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(Ebook PDF) (Ebook PDF) 21st Century Astronomy: The Solar System (Vol. 1) 5th Edition All Chapter
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Contents
Chapters 15–23 are not included in this edition.
Preface xxi
About the Authors xxxii
Summary 17
Unanswered Questions 17
Questions and Problems 18
Exploration: Logical Fallacies 21
Summary 53
Unanswered Question 53
Questions and Problems 54
Exploration: The Phases of the Moon 57
vii
viii Co n t e n t s
Summary 77
Unanswered Questions 77
Questions and Problems 77
Exploration: Kepler’s Laws 81
Summary 103
Unanswered Question 103
Questions and Problems 103
Exploration: Newton’s Laws 107
5.3 The Doppler Shift Indicates Motion Toward or Away from Us 125
Working It Out 5.2 Making Use of the Doppler Effect 127
5.4 Temperature Affects the Spectrum of Light That an Object Emits 127
Working It Out 5.3 Working with the Stefan-Boltzmann Law and Wien’s Law 132
5.5 The Brightness of Light Depends on the Luminosity and Distance of the Light
Source 132
Working It Out 5.4 Using Radiation Laws to Calculate
Equilibrium Temperatures of Planets 134
Origins Temperatures of Planets 135
Reading Astronomy News A Study in Scarlet 136
Summary 137
Unanswered Questions 137
Questions and Problems 137
Exploration: Light as a Wave, Light as a Photon 141
Summary 167
Unanswered Questions 167
Questions and Problems 168
Exploration: Geometric Optics and Lenses 171
Summary 195
Unanswered Questions 195
Questions and Problems 196
Exploration: Exploring Extrasolar Planets 199
Summary 229
Unanswered Questions 229
Questions and Problems 230
Exploration: Exponential Behavior 233
Reading Astronomy News Mars Once Had an Entire Ocean—and then Lost It,
Scientists Say 261
Summary 262
Unanswered Questions 262
Questions and Problems 263
Exploration: Climate Change 267
Summary 291
Unanswered Questions 291
Questions and Problems 292
Exploration: Estimating Rotation Periods of the Giant Planets 295
Summary 321
Unanswered Questions 321
Questions and Problems 322
Exploration: Measuring Features on Io 325
xii Co n t e n t s
Summary 353
Unanswered Questions 353
Questions and Problems 354
Exploration: Asteroid Discovery 357
Summary 384
Unanswered Questions 385
Questions and Problems 385
Exploration: The H-R Diagram 389
Co n t e n t s xiii
Summary 414
Unanswered Questions 414
Questions and Problems 415
Exploration: The Proton-Proton Chain 419
Summary 443
Unanswered Questions 443
Questions and Problems 444
Exploration: The Stellar Thermostat 447
Summary 473
Unanswered Questions 473
Questions and Problems 474
Exploration: Low-Mass Stellar Evolution 477
Summary 501
Unanswered Questions 501
Questions and Problems 501
Exploration: The CNO Cycle 505
Summary 529
Unanswered Questions 529
Questions and Problems 530
Exploration: Black Holes 533
Co n t e n t s xv
Summary 559
Unanswered Questions 559
Questions and Problems 560
Exploration: Galaxy Classification 563
Summary 585
Unanswered Questions 585
Questions and Problems 586
Exploration: The Center of the Milky Way 589
xvi Co n t e n t s
Summary 611
Unanswered Questions 611
Questions and Problems 611
Exploration: Hubble’s Law for Balloons 615
Summary 641
Unanswered Questions 641
Questions and Problems 641
Exploration: Studying Particles 645
Summary 669
Unanswered Questions 669
Questions and Problems 669
Exploration: The Story of a Proton 673
Summary 695
Unanswered Questions 695
Questions and Problems 696
Exploration: Fermi Problems and the Drake Equation 699
Glossary G-1
Selected Answers SA-1
Credits C-1
Index I-1
Working It Out
Chapters 15–23 are not included in this edition.
xviii
AstroTours
Chapters 15–23 are not included in this edition.
AstroTour animations are available from the free Student Site at the Digital Landing Page,
and they are also integrated into assignable Smartwork5 exercises. Offline versions of the
animations for classroom presentation are available from the Instructor’s Resource USB Drive.
digital.wwnorton.com/astro5.
The Celestial Sphere and the Ecliptic 24 Traffic Circle Analogy 179
The View from the Poles 26 Processes That Shape the Planets 205
The Earth Spins and Revolves 35 Continental Drift 215
The Moon’s Orbit: Eclipses and Phases 40 Hot Spot Creating a Chain of Islands 220
Kepler’s Laws 65 Atmospheres: Formation and Escape 237
Velocity, Acceleration, Inertia 70, 73 Greenhouse Effect 241
Newton’s Laws and Universal Gravitation 89 Cometary Orbits 339
Elliptical Orbit 92 Stellar Spectrum 366
Tides and the Moon 95 H-R Diagram 377
Light as a Wave, Light as a Photon 115 The Solar Core 395
Atomic Energy Levels and the Bohr Model 118 Star Formation 431
Atomic Energy Levels and Light Emission and Absorption 122 Hubble’s Law 544, 597
The Doppler Effect 125 Dark Matter 546
Geometric Optics and Lenses 148 Active Galactic Nuclei 551
Solar System Formation 175 Big Bang Nucleosynthesis 608
digital.wwnorton.com/astro5
xix
Nebraska Simulations
Chapters 15–23 are not included in this edition.
digital.wwnorton.com/astro5
xx
Preface
Dear Student
Why is it a good idea to take a science course, and in particular, why is astronomy
a course worth taking? Many people choose to learn about astronomy because Process of Science CONVERGING LINES OF INQUIRY
they are curious about the universe. Your instructor likely has two basic goals in Astronomers asked: Why is the Solar System a disk,
with all planets orbiting in the same direction?
mind for you as you take this course. The first is to understand some basic physi-
cal concepts and how they apply to the universe around us. The second is to think
like a scientist and learn to use the scientific method not only to answer questions
Stellar astronomers
Stellar astronomers test find dust and gas
the nebular hypothesis, around young stars.
in this course but also to make decisions in your life. We have written the fifth
Stellar
seeking evidence
astronomers
for or against.
observe this
edition of 21st Century Astronomy with these two goals in mind. Mathematicians suggest
the nebular hypothesis:
a collapsing rotating cloud
gas and dust
to be in the
Throughout this book, we emphasize not only the content of astronomy (for
shape of disks.
formed the Solar System.
example, the differences among the planets, the formation of chemical elements)
but also how we know what we know. The scientific method is a valuable tool that
you can carry with you and use for the rest of your life. One way we highlight Planetary scientists test
the nebular hypothesis,
the process of science is the Process of Science Figures. In each chapter, we seeking evidence
for or against.
have chosen one discovery and provided a visual representation illustrating the
discovery or a principle of the process of science. In these figures, we try to illus- Planetary scientists
trate that science is not a tidy process, and that discoveries are sometimes made
study meteorites that
show the Solar System
bodies formed from
by different groups, sometimes by accident, but always because people are trying many smaller bodies.
to answer a question and show why or how we think something is the way it is. Beginning from the same fundamental observations about the shape of the Solar System,
theorists, planetary scientists, and stellar astronomers converge in the nebular theory
that stars and planets form together from a collapsing cloud of gas and dust.
The most effective way to learn something is to “do” it.planetesimals
Whether playing thatan in- too sparsely distributed for large planets to grow. Icy
were
strument or a sport or becoming a good cook, reading “how” can only take you
planetesimals in the outer so Solar System that survived planetary accretion remain
far. The same is true of learning astronomy. We have writtentodaythis
asbook
comet to help
nuclei.youThe frozen, distant dwarf planets Pluto and Eris are espe-
“do” as you learn. We have created several tools in every chapter to make reading
cially large examples of these residents of the outer Solar System.
a more active process. At the beginning of each chapter, weMany have Solar
provided a setobjects show evidence of cataclysmic impacts that re-
System
of Learning Goals to guide you as you read. There is a lotshaped
of information in every
worlds, suggesting that the early Solar System must have been a remark-
chapter, and the Learning Goals should help you focusably on the mostand
violent important
chaotic place. The dramatic difference in the terrain of the
points. We present a big-picture question in association with the chapter-opening
northern and southern hemispheres on Mars, for example, has been interpreted
figure at the beginning of each chapter. For each of these,aswethe have tried
result of to
onepose a
or more colossal collisions. The leading theory for the origin
question that is not only relevant to its chapter but also something you may have
of our Moon is that it resulted from the collision of an object with Earth. Mercury
wondered about. We hope that these questions, plus the photographs
has a crater on thatitsaccom-
surface from an impact so devastating that it caused the crust
pany them, capture your attention as well as your imagination.
to buckle on the opposite side of the planet. In the outer Solar System, one of
In addition, there are Check Your Understanding Saturn’s questions at theMimas,
moons, end of has a crater roughly one-third the diameter of the moon
each chapter section. These questions are designed to be itself.
answered quickly
Uranus suffered if youone or more collisions that were violent enough literally to
have understood the previous section. The answers are knock provided in the back of
the planet on its side. Today, as a result, its equatorial plane is tilted at al-
the book so you can check your answer and decide if further mostreview
a rightisangle
necessary.
to its orbital plane. We will see other examples in subsequent
As a citizen of the world, you make judgments aboutchapters.
science, distinguishing
between good science and pseudoscience. You use
these judgments to make decisions in the grocery
CHECK YOUR UNDERSTANDING 7.4
store, pharmacy, car dealership, and voting booth.
Suppose that astronomers found a rocky, terrestrial planet beyond the orbit of
You may base these decisions on the presentation of
Neptune. What is the most likely explanation for its origin? (a) It formed close to
information you receive through the media, which
the Sun and migrated outward. (b) It formed in that location and was not dis-
is very different from the presentation in class. One
turbed by migration. (c) It formed later in the Sun’s history than other planets.
important skill is the ability to recognize what is
(d) It is a captured planet that formed around another star.
credible and to question what is not. To help you
xxi
7.5 Planetary Systems Are Common
formation developed from the work of both planetary planets and other objects in our Solar System. In the cur-
and stellar scientists. Planets are a common by-product of rent model of the formation of the Solar System, solid ter-
star formation, and many stars are surrounded by planetary restrial planets formed in the inner disk, where temperatures
systems. Gravity pulls clumps of gas and dust together, caus- were high, and giant gaseous planets formed in the outer
xxii P R E FAC E ing them to shrink and heat up. Angular momentum must be disk, where temperatures were low. Dwarf planets such as
conserved, leading to both a spinning central star and an Pluto formed in the asteroid belt and in the region beyond
accretion disk that rotates and revolves in the same direc- the orbit of Neptune. Asteroids and comet nuclei remain to-
hone this skill, we have provided Reading Astronomy News sections at the end
tion as the central star. Solar System meteorites show that
larger objects build up from smaller objects.
day as leftover debris.
LG 5 List how astronomers find planets around other stars,
READING ASTRONOMY NEWS of LG
every chapter.
2 Discuss the role of These
gravity andfeatures
angular momentuminclude in a news article
and explain howwithwe know questions
that planetarytosystems
help you
explaining why planets orbit the Sun in a plane and why around other stars are common. Astronomers find plan-
Articles questions A system with five planets was observed by NASA’s Kepler space makethey senserevolve ofin how
the same science is the
direction that presented
Sun rotates. to you. It isother
ets around important thatof methods:
stars using a variety you learn the radialto be
telescope. As particles orbit the forming star, the cloud of dust and gas velocity method, the transit method, microlensing, astrom-
critical of into
flattens thea plane.
information
Conservation of you
angularreceive,
momentum and theseetry, and features
direct imaging. will helphas
As technology you do that.
improved, the
earth-size Planet Found in the “Habitable Zone” of Another star
While we inknow a lot about the universe,
determines both the speed and the direction of the revolution
of the objects the forming system. Dust grains in the proto- science is an withongoing
thousands process,
number and variety of known extrasolar planets has in-
creased dramatically, and we
of planets and planet
By Science@NASA “M dwarfs are the most numerous stars,” Although the size of Kepler-186f is known,
its language. We don’t want the language of math to obscure the concepts, so we
have placed this book’s mathematics in Working It Out boxes to make it clear
08_KAY_93899_ch7_172-199.indd 194 9/17/15 3:21 PM
when we are beginning and ending a mathematical argument, so that you can
spend time with the concepts in the chapter text and then revisit the mathemat-
ics of the concept to study the formal language of the argument. You will learn
to work with data and identify when data aren’t quite right. We want you to be
comfortable reading, hearing, and speaking the language of science, and we will
provide you with tools to make it easier.
190 chapter 7 The Birth and Evolution of Planetary Systems
though the original crater has largely there for years, blocking out sunlight amid the destruction after such an im-
been erased by erosion, geophysical and plunging Earth into decades of a pact 65 million years ago. timeters (cm). Telescopes in space sensitivity because
smaller dips in brightness can be measured. The small French
from
0.99
its chapter that relates to how the universe and life formed and evolved.
COROT telescope (27 cm) discovered 32 planets during its 6 years
of operation (2007–2013). NASA’s 0.95-meter Kepler telescope has
Transit durations are greatly exaggerated
discovered many planets and has found thousands more candidates
09_KAY_93899_ch8_200-233.indd 227 9/29/15 12:53 PM that are being investigated further. Figure 7.20 illustrates how
0.98
0 20 40 60 80 100 multiplanet systems are identified with this method: if one planet is
Time (days) found, then observations of the variations in timing of the transit
Figure 7.20 Multiple planets can be detected by multiple transits with can indicate that there are other planets orbiting the same star.
different brightness changes. The arrows point to the changes in the
mass (2.33 MJup) are known. The density provides a clue about
the science goals? Have some planets been found?
whether the object is gaseous or rocky.
a. What is the mass of this planet in kilograms? 49. Citizen science projects:
b. What is the planet’s radius in meters? a. Go to the “PlanetHunters” website at
c. What is the planet’s volume? http://planethunters.org. PlanetHunters is part of the
d. What is the planet’s density? How does this density com- Zooniverse, a citizen science project that invites individu- P R E FAC E xxiii
pare to the density of water (1,000 kg/m3)? Is the planet als to participate in a major science project using their own
likely to be rocky or gaseous? computers. To participate in this or any of the other Zooni-
verse projects mentioned in later chapters, you will need to
EXPLORATION
“About,” including the FAQ. What are some of the advan-
chapter. Thinking about the Concepts ques- begin? What will be the method of detection? there is panel),
“Science”
evidence foritatoplanetary
and allow run while you disk. Under
watch the “Menu,”
planet orbit its star read
from each of the views shown. Stop the animation, and in the “Pre-
and
sets” “About,”
panel, and
select “Option A” then “Classify.”
and then click “set.” Work through
47. Using the exoplanet catalogs:
tions ask you to synthesize information and
10 Study the “Earth view” panel at the top of the window. Would
an example, and then
1 Is Earth’s view ofclassify
this systemamost
fewnearly
images.
a. Go to the “Catalog” Web page (http://exoplanet.eu/catalog) like the “side view” or this planet be a good candidate for a transit observation? Why or why
most nearly like the “orbit view”? not?
of the Extrasolar Planets Encyclopedia and set to “All Plan- 50. Go to the “Super Planet Crash” Web page (http://www
explain the “how” or “why” of a situation. ets detected.” Look for a star that has multiple planets.
Make a graph showing the distances of the planets from
.stefanom.org/spc/ or http://apod.nasa.gov/apod/ap150112
2 Is the orbit of this planet circular or elongated?
.html). Read “Help” to see the rules. First build a system like
Applying the Concepts problems give you a
In the “System Orientation” panel, change the inclination to 0.0.
that star, and note the masses and sizes of the planets. Put ours with four Earth-sized planets in the inner 2 AU—is this
3 Study the radial velocity graph in the upper right panel. The blue 11 Now is Earth’s view of this system most nearly like the “side
the Solar System planets on the same axis. How does this stable? What happens
curve if you
shows the radial addofinthesuper-Earths
velocity or “ice
star over a full period. gi-
What is view” or most nearly like the “orbit view”?
chance to practice the quantitative skills you extrasolar planet system compare with the Solar System?
b. Go to the “Exoplanets Data Explorer” website (http://
ants”? Build theup a fewradial
maximum completely different
velocity of the star?
Web sends you to websites of space missions, observatories, experiments, or ar- planet at this point in the orbit, would it be positive or negative?
chives to access recent observations, results, or press releases. Other sites are for In the “Presets” window, select “Option B” and then click “set.”
6 What has changed about the orbit of the planet as shown in the 14 What is the smallest inclination for which you would find the
“citizen science” projects in which you can contribute to the analysis of new data.
views in the upper left panel? data convincing? That is, what is the smallest inclination for which the
theoretical curve is in good agreement with the data?
08_KAY_93899_ch7_172-199.indd 198 9/17/15 3:22 PM
Explorations show you how to use the concepts and skills you learned in an 7 When is the planet moving fastest: when it is close to the star or
when it is far from the star?
interactive way. Most of the book’s Explorations ask you to use animations and
simulations on the Student Site, while the others are hands-on, paper-and-pencil Student Site : digital.wwnorton.com/astro5 199
activities that use everyday objects such as ice cubes or balloons. 08_KAY_93899_ch7_172-199.indd 199 9/17/15 3:22 PM
The resources outside of the book (at the Student Site) can help you understand
and visualize many of the physical concepts described in the book. AstroTours
and Nebraska Simulations are represented by icons in the margins of the book.
There is also a series of short Astronomy in Action videos that are represented
by icons in the margins and available at the Student Site. These videos feature one
of the authors (and several students) demonstrating physical concepts at work.
Your instructor might assign these videos to you or you might choose to watch
them on your own to create a better picture of each concept in your mind.
Astronomy gives you a sense of perspective that no other field of study offers.
The universe is vast, fascinating, and beautiful, filled with a wealth of objects
that, surprisingly, can be understood using only a handful of principles. By the
end of this book, you will have gained a sense of your place in the universe.
AstroTour
Dear Instructor
We wrote this book with a few overarching goals: to inspire students, to make
the material interactive, and to create a useful and flexible tool that can support
multiple learning styles.
As scientists and as teachers, we are passionate about the work we do. We
hope to share that passion with students and inspire them to engage in science
on their own. Through our own experience, familiarity with education research,
and surveys of instructors, we have come to know a great deal about how students
learn and what goals teachers have for their students. We have explicitly ad-
dressed many of these goals and learning styles in this book, sometimes in large,
immediately visible ways such as the inclusion of features but also through less
obvious efforts such as questions and problems that relate astronomical concepts
to everyday situations or a fresh approach to organizing material.
For example, many teachers state that they would like their students to be-
come “educated scientific consumers” and “critical thinkers” or that their stu-
dents should “be able to read a news story about science and understand its sig-
nificance.” We have specifically addressed these goals in our Reading Astronomy
News feature, which presents a news article and a series of questions that guide a
student’s critical thinking about the article, the data presented, and the sources.
In nearly every chapter, we have Visual Analogy figures that compare astrono-
my concepts to everyday events or objects. Through these analogies, we strive to
make the material more interesting, relevant, and memorable.
Education research shows that the most effective way to learn is by doing.
Exploration activities at the end of each chapter are hands-on, asking students to
take the concepts they’ve learned in the chapter and apply them as they interact
with animations and simulations on the Student Site or work through pencil-
and-paper activities. Many of these Explorations incorporate everyday objects
and can be used either in your classroom or as activities at home. The Using the
Web problems direct students to “citizen science” projects, where they can con-
tribute to the analysis of new astronomical data. Other problems send students
to websites of space missions, observatories, collaborative projects, and catalogs
to access the most current observations, results, and news releases. These Web
problems can be used for homework, lab exercises, recitations, or “writing across
the curriculum” projects.
We also believe students should be exposed to the more formal language of
science—mathematics. We have placed the math in Working It Out boxes, so it
does not interrupt the flow of the text or get in the way of students’ understanding
of conceptual material. But we’ve gone further by beginning with fundamental
ideas in early Working It Out boxes and slowly building in complexity through
the book. We’ve also worked to remove some of the stumbling blocks that affect
student confidence by providing calculator hints, references to earlier Working It
Out boxes, and detailed, fully worked examples. Many chapters include problems
on reading and interpreting graphs. Appendix 1, “Mathematical Tools,” has also
been reorganized and expanded.
Discussion of basic physics is contained in Part I to accommodate courses that
use the Solar System or Stars and Galaxies volumes. A “just-in-time” approach to
introducing the physics is still possible by bringing in material from Chapters 2–6
as needed. For example, the sections on tidal forces in Chapter 4 can be taught
along with the moons of the Solar System in Part II, or with mass transfer in
Another random document with
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Ferner ersehen wir aus vorstehender Meldung, daß gewaltige
Brände auf die Vögel ähnlich einwirken wie unsere neuzeitlichen
großen Leuchttürme, an denen ja auch in gewissen Zugnächten
Hunderte, ja Tausende von Wandervögeln zugrunde gehen oder
schwer verletzt herabstürzen, so daß sie »von den Leuten
gefangen« werden. Daß auch Raben und Krähen, die wir heute
artlich nicht mehr auseinanderhalten, dazu gekommen sind, hängt
wohl damit zusammen, daß in jener Zeit die Schweden von Polen
aus nach Sachsen eingerückt waren, und in dem obenerwähnten
Jahre 1706 hier Winterquartier bezogen hatten. Wie im letzten
großen Völkerringen sind wahrscheinlich auch damals die Raben
und Krähen den kämpfenden Massen in großen Scharen gefolgt. Sie
sind erst am Morgen an der Brandstelle eingetroffen, weil sie ihre
Schlafplätze in der Regel nicht vor Tagesanbruch zu verlassen
pflegen.
Fußnoten:
[1] d. h. um den 1. Mai.
[2] Daß die Bienenfresser den Fischen schaden sollen, ist ein
Irrtum, der daher kommt, daß diese Vögel sich auf der Suche
nach Insekten auch an und über Gewässern herumtreiben, wobei
sie möglicherweise einmal ein Insekt von der Wasseroberfläche
aufnehmen.
[3] Sehr unwahrscheinlich erscheint dagegen ein neuerdings
gemeldetes Auftreten von zwölf bis fünfzehn Bienenfressern im
Jahre 1914 im Tale der Biela, die – von den Thyssaer Wänden
kommend – sich bei Königstein in die Elbe ergießt. Leider
mangelt es an jedweder Bestätigung dieses Vorkommens von
fachmännischer Seite. Immerhin sei bei dieser Gelegenheit die
Aufmerksamkeit der Vogelkenner und -freunde auf die
Bienenfresser gelenkt. Vielleicht glückt es doch einem oder dem
anderen, derartige seltene Vögel einmal an geeigneter Stelle
aufzufinden. Aber es sei davor gewarnt, die etwaige Beobachtung
gleich an eine zu große Glocke zu hängen, da sonst die Vögel
der auffälligen Schönheit des Gefieders wegen, leicht
Naturschändern zum Opfer fallen könnten!
[4] Es ist übrigens auch möglich, daß unsere Eisenten auf der
Zschopau überwintert sind und daß sie von hier aus einen
allerdings etwas eigenartigen »Ausflug« unternommen haben.
[5] Das sind nordische Bergfinken, die obigen Namen wegen ihrer
Rufe quäk, quäk erhalten haben.
Der Luchsstein bei Hinterhermsdorf
Forstmeister i. R. Sinz in Naunhof
In Abteilung 49 des Staatsforstrevieres Hinterhermsdorf, unweit
des Raumberges und der Thorwalder Wände, und zwar in dem die
Landesgrenze zwischen Sachsen und Böhmen haltenden
Ziegengrunde, abseits der Wege und Straßen, welche der
gewöhnliche »Schweizwanderer« benützt, befindet sich der
sogenannte Luchsstein. Er besteht aus einem im Waldesdunkel am
schmalen Ziegengrundwege gelegenen, nur wenige Meter von der
Landesgrenze entfernten Sandsteinblock mit Inschrift und
eingehauener Luchsfigur. Die Inschrift lautet: Allhier habe ich Joh.
Gottfried Puttrich, Königlicher Förster aus Hinterhermsdorf einen
Luchs mit einem Selbstschuß erlegt. Anno 1743. Puttrich war
kurfürstlicher Beamter. Der damaligen Gepflogenheit entsprechend
bezeichnete er sich jedoch als königlicher Förster, weil der Kurfürst
von Sachsen gleichzeitig König von Polen war. Inschrift und Luchs
waren Ende des vorigen Jahrhunderts stark verwittert. Der
Unterzeichnete, damals Verwalter des Hinterhermsdorfer
Staatsforstrevieres, ließ sie, so gut es ging, wieder herstellen.
Gegenwärtig ist die Inschrift noch ziemlich gut leserlich. Bubenhände
haben leider den Luchs stark beschädigt und mit üblen Farben
beschmiert. Nach Überlieferungen sollen die letzten Luchse im
Innern Deutschlands 1817 und 1818 im Harz zur Strecke gebracht
worden sein. Ob unser Luchs hier der letzte gewesen ist, der in der
Sächsischen Schweiz erlegt wurde, läßt sich nicht nachweisen.
Jedenfalls gibt uns das Denkmal aber davon Kunde, daß dieses bei
uns nun längst ausgestorbene Raubwild, dem aus jagdlichen
Gründen seinerzeit eifrig nachgestellt wurde, bis zum Jahre 1743 in
dem damals noch mehr wie heute unzugänglichen Gelände noch
hauste.
Der Luchsstein bei Hinterhermsdorf
Die Farbe im Stadtbild
Seit Kriegsende sind vielerorts farbige Übermalungen von
Gebäudeaußenseiten in Aufnahme gekommen und in einer Weise
durchgeführt, die den »Landesverein Sächsischer Heimatschutz«
zur Stellungnahme zwingt.
Den äußeren Anlaß dazu bot die Absicht der alten schönen Stadt
Kamenz, alle Markthäuser durchgehend neu zu übermalen, eine
Absicht, die inzwischen bereits großenteils durchgeführt wurde.
In dem Bemühen, für die hierhergehörigen Fragen, die in jüngster
Zeit eine immer größere Bedeutung erhielten oder zu erhalten
scheinen, eine tunlichst maßgebliche Beantwortung zu erwirken,
bildete der »Landesverein Sächsischer Heimatschutz« einen
Gutachter-Ausschuß, bestehend aus den Herren
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Eine der steilen Straßen steigt zur Kirche hinauf, die seit
fünfhundert Jahren wie eine kleine kantige Burg am Hang die Stadt
bewacht.
Im weißen Schiff unter gotischen Gewölben steht ein Kunstwerk,
das die Besucher von weither in das entlegene Städtchen lockt: der
Ehrenfriedersdorfer Altar.
Fünf Jahre lang, von 1916 bis 1921 war er nach vollzogener
Ausbesserung kleiner Schäden in der Dresdner Gemäldegalerie
untergebracht. Dresden wollte ihn behalten, aber die
Ehrenfriedersdorfer ließen nicht locker und haben ihn nun wieder.
In der Galerie stand er im deutschen Pavillon, in der Gesellschaft
Cranachs. Ein glanzvolles Museumsstück, vor dem die Kunstfreunde
verweilten. Aber ein Museumsstück unter tausend Bildern, von der
Sixtina, von Dürer, Holbein, Rembrandt, Rubens, Correggio,
Giorgione, Tizian, von allen großen Sternen überstrahlt.
Nun steht er wieder in der kleinen weißgetünchten Kirche, in die er
gehört. Orgelklang rauscht wieder über das alte vergoldete Holz.
Beim Eintritt sieht man ihn im Durchblick unter einem Mauerbogen
zwischen schweren Pfeilern leuchten. Im weißen Raum, in dessen
Gewinkel an diesem Tage Schneelicht und Sonnenschein durch
klare Fenster fiel.
Tritt man, des Blickes über die weiten winterlichen Flächen, über
das weiße Tal mit der kleinen blaugedächerten Stadt noch gewärtig,
in die weiße Halle der Kirche ein, so leuchtet der edle Goldglanz des
Altars wie eine milde Sonne über den weißen Höhen der herben
erzgebirgischen Landschaft.
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