Here's an even easier method. Just measure all time marks from the Solar Noon Mark. See Attachment.
-----Original Message----- From: sundial [mailto:[email protected]] On Behalf Of John Carmichael Sent: Saturday, July 27, 2013 7:27 AM To: 'Roger Bailey'; 'Robert Kellogg'; [email protected] Subject: RE: Sundials in schools A simple method of laying out a human analemmatic has just occurred to me. 1. Make a true to scale design drawing of the sundial with the Time Marks and the Solar Noon Mark on the ellipse. 2. Measure the distance along the ellipse from the Solar Noon Mark to an adjacent Time Mark. Then measure the distances between each Time Mark along the ellipse. 3. Find True North at the construction site. 4. At the construction site, mark the East/West and North/South cross lines that pass through the center of the date line (the center of the ellipse) 5. draw the ellipse on the ground using the simple line and pin method. See: https://www.youtube.com/watch?v=7UD8hOs-vaI 6. Using your drawing, simply measure and mark the distances between the Time Marks on the ellipse. Hint: If you use a flexible ruler or measuring tape, you can accurately measure the distances between the Time marks on the curve of the ellipse. This lay out method avoids the use of x/y coordinates or angle measurements. Simple! -----Original Message----- From: sundial [mailto:[email protected]] On Behalf Of Roger Bailey Sent: Friday, July 26, 2013 9:48 PM To: Robert Kellogg; [email protected] Subject: Re: Sundials in schools Hi Bob and Donald, I have done the same when an interest is expressed to NASS or to the SML. I routinely send people the basic design information, generally as a spreadsheet with x y data and charts. These requests are from individuals, schools and Eagle Scouts. A minority result in the construction of a dial. This information is offered to encourage people to construct a dial. These offers of information are not in competition with commercial products like Sunclocks but are encouragement to people to explore the possibilities for their specific location. The technology exists to define a dial. The challenge remains the artistic expression. How can the designer bring to life this known 2 dimensional definition of lines on a surface? There is the challenge and the opportunity. My own examples are dials 666 and 668 in the NASS sundial registry. http://www.sundials.org/index.php/dial-registry. The former, 666, Elliston Park Calgary, may be a beast but it is one of the first analemmatic sundials with seasonal markers showing where and when the sun rises and sets. For me the numbers are easy, the creative design is more challenging. Regards, Roger Bailey -------------------------------------------------- From: "Robert Kellogg" <[email protected]> Sent: Friday, July 26, 2013 2:23 PM To: <[email protected]> Subject: Re: Sundials in schools > Take Linda Reid's comments to heart. Over the last 4 months I've > helped two schools make analemmatic sundials. One was an Eagle Scout > project, the other was a team of parents. So neither the school > system nor the teachers themselves asked for help. I'm trying to > support sundials as math, history (e.g. al Shatir sundial of 1371), > and art curriculum enhancements, but at no cost. > > Regards > Bob Kellogg > --------------------------------------------------- > https://lists.uni-koeln.de/mailman/listinfo/sundial > > > > ----- > No virus found in this message. > Checked by AVG - www.avg.com > Version: 2013.0.3349 / Virus Database: 3209/6524 - Release Date: > 07/26/13 > ----- No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.3349 / Virus Database: 3209/6524 - Release Date: 07/26/13 --------------------------------------------------- https://lists.uni-koeln.de/mailman/listinfo/sundial --------------------------------------------------- https://lists.uni-koeln.de/mailman/listinfo/sundial
ANALEMMATIC LAY OUT METHOD.pdf
Description: Adobe PDF document
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