamental of ULA. With the financial support of domestic Science Foundations such as CONICIT, CDCHT, Fundacite, and individual and collective grants, many research projects have been started and many others are planned. Venezuelan astronomy has benefitted from the interest of researchers in other countries, who have helped to improve our scientific output and instrumentation. With the important collaboration of national and foreign institutions, astronomy is becoming one of the strongest disciplines of the next decade in Venezuela.

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14

Almási, Gábor. "Tycho Brahe and the Separation of Astronomy from Astrology: The Making of a New Scientific Discourse." Science in Context 26, no. 1 (February 11, 2013): 3–30. http://dx.doi.org/10.1017/s0269889712000270.

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ArgumentThe subject of the paper is the shift from an astrology-oriented astronomy towards an allegedly more objective, mathematically grounded approach to astronomy. This shift is illustrated through a close reading of Tycho Brahe's scientific development and the contemporaneous changes in his communicational strategies. Basing the argument on a substantial array of original sources it is claimed that the Danish astronomer developed a new astronomical discourse in pursuit of credibility, giving priority to observational astronomy and natural philosophical questions. The abandonment of astrology in public discourse is primarily explained by Tycho's social position and greater sensibility to controversial issues. Tycho's example suggests that the changes in rhetorical strategies regarding astrology (which happened earlier than changes in astrological belief) should be given more recognition in the history of astronomy.

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15

Podorvanyuk, N. "The challengers of an astronomer being a journalist." Proceedings of the International Astronomical Union 10, H16 (August 2012): 645. http://dx.doi.org/10.1017/s1743921314012666.

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AbstractAs the weakness of russian astronomers in observational astronomy became chronic Russia should enter European Southern Observatory. But the Russian government is still not providing any financing of the entrance of Russia to ESO. The author states this situation as an example of his experience of work as an astronomer and as a journalist at the same time.

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Coe, Malcolm J. "Teaching practical astronomy at a professional observatory." New Directions in the Teaching of Physical Sciences, no. 1 (February 23, 2016): 20–23. http://dx.doi.org/10.29311/ndtps.v0i1.395.

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In 1988 Southampton University established a new Programme of Study, Physicswith- Astronomy and it was felt to be essential to provide the students with detailed practical experience in observational astronomy. The obvious difficulties of scheduling and successfully executing observational work from the UK led to the establishment of an annual Field Trip to the Observatario del Teide at Izana in Tenerife, Spain. The course allows 12 second-year astronomy students to visit the observatory in Tenerife every Easter vacation for one week.

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17

Bretones, Paulo Sergio, and Vladimir C. de Oliveira. "Projects of the Teaching and Popularization section of LIADA." Proceedings of the International Astronomical Union 2, SPS5 (August 2006): 241–44. http://dx.doi.org/10.1017/s1743921307007077.

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AbstractThe goal of this work is to present an analysis of the observational projects developed by the Teaching and Popularization Section of the Liga Ibero-Americana de Astronomía (LIADA). The Section is based in Brazil and counts on the support of 16 volunteer coordinators from most Latin-American countries. The observational projects are described on the home page of LIADA and aim to attract the attention of the general public, teachers and students to encourage their active participation in observational astronomy. The strategy is to circulate support material and open a discussion forum about each of the astronomical phenomena to enhance their consideration by and visibility to the public. Participants' reports are posted on the Internet forum and the web page of LIADA. We have analyzed the records of these activities and present an evaluation of the difficulties with written reports, the need of a dynamic maintenance of the home page, the establishment of a useful communications network and the visibility of the activities of LIADA.

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18

Caton, Daniel B. "Seeing far: Building an observational astronomy program." Physics Teacher 38, no. 9 (December 2000): 544–49. http://dx.doi.org/10.1119/1.1341947.

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19

Heck, A. "Geographical distribution of observational activities for astronomy." Astronomy and Astrophysics Supplement Series 130, no. 3 (June 1998): 403–6. http://dx.doi.org/10.1051/aas:1998233.

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20

Monjur-Ul-Haider, Mohammad, and Md Mokhlesur Rahman. "The Impact of Al-Biruni’s Astronomical Works on Modern Astronomy." Advances in Social Sciences Research Journal 7, no. 8 (September 6, 2020): 577–85. http://dx.doi.org/10.14738/assrj.78.8939.

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Al-Biruni's foremosteffort on astronomy is mainly a blend of observational diagram and mathematical context. In his astronomical work, the Qanun-i Masoodi (al-Qanun al-Masudi, fi al-Hai'a wa al-Nujum), he uses his observational facts to challenge Ptolemy's steady solar 'apogee'.. Al-Biruni's eclipse facts was used by Dunthorne to supportcontrol the 'acceleration of the moon' and his observational facts has entered the more astronomical accounts and is still used today. The present paper aims to explore the major contributions of Al-Biruni to geophysics and astronomy as well as to identify the impacts of his works on the modern astronomy. Major findings indicate that Al-Biruni's key concern in astronomy was for calculations. He paid devotion to theoretical problems that had and have still been contributing to the development and critical analysis of both applied (in the procedure of solving problems), and theoretical (in the process of thought formulations) astronomy. This paper concludes that Al-Biruni's contributions must be seen in the comprehensiveness of his work, and in his continual attempts to formulate astronomical thoughts.

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21

Arp, H. "Fundamental Observational Problems." Symposium - International Astronomical Union 168 (1996): 401–6. http://dx.doi.org/10.1017/s0074180900110253.

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Almost all of cosmology and extragalactic astronomy are built on the assumption that redshifts are caused by recession velocities and hence measure distances. Evidence has been accumulating since 1966, however, that high redshift quasars and other active objects violate this assumption and are associated with nearby, relatively low redshift galaxies (For recent reviews see Arp 1987; 1992a, 1994a,b and the present conference).

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22

Bloom, Joshua S. "Technical and Observational Challenges for Future Time-Domain Surveys." Proceedings of the International Astronomical Union 7, S285 (September 2011): 165–70. http://dx.doi.org/10.1017/s1743921312000531.

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AbstractBy the end of the last decade, robotic telescopes were established as effective alternatives to the traditional role of astronomer in planning, conducting and reducing time-domain observations. By the end of this decade, machines will play a much more central role in the discovery and classification of time-domain events observed by such robots. While this abstraction of humans away from the real-time loop (and the nightly slog of the nominal scientific process) is inevitable, just how we will get there as a community is uncertain. I discuss the importance of machine learning in astronomy today, and project where we might consider heading in the future. I will also touch on the role of people and organisations in shaping and maximising the scientific returns of the coming data deluge.

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23

Mason, Brian D., William I. Hartkopf, Thomas E. Corbin, and Geoffrey G. Douglass. "Charles Edmund Worley (1935–1997)." Proceedings of the International Astronomical Union 2, S240 (August 2006): 28–32. http://dx.doi.org/10.1017/s1743921307003754.

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AbstractIn keeping with its co-sponsorship by members of both the “close” and “wide” binary star communities, IAU Symposium 240 has been jointly dedicated to the honor of Czech astronomer Mirek J. Plavec and the memory of U.S. astronomer Charles E. Worley.Charles Worley, long-time astronomer at the U.S. Naval Observatory, was born on May 22, 1935, in Iowa City, Iowa, and grew up in Des Moines the son of an M.D., Charles L. Worley, and his wife Iona Cooney Worley, a homemaker. He became interested in astronomy at age nine. His first observational work as an amateur astronomer was plotting and recording more than 10,000 meteors for the American Meteor Society. Continuing his love for astronomy he attended Swarthmore College, where he took part in the parallax program as an Observing Assistant. He also met the other love of his life, his wife, Jane Piper. They were married in 1956 next to Sproul Observatory on the Swarthmore campus. He obtained a B.A. in mathematics from San Jose State College in 1959. He worked for the Lick Observatory in California (1959–1961) as a Senior Assistant and Research Astronomer under a Naval Research grant to observe double stars. After arriving at the U.S. Naval Observatory in 1961, he was the motive force behind an extensive program of double star observation (being himself, a prolific observer), instrumental innovation, and double star cataloging. He quickly gained recognition as one of the world's leading experts in the field of double star astronomy. Charles died on New Year's Eve, 1997, two days before his scheduled retirement.

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24

Klioner, Sergei A., Gérard Petit, Victor A. Brumberg, Nicole Capitaine, Agnès Fienga, Toshio Fukushima, Bernard R. Guinot, et al. "COMMISSION 52: RELATIVITY IN FUNDAMENTAL ASTRONOMY." Proceedings of the International Astronomical Union 4, T27A (December 2008): 55–59. http://dx.doi.org/10.1017/s1743921308025295.

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The tremendous progress in technology which we have witnessed during the last 30 years has led to enormous improvements of observational accuracy in all disciplines of fundamental astronomy. Relativity has been becoming increasingly important for modeling and interpretation of high accuracy astronomical observations during at least these 30 years. It is clear that for current accuracy requirements astronomical problems have to be formulated within the framework of General Relativity Theory. Many high-precision astronomical techniques have already required the application of relativistic effects, which are several orders of magnitude larger than the technical accuracy of observations. In order to interpret the results of such observations, one has to construct involved relativistic models. Many current and planned observational projects can not achieve their goals if relativity is not taken into account properly. The future projects will require the introduction of higher-order relativistic effects. To make the relativistic models consistent with each other for different observational techniques, to formulate them in the simplest possible way for a given accuracy, and to formulate them in a language understandable for astronomers and engineers who have little knowledge of relativity are the challenges of a multidisciplinary research field called Applied Relativity.

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Chapman, Jessica M., Gabriele Giovaninni, Russell Taylor, Christopher Carilli, Richard Hills, Hisashi Hirabayashi, Justin L. Jonas, et al. "DIVISION B COMMISSION 40: RADIO ASTRONOMY." Proceedings of the International Astronomical Union 11, T29A (August 2015): 171–84. http://dx.doi.org/10.1017/s1743921316000739.

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IAU Commission 40 for Radio Astronomy (hereafter C40) brought together scientists and engineers who carry out observational and theoretical research in radio astronomy and who develop and operate the ground and space-based radio astronomy facilities and instrumentation. As of June 2015, the Commission had approximately 1,100 members from 49 countries, corresponding to nearly 10 per cent of the total IAU membership.

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26

McNally, D. "Observational and Project Work in Degree Level Astronomy." Highlights of Astronomy 10 (1995): 162–66. http://dx.doi.org/10.1017/s1539299600010807.

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27

Shawhan, Peter S. "Gravitational-wave astronomy: observational results and their impact." Classical and Quantum Gravity 27, no. 8 (April 6, 2010): 084017. http://dx.doi.org/10.1088/0264-9381/27/8/084017.

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28

Saçkes, Mesut, Mandy McCormick Smith, and Kathy Cabe Trundle. "US and Turkish preschoolers’ observational knowledge of astronomy." International Journal of Science Education 38, no. 1 (January 2, 2016): 116–29. http://dx.doi.org/10.1080/09500693.2015.1132858.

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29

Vigroux, Laurent. "Astronomy, technology development and industry." Proceedings of the International Astronomical Union 5, S260 (January 2009): 547–55. http://dx.doi.org/10.1017/s1743921311002833.

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AbstractAstronomy is perhaps the best example of fundamental research aiming to increase our knowledge well beyond our human neighborhood. But astronomy is also a Big Science, which is partly technology-driven. Progress in observational capabilities is due to progress in detectors, telescopes, satellites, etc. I use three examples –radio astronomy, adaptive optics and detectors– to describe the complex interactions between astronomy, technology development and industry. I conclude by a short description of the global economic impact of astronomy.

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30

Marschall, Laurence A. "The Universe on a Desktop: Observational Astronomy Simulations in the Instructional Laboratory." Publications of the Astronomical Society of Australia 17, no. 2 (2000): 129–32. http://dx.doi.org/10.1071/as00129.

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AbstractThough the value of hands-on learning has long been recognised by educators, it is difficult to design laboratories in astronomy classes that present realistic astrophysical techniques to undergraduate students. Unlike most other sciences, astronomy is largely observational, not experimental, and making useful observations involves expensive equipment over time scales inconvenient for pedagogy. In recent years, however, astronomy has gone almost completely digital, and the advent of large on-line databases and fast personal computers has made it possible to realistically simulate the experience of research astrophysics in the laboratory. Since 1992, Project CLEA (Contemporary Laboratory Experiences in Astronomy) has been developing computer-based exercises aimed primarily at the introductory astronomy laboratory. These exercises simulate important techniques of astronomical research using digital data and Windows-based software. Each of the nine exercises developed to date consists of software, technical guides for teachers, and student manuals for the exercises. CLEA software is used at many institutions in all the United States and over 60 countries worldwide, in a variety of settings from middle school to upper-class astronomy classes. The current design philosophy and goals of Project CLEA are discussed along with plans for future development.

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31

Oda, M., Y. Kondo, A. A. Boyarchuk, K. Fredga, M. Grewing, D. C. Morton, L. Peterson, et al. "44. Astronomy From Space." Transactions of the International Astronomical Union 19, no. 1 (1985): 607–15. http://dx.doi.org/10.1017/s0251107x00006659.

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A rapid and dramatic change in our views of the Universe which we have witnessed during the past two decades or so is often compared with what happened at the time of Galileo. Revolutionary role of the optical telescope then may be analogized with that of space-astronomy today which has drastically opened the new observational window to the Universe. The revolution is ongoing with a rapid pace or even being accelerated.

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32

Reid, John S. "David Gill FRS (1843–1914): The Making of a Royal Astronomer." Journal for the History of Astronomy 49, no. 1 (February 2018): 3–26. http://dx.doi.org/10.1177/0021828617751290.

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David Gill was an outstanding astronomer over several decades at the end of the nineteenth and into the early twentieth century. He was famous for his observational accuracy, for his painstaking attention to detail, and for his hands-on knowledge of the fine points of astronomical instrumentation. Astronomy, though, was a second professional career for David Gill. This account maps out the surprising and unusual path of David Gill’s life before he became Her Majesty’s Astronomer at the Cape of Good Hope. It covers aspects of his education, his horological career, his employment by Lord Lindsay to oversee the Dunecht observatory, his personal expedition to Ascension Island and his appointment as Her Majesty’s Astronomer at the age of 34. The account includes local detail and images not found in the main biography of David Gill. It ends with some detail of Gill’s continuing interest in clocks after his appointment.

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33

Smith, Harlan J. "Lunar-Based Astronomy." International Astronomical Union Colloquium 123 (1990): 365–75. http://dx.doi.org/10.1017/s0252921100077290.

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AbstractThe Moon offers for astronomy a truly impressive array of advantages, many of which are briefly reviewed in this paper. These advantages include especially the vast inertial platform and the expected availability of human and robotic “hands-on” installation, maintenance, and modification. The Earth-orbiting Great Observatories will advance our knowledge to a new plateau, but some of the most fundamental observational questions which we are already asking will require lunar-based instruments, including very large filled-aperture telescopes, interferometers with baselines of tens and ultimately hundreds of kilometers, and the utilization of the radio-quiet backside. It is already time to begin planning the first such installations.

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Carias, M. C. Pineda De. "Education and Research in Astronomy in Central America." Highlights of Astronomy 11, no. 2 (1998): 885–87. http://dx.doi.org/10.1017/s1539299600019018.

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Recently, important efforts have been made to organize and consolidate the Assembly of Central American Astronomers (AAAC), an organization created to contribute to the development of astronomy and astrophysics in Central America, with the help of international cooperation; the Central American Courses in Astronomy and Astrophysics, have been hosted each year by a different national university in Central America (1995: Universidad Nacional Autonoma de Honduras, 1996: Universidad de El Salvador, 1997: Universidad de San Carlos de Guatemala, and 1998: Universidad de Panama). These courses aimed to provide an exchange of knowledge and experience among university staff and students interested in continuing studies in Astronomy and Astrophysics. Regional Observational Campaigns have been organized to train young astronomers in the use of astronomical equipment and observational techniques. It seems that the broad development of astronomy and astrophysics in Central American as a whole, will be possible only when nuclei of astronomers in each of the countries concerned begin to develop many more activities, countries As part of the III Central American Course on Astronomy and Astrophysics (III-CURCAA, April 1997, Guatemala), in a forum about Education and Research in Astronomy in Central America, several important conclusions were stated. In this paper we present the six most relevant conclusions discussed there.

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35

Nikolov, A. S. "An Application of Personal Computers in Astronomy Education." International Astronomical Union Colloquium 105 (1990): 177–78. http://dx.doi.org/10.1017/s0252921100086668.

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Observations play an important role in the process of teaching astronomical knowledge. Practical observations of astronomical phenomena lead to analysis and explanation based on natural laws and so form the basis of cognitive processes in the education. Evidently the observations are an integral part of acquiring astronomical knowledge. Giving up observations, no matter what the reasons, is equivalent to losing quality in the educational process. It decreases the possible influence over the personal development of pupils and students. At the same time, observation and observational results are important for success in education.Carefully planned observational time has a substantial influence on cognitive and educational processes. It leads to considerably more active participation in astronomy lectures.

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36

Pomerantz, Martin A. "Astronomy on Ice." Publications of the Astronomical Society of Australia 6, no. 4 (1986): 403–15. http://dx.doi.org/10.1017/s1323358000018282.

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AbstractThe geographic South Pole, where the United States maintains a year-round scientific station, affords a number of unique advantages for certain types of astronomical observations. These include: continuous viewing and constant declination of ail objects in the southern celestial hemisphere, exceedingly low humidity, extended periods of coronal seeing, high altitude, and uniform terrain. The areas of research that have already benefited immensely from thèse extraordinary features are helioseismology and submillimeter astronomy. Unparalleled observations of global solar oscillations have already yielded significant information about the structure and dynamics of the Sun’s interior. Far infrared measurements of various galactic and extra-galactic regions have attained an unprecedented level of sensitivity, limited for the first time only by the noise inherent in the detector. In addition to further helioseismological observations, currently planned future activities include observational cosmology and ultra high energy gamma ray astronomy.

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37

Burton, Michael G. "Special Session 7 Astronomy in Antartica." Proceedings of the International Astronomical Union 2, no. 14 (August 2006): 683–85. http://dx.doi.org/10.1017/s1743921307012252.

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AbstractThe high, dry and stable climatic conditions on top of the Antarctic plateau offer exceptional conditions for a wide range of observational astronomy, from optical to millimetre wavelengths. This is principally on account of the greatly reduced thermal backgrounds, the improved atmospheric transmission and the supurb seeing, in comparison with conditions at temperate latitude sites. The polar plateaus in the Arctic may also offer excellent conditions for astronomy, though these have yet to be quantified. We briefly review the history of astronomy in Antarctica and outline some of the activities now taking place on the polar plateaus, and plans for the future.

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38

Topasna, Gregory. "Optical Polarimetry in Undergraduate Education." EPJ Web of Conferences 200 (2019): 02003. http://dx.doi.org/10.1051/epjconf/201920002003.

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Polarimetry plays an important part in observational astronomy, but it is all too often given limited attention in astronomy textbooks. Coupled with a sometimes confusing mathematical introduction, students may feel that polarization is a difficult subject best left for study at a different time, or worse, not at all. Additionally, polarimetric observations and analysis are not typical exercises students are likely to engage in as part of an observational astronomy course. Over the past few years students at Virginia Military Institute have used an optical polarimeter, which was designed and constructed in-house, on the 20 cm Cassegrain telescope at the VMI Observatory to study the polarization of stars. These observations have enhanced their astronomical knowledge and allowed them the opportunity to gain valuable experience using this important technique. The subsequent analysis of stellar polarization has led to a better understanding of the mathematics of polarization, its interpretation, and statistical treatment. In this paper I describe the design and construction of an optical polarimeter suitable for a small college observatory and outline the observing and data analysis strategies. I will also present observations that range from brief introduction exercises that can be included as part of an observational astronomy course to longer programs suitable for undergraduate research projects.

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Holman, Matthew J., and Matthew J. Payne. "OBSERVATIONAL CONSTRAINTS ON PLANET NINE:CASSINIRANGE OBSERVATIONS." Astronomical Journal 152, no. 4 (September 29, 2016): 94. http://dx.doi.org/10.3847/0004-6256/152/4/94.

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Saxena, P. P. "Teaching of Astronomy in India: With Special Reference to Teaching of Astronomy at Lucknow University." International Astronomical Union Colloquium 105 (1990): 394–97. http://dx.doi.org/10.1017/s0252921100087352.

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Modern astronomy started in India when an astronomical observatory was founded in Madras as early as 1786 by the East India Company and to which the Indian Institute of Astrophysics traces its origin. There are, however, records of astronomical observations taken through a telescope from Pondicherry that elucidate the double-star nature of Alpha-Centauri as early as in 1689. Since then many more research centers in astronomy have been established. Today, institutions like the Indian Institute of Astrophysics (Bangalore), the Raman Research Institute (Bangalore), the Center of Advanced Study in Astronomy (Hyderabad), the Tata Institute of Fundamental Research (Bombay), and the Physical Research Laboratory (Ahmedabad) are engaged in pioneering work in theoretical and observational branches of astronomy and astrophysics.

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Peebles, P. James E. "The Future of Astronomy and Physical Cosmology." Publications of the Astronomical Society of Australia 21, no. 4 (2004): 385–89. http://dx.doi.org/10.1071/as04054.

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AbstractAstronomy and cosmology have a substantial observational and theoretical basis, but our standard model still depends on some working assumptions. I comment on the nature of the issues behind these assumptions, the guidance we might find from past resolutions of such issues, and the models we might consider for the future of research in this subject.

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Widicus Weaver, Susanna L. "Millimeterwave and Submillimeterwave Laboratory Spectroscopy in Support of Observational Astronomy." Annual Review of Astronomy and Astrophysics 57, no. 1 (August 18, 2019): 79–112. http://dx.doi.org/10.1146/annurev-astro-091918-104438.

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The recent advancements in far-infrared (far-IR) astronomy brought about by the Herschel, SOFIA, and ALMA observatories have led to technological advancements in millimeterwave and submillimeterwave laboratory spectroscopy that is used to support molecular observations. This review gives an overview of rotational spectroscopy and its relationship with observational astronomy, as well as an overview of laboratory spectroscopic techniques focusing on both historical approaches and new advancements. Additional topics discussed include production and detection techniques for unstable molecular species of astrochemical interest, data analysis approaches that address spectral complexity and line confusion, and the current state of and limitations to spectral line databases. Potential areas for new developments in this field are also reviewed. To advance the field, the following challenges must be addressed: ▪ Data acquisition speed, spectral sensitivity, and analysis approaches for complex mixtures and broadband spectra are the greatest limitations—and hold the greatest promise for advancement—in this field of research. ▪ Full science return from far-IR observatories cannot be realized until laboratory spectroscopy catches up with the data rate for observations. ▪ New techniques building on those used in the microwave and IR regimes are required to fill the terahertz gap.

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Corbally, Christopher J. "The Vatican Observatory Summer Schools in Observational Astronomy and Astrophysics." Transactions of the International Astronomical Union 24, no. 3 (2001): 110–16. http://dx.doi.org/10.1017/s0251107x00000511.

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AbstractTwo seemingly incongruous components have come together about every two years: the serene terraces of the Pope’s summer residence at Castel Gandolfo, and the noisy exuberance of 25 beginning-level graduate students. Add in a small faculty of first-rate professors and a resourceful local support team, and one has the ingredients for the month-long Vatican Observatory Summer Schools. The eighth School takes place in the summer of 2001, and its goals are the same as when the series started in 1986: to encourage and motivate a mix of young people from industrialized and developing countries who are at critical moments of their research careers, and to make a small, but significant contribution to the progress of developing countries by exposing some of their most talented young citizens to people involved in high quality research in astrophysics. This account outlines the nature of the Schools, their follow-up, and something of how the spirit of sharing of personal and institutional resources is achieved.

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Aveni, Anthony F., and Lorren D. Hotaling. "Monumental Inscriptions and the Observational Basis of Maya Planetary Astronomy." Journal for the History of Astronomy 25, no. 19 (February 1994): S21—S54. http://dx.doi.org/10.1177/002182869402501903.

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Łukasik, Szymon, André Moitinho, Piotr A. Kowalski, António Falcão, Rita A. Ribeiro, and Piotr Kulczycki. "Survey of Object-Based Data Reduction Techniques in Observational Astronomy." Open Physics 14, no. 1 (January 1, 2016): 579–87. http://dx.doi.org/10.1515/phys-2016-0064.

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AbstractDealing with astronomical observations represents one of the most challenging areas of big data analytics. Besides huge variety of data types, dynamics related to continuous data flow from multiple sources, handling enormous volumes of data is essential. This paper provides an overview of methods aimed at reducing both the number of features/attributes as well as data instances. It concentrates on data mining approaches not related to instruments and observation tools instead working on processed object-based data. The main goal of this article is to describe existing datasets on which algorithms are frequently tested, to characterize and classify available data reduction algorithms and identify promising solutions capable of addressing present and future challenges in astronomy.

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Pallavicini, R., and S. Randich. "Unsolved problems in observational astronomy. I. Focus on stellar spectroscopy." Astronomische Nachrichten 325, no. 6-8 (October 2004): 462–76. http://dx.doi.org/10.1002/asna.200410267.

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Harutyunian, Hayk, and Areg Mickaelian. "Modern facilities in astronomy education." Proceedings of the International Astronomical Union 2, SPS5 (August 2006): 263–64. http://dx.doi.org/10.1017/s1743921307007119.

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AbstractAstronomical education is entering a new stage of development which is closely connected with the development of new technologies for communication, computing and data visualization. We discuss this evolution in the context of astronomy education in Armenia. As students spend only a short time in Byurakan Observatory for training in observations, they are not able to carry out systematic astronomical observations. Hence their training places emphasis on the use of astronomical archives and analysis of observational data obtained previously with the Byurakan telescopes and other ground-based and space telescopes. Thus, one of the aims of the Armenian Virtual Observatory is to support the training of students in this modern context.

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Melek, M. "Conceptual Aproach to Astronomy and Basic Science Education." Transactions of the International Astronomical Union 24, no. 3 (2001): 168. http://dx.doi.org/10.1017/s0251107x00000705.

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An approach is developed, in which the major dynamical and physical concepts of astronomy and basic space science are used, to build a scheme (prototype model) for education on the undergraduate level. A way to teach different theories and observational facts is shown, in which those concepts are built in or used; within the suggested educational scheme. The computational techniques which are needed in astronomy and basic space science are disscussed at which steps through the suggested educational scheme might be introduced.

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Jones, Bernard J. T. "How, precisely, can astronomy be of benefit to anyone?" Proceedings of the International Astronomical Union 5, S260 (January 2009): 381–92. http://dx.doi.org/10.1017/s1743921311002560.

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AbstractAstronomy as an observational science is technology driven both from the point of view of data acquisition and of data processing and visualisation. Astronomy exploits a very wide base of technologies which are developed, enhanced and extended by users. Consequently, astronomy can return new and enhanced technologies to areas well outside of astronomy itself. My own hi-tech company, Astraguard, a video imaging company, is a small but significant example of that technology return. Astronomy can provide both know-how and people for a diverse variety of areas: security, industrial process control, medical and biological imaging, petrochemicals, databases, and the financial industries to name but a few. It is unfortunate that those who teach astronomy are generally not aware of these possibilities.In this lecture I hope to take a first step towards showing what is possible. I hope to convince the reader that astronomy education, at all levels, can play a significant role in career development outside of astronomy and in higher education in developing countries.

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Encrenaz, Thérèse. "Infrared spectroscopy of exoplanets: observational constraints." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 372, no. 2014 (April 28, 2014): 20130083. http://dx.doi.org/10.1098/rsta.2013.0083.

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The exploration of transiting extrasolar planets is an exploding research area in astronomy. With more than 400 transiting exoplanets identified so far, these discoveries have made possible the development of a new research field, the spectroscopic characterization of exoplanets' atmospheres, using both primary and secondary transits. However, these observations have been so far limited to a small number of targets. In this paper, we first review the advantages and limitations of both primary and secondary transit methods. Then, we analyse what kind of infrared spectra can be expected for different types of planets and discuss how to optimize the spectral range and the resolving power of the observations. Finally, we propose a list of favourable targets for present and future ground-based observations.

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