Draft: this lesson was written with AI help and has not yet been read by a human editor.
1 What your class asks
This lesson asks you to describe effects of the relative positions and motions of Earth, the Moon and the Sun. The museum offers what its records say about eclipses, the Sun's course through the years and the Moon's changing distance from Earth; the class brings the other effects, such as the seasons and the phases of the Moon. 1
Curriculum expectations, with their official codes
- E2.5 describe various effects of the relative positions and motions of Earth, the Moon, and the Sun
2 Before you start
A thought to carry into the lesson.
3 The lesson
Which positions make the effect?
For each effect you read about, write which bodies are involved, where each one stands, and which motion changes the picture from one day or year to the next.
Go deeper
Al-Battani later stayed for some time in Antioch, where he observed the solar eclipse of 23 January and the lunar eclipse of 2 August 901 2. In his Zij he describes the instruments he used: a tall gnomon divided into twelve parts; a celestial globe with five rings, apparently his own invention; a mural quadrant with a side of no less than a metre; and horizontal and vertical sundials to measure the seasonal hours 3.
Why they did it
In the Zij, al-Battani modestly says he follows Ptolemy's path while changing some of his elements on the strength of new observations, and that he wished to smooth the way for students of astronomy 4. He urges the observer to perseverance and care, saying that truth in celestial matters is reached only through the labours of many successive generations 3.
Often misunderstood
A new model of the Moon can be mistaken for a step towards a Sun-centred sky. The record on Ibn al-Shatir's lunar model says the achievement concerns a particular mathematical relationship, not invention of the Moon, all astronomy or heliocentrism 5, and that Earth remains central to the overall description 6.
Think about it
Al-Battani measured the Sun's course over successive years, and al-Farghani explains an eclipse of the sun by the Moon's passing between the Sun and the Earth at conjunction. Why must someone who wants to say when eclipses fall follow the places of the Sun and the Moon for a long time, and not only on one day?
Into the museum
- Eclipses: how al-Farghani explains the moon's conjunction with the sun and its opposition to it.
- Al-Battani: his observations at al-Raqqa and Antioch.
- Al-Zij al-Sabi: his book and the instruments he describes.
- Ibn al-Shatir's lunar model: the problem of the Moon's changing distance.
Try this
Read about eclipses. Draw the Sun, the Moon and the Earth as al-Farghani places them for an eclipse of the sun, then redraw them for an eclipse of the moon, and label which body stands in the middle each time.
4 Carry it further
Where this lesson leads in the museum.
5 Check yourself
Nothing here is marked or sent anywhere. It is for you.
In your own words: what does Solar and lunar eclipses have to do with this lesson?
Compare with the card
How al-Farghani explains an eclipse of the sun. Al-Farghani treats an eclipse of the sun as the moon's passing between the sun and the earth at conjunction. At conjunction the moon is at the ascending or descending node with no latitude from the sun's path, and covers it wholly. If the conjunction falls away from the nodes, parallax makes the visible differ from the true, and an eclipse may appear partial from one place and total from another. Where must the Moon stand to cover the Sun?
In your own words: what does al-Battani have to do with this lesson?
Compare with the card
Following the Sun's course from al-Raqqa. Al-Battani spent most of his life in al-Raqqa and observed the sky there for many years to set the elements of his tables for that city's meridian and latitude. He measured the Sun's course over successive years, fixed the solstices and equinoxes above all in 882 and 883 CE, and observed solar and lunar eclipses in 883 and 891. What would you write down each day to follow the Sun?
I can now
Notes
- 1. Ontario Ministry of Education, The Ontario Curriculum: Science and Technology, Grades 1–8 (2022)
- 2. al-Battani sive Albatenii Opus astronomicum, ed. and Latin tr. Carlo Alfonso Nallino, Parts I–III (Milan: Hoepli, 1899–1907), p. 26
- 3. al-Battani sive Albatenii Opus astronomicum, ed. and Latin tr. Carlo Alfonso Nallino, Parts I–III (Milan: Hoepli, 1899–1907), p. 55
- 4. al-Battani sive Albatenii Opus astronomicum, ed. and Latin tr. Carlo Alfonso Nallino, Parts I–III (Milan: Hoepli, 1899–1907), p. 50
- 5. Roberts: Ibn al-Shatir's solar and lunar theory, pp428,431–432
- 6. Roberts: Ibn al-Shatir's solar and lunar theory, pp428,431